Strategic Vision
We develop future leaders in food and nutrition, empowering them to apply their expertise to solve the world’s most pressing food and nutrition challenges. Through education, research, and outreach we advance knowledge and practice that promote human health while fostering a global movement toward healthier and more sustainable food systems and dietary behaviors.
Our mission is to improve lives and communities by advancing the science of food and nutrition through exceptional education, innovative research, and impactful Extension outreach. We strive to empower individuals to make informed choices, foster partnerships with industry, and advocate for policies that prioritize health and well-being for people and communities.
We provide dynamic, experiential, community-engaged, and personal learning opportunities that prepare students for meaningful careers in food, nutrition and health. Guided by a diverse faculty with rich expertise and varied teaching approaches our students graduate as informed, capable professionals ready to make positive contributions to their professions and the world.
Our research programs are designed to address stakeholder needs, leveraging the multidisciplinary expertise of our faculty. Through collaborative efforts we enhance the food supply and investigate the impact of food and nutrition on human health. Research findings translate into practical solutions that benefit individuals, the broader community and food industry. This includes advancing policies that promote healthier eating habits, support underserved populations, and build resilience in food systems.
Our extension programs deliver evidence-based food and nutrition resources to improve health outcomes, strengthen communities, and support the economic vitality of Utah’s industries. These outreach efforts ensure that our research and knowledge have a tangible, lasting impact on the lives of those we serve.
Our vision is to be a premier department where students, staff, faculty, and external partners are respected, valued and empowered to work together to solve pressing challenges about food and nutrition ultimately contributing to a more sustainable, accessible, and health-promoting food environment for all.
Objectives
- Nurture a passion for animal, dairy, and veterinary sciences through dynamic learning experiences
- Support students in identifying and achieving diverse career goals
- Deliver forward-thinking curricula that address past, present, and future challenges across species and disciplines
- Enhance hands-on learning through internships, labs, and real-world experiences
- Conduct research that addresses industry and community needs, generating knowledge that advances animal science and agriculture
- Strengthen partnerships with industry leaders and research institutions to promote collaborations and interdisciplinary research
- Sustain a supportive culture of inclusive undergraduate and graduate student mentorship in research
- Engage in best practices for high-quality research and scholarship with a culture of safety and accountability
Serve the diverse animal-related communities of Utah and beyond by providing valuable resources, practical knowledge, and engaging programming that address stakeholder needs.
- Support Utah’s beef, dairy, equine, and small ruminant sectors with relevant resources and innovative solutions
- Foster prosperity through economic growth, lifelong learning, mental health support, and sustainable practices
- Innovate and collaborate to deliver continuing education programs that improve agriculture and community well-being
- Strengthen community connections through outreach, education, and stakeholder-driven initiatives that enhance agricultural practices and animal health
Support the ADVS community by fostering professional growth, building a sense of belonging, and aligning our programs with industry needs while contributing to the broader vision of Utah State University
- Foster collaboration and integration across the three mission areas of teaching, research, and Extension
- Support the ADVS community by fostering professional growth, building a sense of belonging, and aligning our programs with industry needs while contributing to the broader vision of Utah State University
- Cultivate a sense of belonging and shared vision among students, staff, faculty, and administrators
- Ensure engagement in department management and strategic planning through shared governance and inclusive decision-making
- Strengthen partnerships with industry professionals, stakeholders, and other departments across USU to align efforts with the university’s strategic goals and needs of Utahns
Assessment
The Department of Animal, Dairy, and Veterinary Sciences (ADVS) at Utah State University is committed to providing a robust and well-rounded education that prepares our graduates for successful careers in animal-related fields or further education in professional and graduate programs. Our assessment plan focuses on ensuring that students gain essential disciplinary knowledge, develop strong skills and career competencies, and experience hands-on learning opportunities that help them thrive both academically and professionally.
Our curriculum is designed to ensure students master core knowledge areas, such as anatomy, physiology, nutrition, genetics, health, and welfare of livestock and companion animals. Through careful alignment of courses with these learning objectives, we provide a clear pathway for students to progressively build and deepen their understanding. Our assessment approach tracks students' progress at key stages in their education, allowing us to ensure that learning is cumulative and that students leave the program with the foundational knowledge required for a variety of animal science-related roles.
In addition to disciplinary knowledge, we place a strong emphasis on building career competencies, such as effective communication, problem-solving, and critical thinking skills. Our students practice these skills through written and oral assignments, collaboration with peers, and applied projects. By aligning our curriculum with these skill-based learning outcomes, we help ensure that graduates are prepared to advocate for agricultural practices and tackle real-world challenges with confidence.
A vital component of our program is experiential learning. We recognize the importance of hands-on experiences in shaping students' education, and our assessment plan includes tracking participation in internships, research projects, and hands-on activities in class. Through opportunities like internships with industry partners, research experiences in our labs, and practical learning activities, students apply their knowledge in real-world contexts, gaining skills that are highly valued by employers and essential for career success. This experiential component enriches the student learning journey, fostering a deeper understanding of the material and providing invaluable opportunities to connect theory with practice.
Narrative report 2023-2024
The Department of Animal, Dairy and Veterinary Sciences (ADVS) has not collected outcomes data for several years, during which three major transitions occurred: 1) restructuring the department faculty to create a new College of Veterinary Medicine; 2) restructuring the department major from a single ADVS major with multiple emphases to four independent majors; and 3) transition of department leadership to a new department head.
Over the past year, our faculty have been engaged in the process of realigning curriculum and student learning outcomes to best meet workforce and industry needs, ensuring that our graduates are well positioned to be competitive for a wide variety of animal-related careers or to pursue further education in professional or graduate school. This process requires a backwards approach, first defining student learning outcomes, then realigning courses and course content to meet those outcomes, and then revising the assessment plan accordingly. Following consultation with Nathan Laursen in October 2024, we determined that our best approach for this report was to a) collect and interpret data for the 2023-2024 academic year only using the current learning plan (https://caas.usu.edu/advs/assessment/) and b) to outline our approach and timeline for revision and implementation of a new plan for our new program objectives.
Assessment overview of 2023-2024
The 2023-2024 assessment results for each major within the ADVS Department highlight several areas of student strength across disciplinary knowledge and skills/career competencies.
For the Animal and Dairy Sciences B.S., students excelled in integrating knowledge from basic sciences to practical applications within animal sciences, with high mastery rates. Strong performance was also observed in specific nutrition-related competencies. However, foundational knowledge areas, such as applied mathematics and animal genetics, showed notable weaknesses, with a significant portion of students scoring below mastery.
In the Biotechnology B.S. program, students demonstrated strong capabilities in animal biotechnology, scientific literature searches, and effective communication. Skills related to molecular cloning and protein purification were also at or above mastery levels. However, quantitative competency and proficiency in cell culture procedures showed areas of weakness that require targeted support.
For Bioveterinary Science B.S., the assessment revealed strengths in scientific literature searches and effective communication, where students generally exceeded mastery expectations. Despite these strengths, weaknesses were observed in understanding biological mechanisms, molecular genetics, and basic animal production knowledge, which need additional attention.
In the Equine Science and Management B.S. program, students performed well in integrating knowledge for equine operations and demonstrated proficiency in management techniques, achieving high levels of mastery. However, foundational competencies in applied mathematics and basic animal health-related knowledge showed limited mastery, indicating areas where curriculum interventions may be beneficial.
Overall, these results highlight strengths in communication, applied knowledge integration, and specialized competencies, while also pointing to the need for improved foundational knowledge in mathematics and basic sciences across the programs.A significant concern with the current assessment plan is that, for some learning objectives, data were collected from entry-level courses, which did not effectively capture students' progression of learning across the full curriculum. This limitation prevents a comprehensive understanding of how students' skills and knowledge evolve as they advance through the program. Additionally, some assessment artifacts were not well aligned with the stated learning outcomes, leading to potential discrepancies between what was being assessed and what was intended to be measured. Another issue is that since the establishment of the current assessment plan, many courses and their content have changed, resulting in the unavailability of data or the use of outdated assessments that no longer reflect the current curriculum. These concerns suggest a need to revise the assessment plan to ensure more meaningful and representative data collection throughout the curriculum.
- Two-Part Structure:
- Align courses with overarching learning outcomes using a curriculum map (Introduced, Developed, Mastered).
- Collect holistic data at lower- and upper-class levels to assess students’ progress through their degrees.
- Efficient Data Collection: Use Canvas 'OUTCOMES' tool to streamline tracking and reporting.
- Ongoing Review: Semi-annual evaluations will inform the department’s Undergraduate Curriculum Committee’s and ADVS faculty members’ decisions and support strategies for student retention and success.
Process and timeline for new ADVS student learning outcomes and assessment plan.
The figure below illustrates the ADVS Department's Student Learning Assessment Cycle, a structured process for ensuring continuous curriculum improvement.
- The cycle begins with determining overarching student learning outcomes (SLOs), where the Undergraduate Curriculum Committee (UCC) developed new SLOs in summer 2024, and the updated language was presented to the committee in October 2024.
- Next, the curriculum will be mapped to these outcomes. The ADVS department head consulted with the Office of Data Analytics (ODA) to select templates for mapping. The UCC, along with the SLO ad hoc group (including a representative from each major) will determine the process for aligning curriculum to these outcomes, with a target completion date of December 2024.
- The third step involves identifying assessments (exams, assignments, activities, projects, etc.) within the curriculum that generate the needed data to evaluate outcomes. UCC and the SLO ad hoc group work with instructors to connect assessments to outcomes using Canvas, targeting completion by mid-February 2025.
- Assessment data will be collected and evaluated, with the first set of outcomes data gathered for Fall 2024 and reviewed by the UCC, with a target date for reporting in April 2025 and a subsequent review of Spring 2025 data in June 2025.
- Finally, the cycle involves making data-informed decisions to adapt and improve the curriculum, with a full data review at the August faculty retreat, where UCC recommends changes or updates the learning assessment plan as needed. The cycle is then restarted with revisions and updates for the next academic year, ensuring a continuous improvement process.
As we move forward with implementing our revised student learning outcomes and assessment plan, the ADVS Department is committed to ensuring transparency and accountability at every stage. Faculty will play a central role in this process, contributing to curriculum mapping, aligning assessments, and providing feedback during semi-annual reviews. We will also keep our students and industry partners informed of changes through regular updates, ensuring that all stakeholders understand how these improvements will benefit their learning experience and career preparedness. Our Undergraduate Curriculum Committee (UCC) will oversee the implementation and adjust as needed, ensuring that our approach remains responsive and effective in meeting educational goals.
ADVS Student Learning Assessment Report 2024-2025
Student Learning Outcomes
Undergraduate Degrees
Disciplinary knowledge
- Students will demonstrate foundational knowledge of core animal science concepts by identifying and explaining the anatomy, physiology, reproduction, nutrition, genetics, and health of common livestock species.
- Students will identify, analyze, and apply primary scientific literature to inform decisions associated with the latest advancements and best practices in animal production and management.
- Students will integrate knowledge of animal science disciplines and best management practices to optimize livestock production and enhance operational efficiency.
Skills and career competencies
- Students will apply critical thinking and problem-solving skills to address current and future challenges in animal science.
- Students will communicate effectively in written and oral formats and collaborate with peers to advocate for agricultural practices.
- Students will engage in exploratory and practical learning experiences, building competencies applicable to careers in animal science and related fields.
Disciplinary knowledge
- Students will demonstrate foundational knowledge in veterinary science by identifying and explaining the anatomy, physiology, reproduction, nutrition, genetics, and health of common companion animal and livestock species.
- Students will identify, analyze, and apply primary scientific literature to assess advancements in veterinary science and animal health, fostering an evidence-based approach to understanding complex issues in the field.
- Students will gain essential knowledge in veterinary science that prepares them to meet the academic demands of a doctoral veterinary medicine program.
Skills and career competencies
- Students will apply critical thinking and problem-solving skills to address challenges in veterinary science.
- Students will engage in exploratory and practical learning experiences, building competencies applicable to careers in veterinary science and related fields.
- Students will communicate effectively in written and oral formats and collaborate with peers to advocate for veterinary science practices.
- Students will exhibit professionalism, ethical integrity, and empathy, prioritizing animal health and welfare while respecting diverse perspectives within veterinary science.
Disciplinary knowledge
- Students will apply fundamental knowledge of biological systems, physiology, genetics, biochemistry, and molecular biology to solve problems in biotechnology within animal agriculture and health sciences.
- Students will explain and evaluate the scientific principles underlying genetic engineering, molecular cloning, and cell culture techniques.
- Students will identify, analyze, and apply primary scientific literature to assess advancements in biotechnology applications in animal agriculture and health sciences.
Skills and career competencies
- Students will apply critical thinking and problem-solving skills to address ethical issues in biotechnology.
- Students will apply molecular, cellular, and microscopy techniques and evaluate their effectiveness in various research and industry settings.
- Students will collaborate and communicate effectively in written and oral formats on current biotechnology issues.
- Students will engage in exploratory and practical learning experiences, building skills applicable to careers in biotechnology for animal and human health sciences.
Disciplinary knowledge
- Students will demonstrate knowledge of core animal science concepts, focusing on equids, including anatomy, physiology, reproduction, nutrition, genetics, health, and welfare, with applications in equine science.
- Students will identify, analyze, and apply scientific literature on advancements in equine science to inform operations and implement best practices in equine management.
- Students will integrate knowledge of equine science and management practices to enhance horse production efficiency and operational outcomes.
Skills and career competencies
- Students will apply critical thinking and problem-solving skills to address current challenges in equine health, welfare, and management.
- Students will communicate effectively and collaborate with peers to promote sound equine management principles.
- Students will engage in practical learning experiences to develop skills applicable to careers in equine science and management.
Graduate Degrees
Scholarly Work
- Demonstrate mastery of fundamental and advanced concepts in the field, consistently applying them to address research topics effectively.
- Exhibit the ability to access and integrate information to create a cohesive overview of current knowledge in the field.
- Critically evaluate the value, meaning, and contributions of published literature, including foundational and current works.
- Develop an original and imaginative research problem, applying innovative approaches to study design and data collection.
- Interpret data appropriately, identify weaknesses or limitations, and draw reasoned conclusions that are clearly supported by research findings.
Contribution to the Discipline
- Conduct research that has a significant impact on the field, advancing understanding or providing new insights.
- Produce work that has potential for publication in high quality scientific journals, aiming for multiple publications from the dissertation.
- Contribute to the broader scientific community through research that addresses relevant and meaningful questions in the discipline.
Quality of Communication
- Write clearly and convincingly at a high professional level, using scientific and technical writing skills to effectively communicate complex concepts.
- Organize written content logically, using well-structured sentences with proper grammar, mechanics, and spelling.
- Deliver well-designed presentations that are informative and convey key findings clearly, using visual aids effectively to enhance understanding.
- Speak confidently and engage with audiences during presentations, showing enthusiasm for the topic and effectively using presentation tools.
Breadth and Depth of Knowledge
- Demonstrate a high-level understanding of both foundational and advanced knowledge in the discipline, including current literature and seminal works.
- Defend, clarify, and expand upon the written dissertation, demonstrating an expert-level understanding of the discipline.
- Synthesize dissertation research with broader topics in the field, putting research into context with past and present studies, and explaining key scientific principles deeply and clearly.
Quality of the Oral Defense
- Provide insightful, accurate, and well-articulated responses to questions during the oral defense, demonstrating critical thinking and a deep understanding of the research.
- Show awareness of the limitations of the methodologies and interpretations of findings, reflecting the ability to think critically and recognize the boundaries of their knowledge.
- Defend research by effectively addressing examiner questions with confidence and authority, demonstrating both knowledge and the ability to synthesize and apply concepts from the field.
Scholarly Work
- Demonstrate mastery of fundamental knowledge by consistently applying essential concepts to address research topics within the field.
- Access and integrate information effectively to provide a cohesive overview of current scholarly literature, including seminal works foundational to the field.
- Develop a clear research problem and articulate well-defined objectives and hypotheses (if applicable).
- Utilize appropriate methodologies for data collection and analysis, identifying any weaknesses or limitations in data interpretation.
- Draw reasoned conclusions that are clearly based on research findings, providing thoughtful discussion and appropriate recommendations.
Contribution to the Discipline
- Conduct research that is relevant and makes a significant contribution to the field of animal, dairy, and veterinary sciences.
- Produce work that has the potential for dissemination through publication in quality journals or presentations at scholarly conferences.
Quality of Communication
- Write clearly and effectively at a professional level, demonstrating an ability to convey complex concepts convincingly.
- Organize written content logically, using well-constructed sentences with appropriate grammar, mechanics, and spelling.
- Create professional presentations that emphasize effective content organization and clear communication of research data, ensuring that complex findings are conveyed in an understandable and impactful way.
- Present confidently, engaging the audience with appropriate pacing, clear explanations, and effective use of presentation resources.
Breadth and Depth of Knowledge
- Demonstrate confidence and competence in defending, clarifying, and expanding upon the written thesis during the presentation.
- Show a high-level understanding of the field, appropriately synthesizing the thesis topic with broader concepts and effectively explaining key scientific principles.
Quality of Responses to Questions
- Provide accurate and clear answers to examiner questions, effectively defending research findings and demonstrating critical thinking.
- Exhibit an understanding of the limitations of methodologies and interpretations of findings, linking concepts with evidence.
- Respond professionally to probing questions, demonstrating awareness of the implications of the work and reflecting on its broader impact within the field.
Learning Objectives and Course Maps
Assessment Plan
The department's undergraduate assessment efforts are targeted toward continuous implementation of improvements that ensure all graduating students have the knowledge and skills required to be productive and advance in their professional field of endeavor. Outcomes data is collected that provides feedback on students’ achievement relative to program learning objectives. The outcomes data is reviewed by program committees comprised of the department’s faculty members leading to data-based decisions that ensure the learning objectives are being met. Program committees meet regularly throughout the academic year, and an in-service day is the held at the end of spring semester to finalize plans for putting the data-based decisions into practice.
Outcomes Data
The NDFS department employs a variety of tools to collect feedback on its undergraduate programs:
- Students’ ratings on each course and its instructor are collected on every course using the IDEA survey. Feedback includes progress towards achieving the learning outcomes for the course and the effectiveness of the instructor. The syllabus for each course maps the specific learning outcomes for the course to the learning objectives defined in the IDEA survey to facilitate interpretation of IDEA feedback on a course-by-course basis. A variety of tools are used to develop summary information on courses across the department.
- Assignments are imbedded in pertinent courses to assess students’ progress towards meeting program competencies. The department’s programs are competency-based towards providing the skills needed for our graduates to be successful in their profession. The skills and competencies are mapped to courses that contribute to development of the specific skills and competencies.
- Department programs are accredited/approved by professional organizations. The Coordinated Program in Dietetics and the Didactic Program in Dietetics are each separately accredited by the Accreditation Council for Education in Nutrition and Dietetics of the Academy of Nutrition and Dietetics. The Food Science Program is approved by the Higher Education Review Board of the Institute of Food Technologists. Ongoing assessment and reporting of data-based decisions are key components for continuing accreditation and approval.
- Graduate placement and licensure data.
- Data and Input from Student Services for the College of Agriculture and Natural Resources. The department undergraduate student advisor meets regularly with program committees and provides feedback to keep the departments degree plans up-to-date and workable for students.
- Student surveys, focus groups, and exit interviews. Student assessment of our program is vital and offers unique perspectives to aid in making data-based decisions.
- Alumni Surveys. Periodically, the department solicits information from its alumni regarding current undergraduate degree requirements. The alumni are asked to address such things as:
- Comment on the importance of topic areas and courses
- Indicate which topics or courses have assisted them most in their careers
- Indicate which courses they wished they would have taken or which we should require
- Recommend specialized software that we should be using with students to prepare them for using computers in their professional activities.
Data-Based Decisions
Yearly reports of data-based decisions (including summary of the data upon which the decisions (including summary of the data upon which the decision was made) are developed by program committees after the department’s annual spring in-service day and/or reports to accrediting agencies.
Nutrition Science
2023 Report
2022 Report
2021 Report
2020 Report
2019 Report
2018 Report
2017 Report
2016 Report
2015 Report
Coordinated Program in Dietetics
2023 Report
2020 Report
2019 Report
2018 Report
2017 Report
2016 Report
2015 Report
Didactic Program in Dietetics
2024 Report
2023 Report
2022 Report
2021 Report
2020 Report
2019 Report
2018 Report
2017 Report
2016 Report
2015 Report
Graduate Assessment
Degrees
The department offers four graduate degrees:Doctor of Philosophy in Nutrition and Food Sciences (Plan A)
This is a traditional research-based degree program. Students are admitted only after they are accepted into, and funded by, the research program of an individual faculty member. Students must author a publication for acceptance into the doctoral program. Course work follows a plan of study developed in conjunction with their major professor and graduate committee. The plan of study must meet the core requirements of the department and graduate school and will also include courses pertinent to the student’s research project and later career goals. Students must demonstrate a mastery of course materials by passing a comprehensive examination given by their supervisory committee. They must also successfully defend their research as a significant original contribution to knowledge conducted in an ethical manner.
Masters of Science in Nutrition and Food Sciences (Plan A)
This is a traditional research-based degree program. Students are admitted only after they are accepted into, and funded by, the research program of an individual faculty member. Course work follows a plan of study developed in conjunction with their major professor and graduate committee. The plan of study must meet the core requirements of the department and graduate school and will also include courses pertinent to the student’s research project and later career goals. Students must demonstrate a mastery of course materials to their supervisory committee during defense of their research conducted in an ethical manner.
Master of Dietetic Administration (MDA) (Plan B or C)
This program is targeted to students who have completed the USU Dietetics Internship (DI), a post BS certificate program that qualifies students to take the professional examination to become a registered dietitian. Students who have completed the DI can complete the MDA in 18 additional credits taken over a year.
Master of Food Safety and Quality (MFSQ) (Plan B or C)
This program is targeted to students interested in gaining further expertise in food safety and quality. Many of the required courses can be taken online or as independent-driven experiential learning to accommodate students who may already be in the workplace.
Master of Public Health (MPH) (Plan C)
This program is targeted to students who are interested in seeking out leadership positions in the field of public health. The MPH degree is also frequently used as a stepping stone to medical, dental school, or other graduate programs when combined with a nutrition degree or other undergraduate science degree. Many of the required courses can be taken online to accommodate students who may already be in the workplace.
Assessment Plan
Graduate education is characterized by expectations that include mastery of subject material greater than typically associated with undergraduate education. The MS and PhD degrees have additional expectations for original research and scholarly activity conducted in an ethical manner. The learning objectives allied with each degree are described following this outline of our assessment plan.
Mastery of subject material by individual students in the MS and PhD programs is assessed by their supervisory committee following standard procedures required by the graduate school and department. The learning objectives for students in these research-based programs are established through a plan of study for each student and approved by their supervisory committee. The committees hold annual evaluations of graduate students to assess student progress in the program and their plan of study. These annual meetings are followed up with a report prepared by a member of the supervisory committee other than the major professor. The report addresses student progress toward degree completion and include recommendations given by the committee. The report is sent to the student and copied to the major professor and all members of the supervisory committee. A copy of the report is placed in the student’s file in the department. For doctoral students, competencies related to their plan of study are assessed during a comprehensive examination conducted by the supervisory committee. Final assessment of student competencies occurs during the defense of their thesis or dissertation, which is a reflection of how well the program has prepared the student to conduct research and think critically.
The department also collects outcomes data that provides feedback reflecting the overall performance of our programs on a holistic basis to augment the assessments of individual student learning provided by supervisory committees. This outcomes data is reviewed by the graduate program committee comprised of the department’s graduate faculty members leading to data-based decisions that ensure overall program objectives are being met. The graduate program committee meets regularly throughout the academic year, and an in-service day is the held at the end of spring semester to finalize plans for putting the data-based decisions into practice.
Learning Objectives
MS and PhD
The learning objectives for students in these research-based programs are established through a plan of study for each student and approved by their supervisory committee. The plan of study includes foundational courses in biochemistry and statistics and requires additional graduate level courses from NDFS and other departments leading to the specialized learning required for completion of the students research and consistent with a graduate degree in the field. Credit, course and other degree requirements.
As a result of successfully completing the requirements toward the PhD degree, students shall:- Demonstrate mastery of subject material.
- Produce, present and defend an original significant contribution to knowledge.
- Be able to conduct scholarly activities in an ethical manner.
- Demonstrate mastery of subject material.
- Conduct, present, and defend a body of research conducted during their program.
- Be able to conduct scholarly activities in an ethical manner.
MDA
Students will gain the knowledge needed for careers in dietetics administration through a program of required and elective coursework tailored to each student’s educational goals. The Plan B option will require the production of a paper or creative work reflecting equivalent scholarship standards as a master’s thesis. Credit, course and other degree requirements.
As a result of successfully completing the requirements toward the MDA degree, students will have an understanding of dietetics administration beyond that typically associated with an undergraduate degree, thereby preparing them to reach their personal and professional goals.
MFSQ
Students will gain the knowledge needed for careers in food safety and food quality through a program of required and elective coursework tailored to the students educational goals. The Plan B option will require the production of a paper or creative work reflecting equivalent scholarship standards as a master’s thesis. Credit, course and other degree requirements.
As a result of successfully completing the requirements toward the MFSQ degree, students will have an understanding of food safety and quality beyond that typically associated with an undergraduate degree, thereby preparing them to reach their personal and professional goals.
MPH
Students will demonstrate knowledge of biostatistics, epidemiology, environmental health, sociobehavioral public health, and public health policy and administration.
Students will demonstrate competency attainment through applied practice experiences in governmental, non-governmental, non-profit, industrial and for-profit settings or appropriate university-affiliated settings.
As a result of successfully completing the requirements of the MPH degree, students will be prepared for leadership positions within local, state, and federal health agencies, the private industry, and non-profit organizations.
Outcomes Data
Mastery of subject material by individual students in the MS and PhD programs is assessed by their supervisory committee following standard procedures required by the graduate school and department. The outcomes data evaluated by the supervisory committees includes plans of study, research proposals, qualifying exams, and theses and dissertations.
In addition, the department employs a variety of tools to collect feedback on the overall performance of its graduate programs, including, but not limited to:
PhD and MS in Nutrition and Food Sciences
- # students in each degree
- Average time to degree completion
- Average GRE scores of entering students
- Average stipend for MS and PhD assistantships
- Changes to graduate requirements and process stipulated by grad school
- # graduate student authorships per student
- # graduate student presentations per student
- % students completing degrees in targeted time frames:
- 2 years for MS
- 3 years for PhD after MS degree
- 5 years for PhD after BS degree
- Alumni and employer surveys
MDA
- % students completing degree in 1.5 years or less after beginning MDA coursework (past credits for dietetic internship)
- Graduate placement and professional advancement/achievements
- Alumni and employer surveys
MFSQ
- % students completing degree in 2 years or less after beginning MFSQ coursework
- Graduate placement and professional advancement/achievements
- Alumni and employer surveys
MPH
- 70% of students will complete the degree in 2 years or less after beginning MPH coursework.
- 80% of graduates will be employed or enrolled in future education within 1 year of program completion.
- 80% of graduates will report being ‘confident’ in their ability to apply competencies in their post-graduation placements.
Data-Based Decisions
Yearly reports of data-based decisions (including summary of the data upon which the decision was made) are developed by program committees after the department’s annual spring in-service day and/or reports to accrediting agencies.
PhD and MS in Nutrition and Food Sciences
2023 Report
2022 Report
2021 Report
2020 Report
2019 Report
2018 Report
2017 Report
2016 Report
2015 Report
Master of Dietetics Administration (MDA)
2024 Report
2023 Report
2022 Report
2021 Report
2020 Report
2019 Report
2018 Report
2017 Report
2016 Report
2015 Report
Master of Food Safety and Quality (MFSQ)
2024 Report
2022 Report
2021 Report
2020 Report
2019 Report
2017 Report
2016 Report
2015 Report
Master of Public Health (MPH)
2024 Report
2023 Report
2022 Report
2021 Report
2020 Report
2019 Report
2018 Report