Non-Academic Program Review Template · Fullerton College with a Nutrition & Foods Certificate that will show employers their qualifications. Vision: Fullerton College will transform

Form Revision by Program Review Committee – Approved September 14, 2017 Page 1 of 32

Instructional Programs 2017-2018 Self-Study

Three-Year Program Review Template Nutrition and Foods

Natural Sciences Division

Statement of Collaboration The program faculty listed below collaborated in an open and forthright dialogue to prepare this Self Study. Statements included herein accurately reflect the conclusions and opinions by consensus of the program faculty involved in the self-study. Participants in the Self-Study Kristy Richardson, Department Coordinator, Nutrition and Foods Rita Higgins, Nutrition and Foods Colleen Kvaska, Nutrition and Foods Michelle Loy, Nutrition and Foods

Authorization After the document is complete, it must be signed by the Principal Author, the Department Coordinator, and the Dean prior to submission to the Program Review Committee. Kristy Richardson

Faculty

Printed name of Principal Author and Department Coordinator

Signature Title Date

Rita Higgins

Faculty

Printed name of Faculty Signature Title Date

Colleen Kvaska

Faculty


Michelle Loy

Faculty


Richard Hartmann Printed name of Dean

Dean

Signature Title Date


1.0 Mission and Goals

The College’s Mission, Vision, Core Values and Goals drive all college activities. The Program Review committee would like to understand the connection of your program to the College’s Mission, Vision, Core Values and Goals. Summarize how your program supports each area. Mission: Fullerton College advances student learning and achievement by developing flexible pathways for students from our diverse communities who seek educational and career growth, certificates, associate degrees, and transfer. We foster a supportive and inclusive environment for students to be successful learners, responsible leaders, and engaged community members. The Nutrition and Foods Department has been working with the STEM Counselor to develop pathways to help students more efficiently complete the associates degree (AA) or transfer degree (AS-T). Many of our nutrition students have completed courses that qualify them for nutrition and foods-related jobs but some of them struggle to complete courses that are required to earn an AA or transfer to a 4-year university. We submitted curriculum so that, starting in fall 2018, these students will be able to leave Fullerton College with a Nutrition & Foods Certificate that will show employers their qualifications. Vision: Fullerton College will transform lives and inspire positive change in the world. Examples of the Nutrition and Foods Department’s commitment to the core values listed below demonstrate the alliance with the Fullerton College Vision. Core Values: Community - We promote a sense of community that enhances the well-being of our campus and surrounding areas. Every year the Nutrition and Foods Department hosts a station for Kindercaminata where we teach local kindergarteners what it means to be a Registered Dietitian Nutritionist (RDN) and we get them excited about attending college. The Nutrition and Foods Department faculty members started the Nutrition Club 3 years ago. The Nutrition Club works with the Fullerton College Food Bank to gather donations and bring healthy recipes to students in need. Our department participates in the Student Health Advisory Committee on campus and one of our faculty members gave a talk on “Nutrition for the Brain” at the Health Services Wellness Symposium. Equity - We commit to equity for all we serve. The Cultural Aspects of Foods course (FOOD 130) was recently increased to 3 units so it can be added to the transfer degree (AS-T). This course also meets the degree requirement for the multicultural education course. One of the Nutrition and Foods faculty members presented at the Males Achieving Success Conference.

One of the strategic goals of the department is to renovate/remodel our food laboratory classroom to better accommodate disabled students. We would like to purchase appliances and lower the counter height in food preparation areas.

http://www.fullcoll.edu/president/mission-statement



http://www.fullcoll.edu/president/fullerton-college-goals-institutional-slos





http://www.fullcoll.edu/president/fullerton-college-goals-institutional-slos


Excellence - We honor and build upon our tradition of excellence. We have exceptional faculty members in our department and we’re proud of all of their accomplishments. Several faculty members have served as board members for the California Academy of Nutrition and Dietetics – Orange District (CAND-OD) and one of our faculty members is currently the Nominating Chair for CAND-OD. In addition, one of our faculty members is the Marketing Chair for the Dietitians in Integrative and Functional Medicine (DIFM) In 2017, one of our faculty members received an award for Fullerton College Teacher of the Year Top 3. Growth - We expect everyone to continue growing and learning. As Registered Dietitians, all faculty complete 75 hours of continuing education every five years to maintain their professional credential and to remain current in the field. Students are required to utilize current technology in the form of computer nutritional software to evaluate, assess, and improve their diets and analyze the nutrient content for recipes. Instructors incorporate current technology into the classroom, using programs such as Kahoot It, Socrative, Poll Everywhere, and Quizlet. Faculty members have attended, presented, and taken leadership roles in campus staff development programs such as coordinating the adjunct academy and speaking as academy guest presenters. Inclusivity - We support the involvement of all in the decision-making process. The Nutrition and Foods Department holds monthly department meetings. All Nutrition and Foods faculty and classified staff are involved in the decision-making process and work together as a team to create department and foods laboratory policies and procedures.

Innovation - We support innovation in teaching and learning. We have two department faculty members who have earned the Teaching and Learning Certificate (TLC) provided through Basic Skills/Staff Development and we have another faculty member working toward completing the TLC. This certificate highlights innovative, creative and cutting-edge teaching techniques. Our department supports improvements and innovations in the area of distance education. One of our faculty members serves on the Distance Education Advisory Committee (DEAC), we have one department faculty member who has earned an on-line teaching certificate (OTC), and another who is signed up to complete the OTC at Fullerton College. Integrity – We act in accordance with personal integrity and high ethical standards. As Registered Dietitian Nutritionists (RDNs), all faculty adhere to the code of ethics established by the Commission on Dietetics Registration (CDR) and the Academy of Nutrition and Dietetics (AND). In addition, Nutrition and Foods faculty provide numerous opportunities for students to practice ethical behavior with each other, faculty and the campus community in varied classroom assignments, projects, field trips, and special events. Partnership – We work together with our educational and community partners. Every fall semester for the past 4 years, the Nutrition and Foods Department has hosted a continuing education meeting for the California Academy of Nutrition and Dietetics – Orange District (CAND-OD). This educational partner allows dozens of our students to volunteer at these events and receive free admission. Every year we allow health educators from Community Service Programs’ Project Path to present to some of our nutrition classes on the topic of impaired driving prevention. The goal of this community partner is to reduce impaired driving in the city of Fullerton. Our Nutrition and Foods faculty members have volunteered at career fairs for local high schools.


Respect – We support an environment of mutual respect and trust that embraces the individuality of all. For our foods laboratory courses we adjust recipes and purchase specialty ingredients to respect the cultural and religious needs of our students. Responsibility – We accept our responsibility for the betterment of the world around us. The Nutrition and Foods Department believes we can make a difference in the nutritional health of the students we work with, their family members, and the community. This is accomplished by preparing students to become successful nutrition professionals and improve their own health. Healthy students result in healthy families which then lead to healthy communities. The Nutrition and Foods faculty volunteer and encourage their students and the Nutrition Club members to volunteer in a variety of community settings. Some of these settings include local food banks, homeless shelters, hospitals, and meals-on-wheels programs. College Goals:

Goal 1: Fullerton College will increase student success. The Nutrition and Foods Department has been actively involved in supplemental instruction (SI) for the past six years. Students are provided with the opportunity to attend regularly scheduled out of class peer facilitated sessions to review, clarify, and further their understanding of course concepts. According to data gathered from the SI program, students who participate on average achieve a full letter grade higher than they would have received had they not participated. The skills students acquire while participating in SI not only help them succeed in their nutrition class, but also help them to succeed in other classes. The students who run the SI sessions (SI leaders) are former students who have been successful in the course. Several of our former SI leaders have transferred to 4-year universities to complete their bachelor or master degree in nutrition and a few are completing their dietetic internships to become RDNs. Goal 2: Fullerton College will reduce the achievement gap. To close the achievement gap, the Nutrition and Foods Faculty inform and encourage student participation in supplemental instruction (SI), the INCITE program, the academic support center, and tutoring services. Each semester the faculty recommends a student to serve and work as a nutrition tutor so that this service is available to students who are not able to attend SI sessions due to schedule conflicts.

Faculty serve as mentors and advisors for students interested in a career in nutrition and foods. Mentoring students and encouraging them to join the local dietetic association to network and explore career opportunities encourages them to continue with their course of study, resulting in increased retention. Goal 3: Fullerton College will strengthen connections with the community. Nutrition and Foods faculty plan field trips to local businesses in the community including grocery store tours, a tofu manufacturing plant, produce and seafood supply company, and various other businesses which help to strengthen relationships between the college and the community. Guest speakers may be brought into the classroom from local restaurants in the downtown area of Fullerton to speak on various food related topics and likewise field trips to restaurants specializing in particular cuisines may be planned to expose the students to local businesses and support of the community.


2.0 Program Data & Trends Analysis 2.1 Key Performance Indicators (KPI) For each KPI listed below, analyze and report your findings and describe what they mean. (Attach 5-year longitudinal data from Office of Institutional Research and Planning (OIRP) to Appendix.)

KPI Findings Enrollment Enrollment in the program has increased approximately 30% since 2013 with

enrollment of 1,270 in 2013 and 1,655 in 2017. Nutritional science and dietetics continues to grow as a career choice with numerous opportunities for employment. In addition, many of the dietetic programs at the Universities are currently impacted. Students who cannot get the courses they need are enrolling in our program to complete the nutrition courses that are transferable.

Total FTES FTES has increased approximately 33% since 2013 with 133 FTES in 2013 and 176.7 FTES in 2017. The majority of students are enrolled in Human Nutrition 210. This course fulfills a GE requirement for graduation and students appear to also enroll in the course because they have a personal interest in learning about nutrition.

Sections The number of sections offered has increased from 30 to 46 over the past 5 years. We have a high demand for courses with petition lists for each section averaging 5-10 students. Due to the high demand for the Introduction to Foods course (FOOD 102), instead of offering 1 section we have started to offer 2 sections every fall semester.

FTEF The FTEF has increased from 6.7 to 10.5 over the past 5 years. In 2016 we hired two full time faculty to help support the increase in FTES. Within the next 5 years a full time faculty member will retire and a tenure track full time position will need to be filled in order to support the remaining full time faculty and the department.

Fill Rate The fill rate was above 100% in 2013 and 2014 and then our fill rate dropped to 83% in 2017. This drop is likely due to the drop in enrollment experienced campus wide and the new Food Safety & Sanitation course we offered in fall 2017 that had a low fill rate. We expect enrollment in this course to increase as students become aware of the course and the certificate that can be earned when taking the course. The drop in our fill rate could also be related to some of our sections being offered at times that were not ideal for student schedules because rooms weren’t available at the preferred times. We no longer have our own lecture classroom and have to use what is available after all of the other departments schedule their classes. There are plans to build a new lecture classroom for our department, along with a new foods lab, in the new STEM building (the remodeled 1600 building).

WSCH/FTEF Weekly student contact hours per FTEF increased 4% from 2013 to 2016 and then decreased 18% from 2016 to 2017. This is likely due to the increased popularity of our on-line sections and our offering of more on-line sections in 2017 compared to prior years.

Retention The retention rate in our program has remained stable at 83-86% over the past five years.

Success The average success rate has increased slightly over the past five years from 70.7% to a current average success rate of 73.1%.

2.2 Peer Institution Comparison


Complete the table below.

How does your program compare with peer institutions? Provide a narrative of your comparison. (Peer institutions are colleges or programs identified by the Office of Institutional Research and Planning (OIRP)).

Retention and Success: In regards to retention, our program appears to be similar to other programs and has remained stable over the past five years. Our success rate is higher than one peer institution, lower than one peer institution, and similar to two of them. It is important to note however that the data does not reflect the various levels of nutrition courses that are offered within a program.

Very often nutrition courses vary in their level of difficulty depending on whether or not the course is transferable. Within typical food and nutrition departments, there are 100 level nutrition courses while others, such as our program, offer a 200 level course. Our Human Nutrition 210 course, which accounts for the largest segment of our student enrollment, is a science course designed for students who are majoring in science, nursing, kinesiology, nutrition and dietetics and/or food science.

Although Human Nutrition 210 is a science course, it also meets one of the GE requirements for graduation therefore many non-science majors enroll in the course in order to fulfill this requirement. Many of these students find the course challenging and difficult. Having a STEM center, continued supplemental instruction, nutrition tutoring, and providing assistance with reading literacy for the sciences will assist in increasing our rates of student success.

College/Program: Your Program Santa Ana LA City Fresno Modesto

Retention: Sp2013 85.8% Fa2013 89.5% Sp2014 82.6% Fa2014 86.6% Sp2015 84.5% Fa2015 88.0% Sp2016 87.1% Fa2016 87.3% Sp2017 84.1%

Sp2013 83.8% Fa2013 89.2% Sp2014 80.0% Fa2014 81.1% Sp2015 81.8% Fa2015 87.1% Sp2016 88.6% Fa2016 81.1% Sp2017 87.9%




Success: Sp2013 69.8% Fa2013 76.5% Sp2014 69.5% Fa2014 75.2% Sp2015 70.9% Fa2015 73.2% Sp2016 69.9% Fa2016 74.2% Sp2017 71.6%





Degrees Awarded: 2013-14 0 2014-15 0 2015-16 0 2016-17 2

2013-14 2 2014-15 2 2015-16 3 2016-17 2

2013-14 0 2014-15 3 2015-16 0 2016-17 0

2013-14 1 2014-15 2 2015-16 1 2016-17 2

2013-14 0 2014-15 0 2015-16 0 2016-17 0

Certificates Awarded: N/A

Transfers:


Degrees Awarded: The number of Associate degrees in Foods and Nutrition is extremely low. In regards to the work place, employment opportunities with an Associate degree in Foods and Nutrition are limited. To become a Registered Dietitian Nutritionist (RDN) requires a bachelor’s degree from an accredited dietetics program. Most students who have declared nutrition as their major are taking our courses in order to transfer to a four year university therefore they may not see the need to obtain an associate’s degree. Other peer institutions with similar degrees have similar results, granting 0-3 associate degrees per year.

Certificates Awarded: We do not currently offer a certificate but we have a Nutrition and Foods Skills Certificate in curriculum review and it is scheduled to be approved for Fall 2018. 2.3 Achievement Gap Indicate achievement gap for each of the groups listed below. (Attach to Appendix the Success and Retention by Ethnicity Data as identified by the Office of Institutional Research and Planning.)

Group % Retention % Success

Males 2013 82.3% 2014 82.6% 2015 80.7% 2016 84.2% 2017 84.4%

2013 66.0% 2014 66.6% 2015 66.3% 2016 65.2% 2017 68.0%

Females 2013 86.5% 2014 85.9% 2015 85.5% 2016 87.9% 2017 85.6%

2013 74.6% 2014 74.4% 2015 75.7% 2016 76.2% 2017 76.7%

Asian-American 2013 91.3% 2014 89.7% 2015 93.4% 2016 93.8% 2017 92.7%

2013 87.7% 2014 84.1% 2015 85.6% 2016 82.6% 2017 88.2%

African-American 2013 82.6% 2014 80.6% 2015 63.4% 2016 69.8% 2017 75.5%

2013 67.4% 2014 55.2% 2015 46.5% 2016 49.1% 2017 55.1%

Filipino 2013 85.0% 2014 88.2% 2015 86.1% 2016 92.9% 2017 89.2%

2013 72.5% 2014 67.6% 2015 80.6% 2016 78.6% 2017 80.0%

Hispanic 2013 82.2% 2014 82.9% 2015 82.1% 2016 86.2% 2017 83.6%

2013 64.5% 2014 69.4% 2015 69.1% 2016 70.1% 2017 69.7%

Native American 2013 80.0% 2013 70.0%


2014 87.5% 2015 0.0% 2016 80.0% 2017 75.0%

2014 87.5% 2015 0.0% 2016 60.0% 2017 50.0%

Other Non-White

Pacific Islander 2013 100.0% 2014 75.0% 2015 0.0% 2016 100.0% 2017 50.0%

2013 80.0% 2014 50.0% 2015 0.0% 2016 100.0% 2017 0.0%

White 2013 86.7% 2014 85.5% 2015 87.0% 2016 82.8% 2017 88.3%

2013 74.6% 2014 73.4% 2015 75.3% 2016 71.3% 2017 79.7%

Unknown 2013 88.1% 2014 88.9% 2015 78.0% 2016 86.0% 2017 82.9%

2013 76.2% 2014 66.7% 2015 73.2% 2016 76.7% 2017 71.4%

Range (Max-Min) 50-100% 50-100%

2.4 Program Effectiveness Since your previous Program Review Self-Study, what significant changes have occurred that impact the effectiveness of your program? Our program continues to grow in regard to enrollment, increasing approximately 30% since 2013. We have exceptionally high demand for our Introduction to Foods (FOOD 102, previously FOOD 101A) laboratory course. Prior to our last program review, instead of only offering this course once a year we started offering this course during both the fall and the spring semester to meet the high demand. Since our last program review we have started offering 2 sections of FOOD 102 during most semesters for a total of 3-4 sections per year instead of the 1-2 sections that were previously offered. This increase in the number of lab courses has increased the workload for our lab clerk because the lab clerk purchases food and helps to set-up experiments for the additional sections. Our lab clerk currently works overtime to meet the demands of our foods laboratory courses. The lab clerk is able to bank the extra hours he works to be able to take time off later, but is often unable to take time off due to the demands of the position. Since our last program review we have added 2 new courses and a certificate. The 2 new courses are Careers in Nutrition and Foods (NUTR 100) and Food Safety & Sanitation (FOOD 110) and the certificate is the Nutrition & Foods Skills Certificate. We are requesting an increase in our lab clerk’s hours from 20 hours per week to 40 hours per week so he/she can assist with setting up fieldtrips and laboratory activities for these new courses and meet the demands of our growing number of foods laboratory courses without having to work overtime. The foods laboratory classroom was last remodeled in the 1970's. Since our last program review we have received new equipment and our countertops were sprayed with a coating but we did not receive the full remodel that was approved after our last program review. The reason we didn’t receive a full


remodel is because there are tentative plans to build a new foods laboratory classroom in the new STEM building (the remodeled 1600 building). The building was supposed to be built in 5 years but it has already been 3 years and we have yet to see any plans for the new building. The coating that was sprayed onto the countertops has already started to chip so replacing the countertops would be preferred. Our kitchen cabinets and floors still need to be replaced because the bottoms of the cabinets are rusted and the floors are oozing black tile glue up through the seams making it difficult to keep them clean. The foods laboratory classroom continues to lack a “smart station” and the IT department informed us that there isn’t enough space for a “smart station” to be installed. It sounds like we will need to wait for the foods laboratory classroom to be built in the new STEM building before we can have a “smart station”. About a year ago we lost our lecture classroom. Our lecture classroom used to be in room 1014 but the division in the 1000 building took this classroom from us. We no longer have a nutrition lecture classroom where our department has first priority for scheduling our nutrition lecture classes. As a result, some of our classes end up being moved to times that are not preferred by students and buildings that are across campus. We sincerely hope that the new STEM building will have a nutrition lecture classroom for us, in addition to the foods laboratory lecture and lab classroom, to replace the nutrition lecture classroom that we lost. Our faculty and lab clerk offices are currently located in 3 different buildings. We will be requesting 4 faculty offices and 1 lab clerk offices in the new STEM building to be located next to the new foods laboratory lecture and lab classroom and new nutrition lecture classroom. This will help to improve communication and efficiency within our department. Since our last program review, we have expanded our involvement with the supplemental instruction (SI) program and now have 3 faculty members involved. The program has been very successful with positive student feedback and more importantly increased student success for those who participate. We plan to continue our involvement with this program. 2.5 Describe any laws, regulations, trends, policies, procedures, or other influences that have an impact on the effectiveness of your program. Please include any other data (internal or external) that may be relevant to student achievement, learning, and trends within your Basic Skills, CTE, or Transfer Education programs.

Supplemental instruction data that we have collected and analyzed has indicated that students who attend SI sessions earn a full grade higher on exams when compared to students who do not attend. SI has been instrumental in increasing student success. We have three faculty members involved in the program and their SI leaders will continue to provide this service to our Human Nutrition 210 students. It is our hope that we can expand the program and offer SI to students in other courses such as the Introduction to Foods course to also increase their level of success. SI has been shown to have a positive influence on the effectiveness of our program.

In regard to trends, employment of dietitians and nutritionists is projected to grow 21 percent from 2012 to 2022, faster than the average for all occupations. The role of food in preventing and treating illnesses, such as diabetes, is well known. Registered dietitians and nutritionists will be needed to provide care for patients with various medical conditions and to advise people who want to improve their overall health. As more students become interested in this career field, our program will continue to grow and demand for transfer level courses will continue to escalate.


A few other factors that will influence our department are the recent approved AS-T degree in Nutrition and Dietetics and the pending Nutrition and Foods Skills Certificate which is scheduled to be approved for Fall 2018. These will most likely increase student retention and success due to students having a "plan" in place and a goal to reach as they complete their transfer courses or earn a certificate within our department. We may also see an increased number of students declaring nutrition as their major since this AS-T degree’s educational plan will get them a place at the four-year college and the employment outlook for this career field is so promising. Having the necessary resources, such as adequate staffing, funding, and facilities to support this growth will be crucial to the effectiveness of the program.

2.6 Provide any other data that is relevant to your self-study.

3.0 Strengths, Weaknesses, Opportunities, Challenges (SWOC) Based on your analysis in 2.1 through 2.6, answer the following questions:

3.1 What are the strengths of your program? The Fullerton College Nutrition and Foods program is a strong program, with enrollment increasing 30% and FTES increasing 33% since 2013. The program retention is comparable to other institutions at an average of 85%. The average success rate increased from 70.7% to 73.1% over the past 5 years and we hope to continue this trend. Courses offered are aligned with the AS-T degree in Nutrition and Dietetic, giving students the advantage of guaranteed acceptance into four-year university programs. In addition, starting in Fall 2018 we will be offering a Nutrition and Foods Skills Certificate, which will allow students to show a higher level of qualification for employment in the field of nutrition and foods. The strengths of the program also align with the mission, vision, and goals of the college. We continue to support increasing student retention and success by providing supplemental instruction and encouraging students to utilize the academic support center, our nutrition tutor, and to volunteer and get involved in the campus and community. We will continue to participate in on-campus events such as the Health Fair and Kindercaminata and support on-campus organizations such as the Food Bank. We will continue to be advisors for the Nutrition Club where students take on leadership roles and plan events that assist nutrition students in achieving their academic and career goals. Faculty continually strives to work collaboratively together while providing individual assistance and mentoring opportunities, internships, supplemental instruction, and providing educational and career advisement to students in need. Faculty are strong role models for lifelong learning. Two faculty members have earned the Teaching and Learning Certificate through Staff Development and several faculty have earned on-line teaching certificates. Participation in the Habits of Mind initiative, adjunct academy, involvement in campus committees such as the wellness committee and reading for science literacy exhibit not only a commitment to students but to the campus and college community.

3.2. What are the weaknesses of your program? Although our retention and success rates are in line with past performance and about average when compared to peer programs, there is room for improvement.


The achievement gap figures indicate that African American students have the lowest average retention rate for the past five years at 74.4% however this percentage has gradually increased over the past 3 years from a low of 63.4% (2013) to a current percentage of 75.5% (2017). The second ethnicity group with the lowest retention rate is Native American students at a five year average of 80.6%. Though the average is low, this number jumps around a lot due to the small number of Native American students. The retention rate has ranged from 75 to 87.5% over the past 5 years. The third ethnicity group with the lowest retention rate is Hispanic students at a five year average of 83.4%. In this population group, the percentage has increased over the past 5 years with the last 2 years having the highest retention rates 86.2% (2016) and 83.6% (2017). Encouraging students to utilize supplemental instruction, tutoring, INCITE, and the academic support center has assisted in keeping these students in class. Asian Americans and Whites have the highest average retention rates of 92.2% and 86.1% respectively. Regarding success rates, similar trends are apparent. African American students, Native American, and Hispanic students have the lowest average success rate of 54.7%, 66.9% and 68.6% respectively over the past five years. In the African American student population, if we look back 8 years ago the success rates have increased with a low of 32% in 2009 and a high of 67.4% in 2013 but more recently the rate has started to drop again with a success rate of 46.5-55.2% over the past 5 years. During our last program review Native American students had one of the highest success rates. This change is likely due to the low number of Native American students. One year you could have 2 students complete the course, 1 is successful and 1 isn’t and you have a success rate of 50%. Another year you could have 2 students complete the course and both are successful so you have a success rate of 100%. Hispanic student success rates have increased by about 5% over the past 5 years. Hispanic student success rates increased from 64.5% in 2013 to 69.4% in 2014 and since then have remained consistent ranging from 69.1-70.1% over the past 4 years. Asian American students have the highest average success rate of 85.6% and white students averaged a 74.9% success rate. Additional assessment of the particular needs of African American and Hispanic students needs to be addressed to further increase levels of success. Continuing to provide supplemental instruction, nutrition tutors, and encouraging students to utilize other campus resources will assist in increasing success rates. A STEM center to assist students with reading and writing in the sciences would also be beneficial. The low number of degrees also needs to be closely looked at to see why students who transfer do not obtain the degree. They are most likely completing all of the degree courses since most of them are required for transfer into the Nutrition and Dietetics program. Collaborating with the counseling and transfer centers may assist in marketing the degree for those students pursuing Bachelor’s degrees in Nutrition and Foods. Having some system to flag declared nutrition majors to inform them of the degree would also increase the number of degrees awarded. One of our faculty members designed a brochure to help us get the word out about our AA, AS-T and new certificate. Adequate staffing, facilities, funding, and access to technology, need to be obtained and maintained in order to support the growth of the Nutrition and Foods program. Our foods laboratory clerk works overtime to meet the demands of our growing number of classes. Our foods laboratory located in room 1017 was last remodeled in the 1970’s. Deteriorating cabinets and non-ADA compliant counter


heights/appliances require remodeling and replacement. We also need a “smart station” in the foods lab classroom in order to utilize current technology but there isn’t enough space to install a “smart station”. The Master Plan includes plans to renovate this building however there are no plans to demolish the building and rebuild. If we are to accommodate the increasing demand for our food laboratory classes and stay up-to-date with technology, we need to increase our lab clerk’s hours to 40 hours per week, build a new foods laboratory lecture and lab classroom and nutrition lecture classroom in the new STEM building, and purchase 12 iPads. This will allow us to meet the demands of our growing number of classes, be ADA compliant, and accommodate the latest technology to provide an adequate learning experience for all students. Students will be able to use the iPads to view recipes and experiment procedures, look up recipe substitutions, analyze the nutrient content for recipes, and participate in classroom activities using programs such as Kahoot It, Socrative, Poll Everywhere, and Quizlet. In addition, we need 4 faculty offices and 1 food lab clerk office in the new STEM building. Our offices are currently located in 3 different buildings which makes it challenging for everyone to communicate. In addition, all of the offices should to be near the foods laboratory lecture and lab classroom and nutrition lecture classroom so we can easily access all materials. 3.3 What opportunities exist for your program? Opportunities for continued growth of success rates and degrees awarded exist. Continued efforts with supplemental instruction, tutoring, INCITE, and the academic support center will be instrumental. A particular need exists to provide support in reading and writing for the sciences for our under prepared, basic skills student population. This could be accomplished with a STEM center, a science boot camp prior to the beginning of the semester, and through the incorporation of science literacy activities and habits of mind concepts directly into the classroom. An on-line self-assessment tool so that students can access their readiness for taking an on line course may also be useful in increasing the success rates of the on line nutrition courses. More specific tracking of success rates by particular courses offered through the Nutrition and Foods program would also pin point where resources to improve student success are most needed. Opportunities exist in increasing the number of degrees, certificates, and transfers. We look forward to being able to offer our new certificate in fall 2018 and would like to investigate the opportunity of working with counseling, the transfer center, and admissions and records to identify nutrition majors and make them aware of the degrees and certificates and which classes are required to obtain them. Appropriate follow up could then take place. In addition, transfer data would provide useful information that would assist us in tracking our current success rates in this area, set goals for improvement, and be able to measure our level of success. 3.4 What challenges exist for your program?

The most significant challenges we are currently facing are inadequate hours for our foods laboratory clerk, insufficient facilities for our foods laboratory classes, and losing our lecture classroom. Our foods laboratory clerk works overtime to meet the needs of our growing number of classes. Working overtime is problematic for this position because instead of being paid for overtime, comp time is accrued. The lab clerk already doesn’t have enough time to complete his work so accruing comp time does help. We now offer 2 sections of Introduction to Foods most semesters and we have 2 brand new classes (FOOD 110 and NUTR 100). Increasing the number of hours our foods laboratory


clerk is able to work will allow our lab clerk to avoid working overtime, help the foods laboratory classes run more smoothly, and assist with our brand-new classes. We rarely ask our laboratory clerk to help us set up experiments in the lab because we know he is already working overtime just purchasing the food for the courses and completing other vital tasks in the lab. With the increased number of hours, he’ll be able to provide more support for the experiments that take place during the lab classes and if we’re permitted to purchase iPads for the lab, the lab clerk will be responsible for keeping the iPads updated with lab materials and apps that are useful in the lab courses. Our foods laboratory classroom is not equipped with a “smart station”, it is not ADA compliant, and it is in need of new kitchen cabinets, countertops and flooring. In order to provide training and education that will prepare students to transfer into Nutrition and Dietetic programs, up to date technology such as a “smart station”, iPads, and an adequately equipped and operating food lab classroom are necessities to provide an experience that is competitive and comparable with other institutions that are also providing these courses. Several of the community colleges in our area have built brand new foods laboratories over the past 5 years. Underprepared and basic skill students will continue to challenge our retention and success rates. A STEM center that can provide assistance with reading and writing skills particularly for the sciences, a boot camp science orientation prior to the beginning of the semester, supplemental instruction, nutrition tutoring, the INCITE program, and additional campus resources will help increase student retention and success.

4.0 Student Learning Outcomes (SLO) Assessment 4.1 List your program level SLOs and complete the expandable table below.

Program Student Learning Outcomes

(PSLOs)

Date Assessment Completed

Date(s) Data

Analyzed

Date(s) Data Used

For Improvement

Number of Cycles

Completed

1. Upon successful completion of the courses in the Nutrition and Foods program a student will be able to demonstrate the ability to apply the steps in the scientific method to differentiate between reliable, valid nutrition information versus nutrition misinformation.

Spring 2017 Spring 2017 Spring 2016, Fall 2016, & Spring 2017

3

2. Upon successful completion of the courses in the Nutrition and Foods program a student will be able to apply nutritional concepts in the planning of meals and the preparation of food.

Spring 2017 Spring 2017 Fall 2015, Spring 2016, Fall 2016 & Spring 2017

4

3. Upon successful completion of the courses in the Nutrition and Foods program a student will be able to demonstrate an

Spring 2017 Spring 2017 Fall 2015, Spring 2016, Fall 2016 & Spring 2017

4


understanding of how the scientific method is used to evaluate diet and foods.

4.2 Assessment: Complete the expandable table below.

Program Student Learning Outcomes Assessment for Instructional Programs at Fullerton College

Intended Outcomes Means of Assessment & Criteria for Success

Summary of Data Collected

Use of Results

1. 90% or more of students will correctly identify valid and reliable sources of nutrition information.

Students need to identify valid and reliable sources of nutrition information on the final exam.

Data was collected from final exams in spring 2016, fall 2016, and spring 2017. There were 934 students out of 1,044 or 90% whom were able to correctly identify valid and reliable sources of nutrition information.

We continue to meet this program SLO.

2. 90% or more of students will correctly apply nutritional concepts in the planning of meals and the preparation of food.

Students need to apply nutritional concepts correctly on the final exam.

Data was collected from final exams in fall 2015, spring 2016, fall 2016, and spring 2017. There were 2,753 students out of 3,243 or 85% whom were able to correctly apply nutritional concepts in the planning of meals and preparation of food.

We are not meeting this new program SLO. At our next department meeting we will discuss techniques for improving student performance in this area.

3. 90% or more of students will correctly demonstrate an understanding of how the scientific method is used to evaluate diet and foods.

Students need to demonstrate understanding of the scientific method on the final exam.

Data was collected from final exams in fall 2015, spring 2016, fall 2016, and spring 2017. There were 2,887 students out of 3,245 or 89% whom were able to correctly apply nutritional concepts in the planning of meals and preparation of food.

We are not meeting this new program SLO. At our next department meeting we will discuss techniques for improving student performance in this area.


4.3 What percentage of your program level SLOs have ongoing assessment? Comment on progress/lack of progress. In 2015 we added 2 new program SLOs so we now have a total of 3 program SLOs. In the table above, we averaged the data collected over the past 3 or 4 semesters. We continue to meet our first program SLO but we need to slightly improve our second and third SLO. 4.4 How has assessment of program level SLOs led to improvements in student learning and achievement? It would be beneficial for our department to take a close look at program SLOs. To make program SLOs more effective we need to determine in what ways they have been found to correlate with success, retention, degrees and certificates by gathering more data. Once we have more data and can take a look at correlations, we can determine if our assessment tools need to be changed or if a new assessment tool needs to be developed. 4.5 How has assessment of program-level SLOs led to improvements in transfer or certificate/degree awards? Unfortunately we don’t have any data available on transfer rates, very few students apply for nutrition and foods degrees, and our certificate has yet to be approved. We will plan to look at data as it becomes available and assess our program SLOs.

4.6 What challenges remain to make your program level SLOAs more effective? As a department we need to take a close look at our program SLOs. We have been doing a good job tracking SLOs within the various courses we offer, however we need to look at our program SLOs and research how these can correlate to student success, retention, and degrees and certificates earned. This section (section 4 of Program Review) was written before we had eLumen. The Program Review Committee and SLO Committee plan to rework section 4 to take advantage of reports generated by eLumen in order to make the process simpler and more useful.

5.0 Evaluation of Progress Toward Previous Goals/SAP’s (Future program review templates for this

section will identify “previous goals” as “previous strategic action plans”-- SAP’s.)

5.1 List the goals from your last self-study/program review.

A. Remodel the food laboratory to update equipment and cabinets that were initially installed in the 1970’s in addition to customizing one kitchen unit to meet A.D.A. regulations. Install a smart station so that technology can be utilized in the classroom. Obtain adequate funding in order to purchase lab supplies for the full fiscal year.

B. Hire one full time tenure track faculty to adequately support the program and replace a faculty member scheduled to retire in spring of 2015.

C. Support a STEM center in the Natural Sciences Division to provide support and resources to students enrolled in various science courses across disciplines. Eventually, we would like to hire a Nutrition and Foods STEM assistant that could develop a data bank that could track our success and retention rates of specific courses taught within the Nutrition and Foods


department to better direct resources to courses that need them the most. This assistant can also aid students in scholarship applications, transfer applications, letters of intent, and in other areas that would help them to succeed.

D. Hire a permanent food lab assistant (classified employee) that would inventory, order, organize, store, and set up lab supplies for all four food lab courses. This would enable the instructor to spend more time mentoring, advising, and directing students so that they can be more successful in achieving their educational goals.

E. Continue offering supplemental instruction to our Human Nutrition students and expanding SI to also include the Introduction to Foods transfer course.

F. Develop and offer a Human Nutrition Honors course. G. Expand the number of sections of the online Human Nutrition course. H. Revise and align our program SLOs to our course SLOs correlating them with student success,

retention, and degrees earned. 5.2 Describe the level of success and/or progress achieved in the goals listed above.

A. Funding was not received for the food laboratory remodel. We received funding for new equipment such as ranges/ovens and a stand-up freezer and our countertops were sprayed with a coating. The counter tops, cabinets and floors have not been replaced and a kitchen unit has not been modified to meet A.D.A. regulations. According to the IT department, there isn’t enough space in the foods laboratory to install a “smart station” so we will need to wait until the new foods laboratory is built in the STEM building. The base budget for purchasing lab supplies has not increased so we continue to run out of money for our laboratory classes at the end of every fiscal year. We have had to use lotto money every year to cover the cost of the laboratory supplies.

B. Two tenure track positions were approved and filled in fall of 2016. C. A STEM center has not been funded yet but the hope is that a STEM center will be included in

the new STEM building. We would still like to hire a Nutrition and Foods STEM assistant. D. A permanent food lab assistant (classified employee) was hired in spring 2016. E. We continue to offer supplemental instruction (SI) to our Human Nutrition students; we

currently have 3 faculty members participating in SI. We have not expanded SI to include the Introduction to Foods transfer course. The SI program has limited funding so they focus on high enrollment courses where students struggle. The number of students enrolled in Introduction to Foods is small (20-40 each semester) because the course incorporates lecture and lab. In addition, most of the students in this course are majoring in Nutrition and Foods and are less likely to struggle in this course when compared to students in the Human Nutrition course. At the same time, if SI were to receive more funding we would consider offering SI in other courses such as Introduction to Foods.

F. Curriculum has been written for a Human Nutrition Honors course. The Human Nutrition Honors course is on track to be approved for fall 2018.

G. We have expanded the number of sections of the on-line Human Nutrition course. We used to offer two double sections each semester but in fall 2017 semester we increased our offerings to two single section and two 1.5 sections. Our online instructors have observed better student interactions when they keep the sections small so we plan to keep the sections smaller in the future.

H. We added two new program SLOs. At our next department meeting we plan to take a close look at the program SLOs and as more data become available we plan to correlate them with student success, retention, and degrees and certificates earned.


5.3 How did you measure the level of success and/or progress achieved in the goals listed above?

A. Since the goal was not funded, we could not pursue or complete it. B. The tenure track positions were filled. C. This goal has not been funded yet. D. The permanent food lab assistant (classified employee) position has been filled. E. Looking at the number of instructors involved in the SI program to see that our involvement has

been expanding. F. Curriculum was written for the Human Nutrition Honors course. G. Looking at the number of on-line sections offered. H. The addition of two new program SLOs.

5.4 Provide examples of how the goals in the last cycle contributed to the continuous quality

improvement of your program.

A. We need our courses within our program to be easily accessible to all students. A remodel of the food lab (which did not take place) would allow us to safely, conveniently, and appropriately accommodate students with disabilities. A remodel of the kitchen could include altering one unit by lowering counter top food preparation areas, sinks, ovens, and provide a kitchen layout that is comfortable to work in for all students. It is imperative that the new foods laboratory in the new STEM building include a unit that meets ADA regulations. It is also important for the new foods lab to include a “smart station” so technology can be utilized in the classroom. The base budget for foods lab supplies needs to be increased so we don’t run out of funds at the end of every fiscal year. The cost of food and other supplies has greatly increased but the budget for our food and other supplies has not increased.

B. Hiring two full time tenure track faculty members has allowed the department to offer additional sections of program courses that are in high demand. For example, it allowed us to offer additional on-line sections during spring and fall 2017 when we had long waitlists for the on-line classes. In addition, it has allowed our department to get involved in more campus programs and activities. Some of the campus programs and activities we’ve been involved in include Nutrition Club, Supplemental Instruction, Kindercaminata, Adjunct Academy, Habits of Mind, Reading Apprenticeship, Student Health Advisory Committee, and Distance Education Advisory Committee.

C. A STEM center would provide support and resources to students enrolled in various science courses across disciplines, including our Nutrition and Foods students. A Nutrition and Foods STEM assistant could develop a data bank to track the success and retention rates of specific courses taught within the Nutrition and Foods department to better direct resources to courses that need them the most. This assistant would also be able to aid students in scholarship applications, transfer applications, letters of intent, and in other areas that would help them to succeed.

D. Hiring a permanent food lab assistant (classified employee) has enable the instructors to spend more time mentoring, advising, and directing students so that they can be more successful in achieving their educational goals. It has also enabled instructors to spend more time getting involved in campus programs and activities. Some of the campus programs and activities we’ve been involved in include Nutrition Club, Supplemental Instruction, Kindercaminata, Adjunct Academy, Habits of Mind, Reading Apprenticeship, Student Health Advisory Committee, and


Distance Education Advisory Committee. In addition, one of our instructors was able to find the time to create a brochure so we can advertise our AA, AS-T and new certificate.

E. The Supplemental Instruction program has been very successful with positive student feedback and more importantly increased student success for those who participate. Supplemental instruction data that we have collected and analyzed has indicated that students who attend SI sessions earn a full grade higher on exams when compared to students who do not attend. SI has been shown to have a positive influence on the effectiveness of our program so we plan to continue our involvement in the SI program and will consider expanding to other courses if funding for SI increases in the future.

F. Offering the Human Nutrition Honors course will provide honors students with an opportunity to learn more in depth nutrition content and more critically evaluate current nutrition issues.

G. The on-line sections are the first section to fill each semester. Offering more sections allows our department to meet the needs of our students who are unable to take face-to-face courses or prefer on-line courses.

H. Developing additional program SLOs has allow us to gather more data. We plan to take a closer look at the program SLOs and available data to eventually correlate the program SLOs with student success, retention, and degrees and certificates earned.

5.5 In cases where resources were allocated toward goals in the last cycle, how did the resources contribute to the improvement of the program?

B. Without funding and approval for the two full-time tenure track faculty positions, we likely would not have been able to offer additional sections of program courses that are in high demand. In addition, our department wouldn’t be able to be as involved in campus programs and activities.

D. Without funding for a permanent food lab assistant (classified employee), instructors would be spending numerous hours each week shopping for food and other supplies for the foods laboratory. In addition, the instructors would end up overlapping in their purchase of ingredients which would cost more money for the foods laboratory budget. The permanent food lab assistant saves our department money on supplies and allows instructors to spend more time mentoring, advising, and directing students. This position has also enabled instructors to spend more time preparing lesson plans and getting involved in campus programs and activities.

5.6 If funds were not allocated in the last review cycle, how did it impact your program?

A. Five years ago, we had one student who was in a wheelchair and who enrolled in one of our foods courses. She worked in one of the end units of the lab and used the dining tables as her work surface since the counter tops within the kitchen unit were too high to accommodate her. She however had to drop the class after attending only one session due to medical issues she was experiencing. Not having a kitchen unit that can accommodate these students is detrimental to our program and does not align with ADA compliance. Not having a “smart station” makes the use of technology in the foods lab a challenge. A laptop must be set-up for every class session and the location of the laptop is inconvenient for the instructors. In addition, Wi-Fi must be working to be on-line with the laptop so when the Wi-Fi is down instructors are unable to show videos and do other activities that require on-line access. It is a source of stress when we run-out of money at the end of every fiscal year and have to worry about where the money will come from to be able to purchase food and supplies for the foods


laboratory classes. If we didn’t have lottery money we wouldn’t have the funds to be able to offer all of our foods laboratory classes during the spring semester.

C. STEM students, including Nutrition and Foods students, are not receiving as much support as they could be receiving. A STEM center would provide support and resources to students and a Nutrition and Foods STEM assistant could track the success and retention rates of specific courses taught within the Nutrition and Foods department. This assistant would also be able to aid students with scholarship applications, transfer applications, letters of intent, etc.

E. Additional funding was not needed to meet goal E. F. Additional funding was not needed to meet goal F. G. Additional funding was not needed to meet goal G. H. Additional funding was not needed to meet goal H.

6.0 Strategic Action Plans (SAP) [formerly called Goals (6) and Requests for Resources (7)] Using the tables below, list the strategic action plans (SAPs) for your program. These plans should follow logically from the information provided in the self-study. Use a separate table for each SAP.

SAPs for this three-year cycle:

STRATEGIC ACTION PLAN # 1 Describe Strategic Action Plan: (formerly called short-term goal)

Obtain approval to increase our permanent classified foods lab clerk/technician from part-time (50%) to full-time (100%) beginning in spring 2018. Increasing this position from part-time to full-time will allow the lab clerk to more effectively meet the demands of our growing number of sections of foods laboratory courses and assist with setting up fieldtrips and laboratory activities for our two new courses. Our lab clerk is currently unpaid for the overtime worked to meet the demands of our foods lab courses and is unable to give any time to the two new courses. In addition, increasing the lab clerk’s hours will allow additional time for the instructor to assist, mentor, and provide guidance to students. With the limited availability of the lab clerk, the instructors still need to do a decent amount of prep for the laboratory courses which takes away from time the instructors could be helping students.

List College goal/objective the plan meets:

College Goal 1: Fullerton College will increase student success. Objective 1: Address the needs of under-prepared students. 2: Increase course retention and success. 3: Increase the number of degrees and certificates awarded. 4: Increase the number of transfers. 5: Increase the number of students participating in STEM activities. 6: Increase the persistence rate of students.

Describe the SAP: (Include persons responsible and timeframe.)

Once approval is obtained for the increased hours for this position, the department will work with Human Resources to expand the job description for the foods lab clerk/technician position. The lab clerk will be full-time beginning in spring 2018.

What Measurable Outcome is anticipated for this SAP?

We can track and monitor success and retention rates of students enrolled specifically in the foods courses. We can look at the effect of having increased instructor availability to assist struggling students, those under prepared, or those requiring mentoring/advising. We can


look at the number of students participating in STEM activities such as the Nutrition Club.

What specific aspects of this SAP can be accomplished without additional financial resources?

We are sometimes able to hire a student from the on-campus work study program to assist the lab clerk with various tasks around the lab, however after these students graduate we have to go through the process of finding another student. The students need to qualify for work study but also need experience in the foods lab environment to successfully fulfill the responsibilities of the position. These two requirements are difficult to find. In addition, it is often more efficient for our lab clerk to complete tasks on his/her own instead of having to train someone else to do the tasks.

If additional financial resources would be required to accomplish this SAP, please complete the section below. Keep in mind that requests for resources must follow logically from the information provided in this self-study.

Type of Resource Requested Dollar Amount Potential Funding Source

Personnel $55,000-$60,000 per year

Facilities

Equipment

Supplies

Computer Hardware

Computer Software

Training

Other

Total Requested Amount $55,000-60,000 per year


Build a brand-new foods laboratory lecture and lab classroom, a new nutrition lecture classroom, 4 new faculty offices, and 1 new foods lab clerk office in the new STEM building (the remodeled 1600 building). The new foods laboratory will have a unit that meets ADA requirements with lowered kitchen counters, a lower oven/range and sink area, and adequate workspace. The new foods lab classroom and new nutrition lecture classroom will have “smart stations” so technology can be used in the classroom. While we wait for the new STEM building, the current foods lab should be remodeled, 12 iPads should be purchased to improve technology in the lab, and the base budget for the laboratory classes should be increased to support high demand transferable foods lab courses with sufficient funds to adequately cover all supplies for the academic year. Students will be able to use the iPads to view recipes and experiment procedures, look up recipe substitutions, analyze the nutrient content for recipes, and participate in classroom activities using programs such as Kahoot It, Socrative, Poll Everywhere, and Quizlet.


College Goal 1: Fullerton College will increase student success. Objective 2: Increase course retention and success.


3: Increase the number of degrees and certificates awarded. 4: Increase the number of transfers. 6: Increase the persistence rate of students.


The remodel of the current foods laboratory (last remodel in 1970’s), room 1017, was originally approved after our last program review, but then it was cancelled when there started to be talk about a new STEM building. We used to have a nutrition lecture classroom, room 1014, but it was recently taken away from us by the division in building 1000. This leaves us to search for classrooms across campus each semester and often schedule classes at times that are undesirable to students. The 1000 building has been earmarked for renovation as part of the Master Plan. There are no plans to demolish the building and rebuild. Remodeling room 1017 to include new cabinets, flooring, counter tops, and redesigning the work space to be more efficient would increase the effectiveness of the courses that are taught in this room. In addition, one of the kitchen units needs to be altered to meet A.D.A. requirements with lowered food preparation surfaces, lowered sinks, ranges, and microwaves, and adequate work and mobility space to accommodate those in a wheelchair. Our department faculty and lab clerk would be responsible for ordering 12 iPads during spring 2018. College contractors would be responsible for construction of the new STEM building and remodel of the current foods lab. Ideally, the remodeling project for 1017 would be completed over summer 2018 when no foods lab courses are offered. We are unsure when the new STEM building will be built but we look forward to participating in the planning process.


Increased retention and success rates of students enrolled in the foods laboratory courses and nutrition courses that we teach. Compliance with ADA requirements and students’ personal satisfaction with an environment that accommodates their disability and does not inhibit their ability to either enroll in the course or successfully fulfill the course requirements. Positive feedback from students who use the iPads in the foods laboratory courses.


The new foods laboratory lecture and lab classroom, new lecture classroom, 4 new faculty offices, and 1 new lab clerk office in the new STEM building can’t take place without additional financial resources. The remodeling or renovations of the current foods lab in 1017 can’t take place without additional financial resources. The 12 iPads can’t be purchased without additional financial resources. Sufficient funds to purchase all necessary supplies for the foods labs can’t be accomplished without additional financial resources.



Personnel


Facilities New foods laboratory and lecture classroom, new nutrition classroom, 4 faculty offices, and 1 lab clerk office in the new STEM building

We aren’t sure how much the new building will cost.

Equipment New flooring (ideally VCT tile which is $0.58/sf) 7 double sinks/faucets Counter tops for six kitchen units and demo kitchen Cabinets for six 10 X 10 kitchen units and demo kitchen Five microwaves ADA compliant kitchen sink, oven, range

$80,000-$100,000

Supplies Groceries and small kitchen equipment for food science experiments and food preparation labs- 4-5 sections per semester/2 semesters/3 years

$30,000

Computer Hardware 12 iPads with waterproof cases and a charging cart

$20,000

Computer Software Software for iPads

$1,000

Training

Other

Total Requested Amount $131,000-151,000 + the cost of the new STEM

building



Establish a STEM center where science students can receive support, tutoring, improve their science literacy and writing skills. As part of the STEM center, establish and hire a STEM research coordinator who will assist majors with educational plans, resumes, and statements of intent. The coordinator will also assist with scholarship applications and assist undergraduate research opportunities. Lastly, the coordinator can develop a data base so students can be tracked as they transfer and find employment; they can also collect and evaluate course specific data for retention and success.


College Goal 1: Fullerton College will increase student success. Objective 1: Address the needs of under-prepared students. 2: Increase course retention and success. 3: Increase the number of degrees and certificates awarded. 4: Increase the number of transfers. 5: Increase the number of students participating in STEM activities. 6: Increase the persistence rate of students.


This initial SAP targets Geology, Earth Science majors, and STEM majors in other departments and divisions. As the STEM center is developed, it would be beneficial to hire a Foods and Nutrition STEM coordinator who could perform similar functions as listed in the SAP but focus more on the Nutrition and Foods majors. They could assist with collecting, evaluating, and summarizing transfer data, success and retention rates, degrees and certificates awarded, and other markers of program success. They could also assist students in applying for nutrition scholarships, completing transfer applications, applying for degrees and certificates, and other similar tasks that would help the students succeed.


Data collected and evaluated would support tracking of retention and success rates particular to the Nutrition and Foods program. Results would provide information on specific courses offered within the Nutrition and Foods program relative to the achievement gap, retention, success, degrees and certificates awarded, and transfer rates. This would indicate whether or not the program is meeting its goals and objectives.


None, unless we can obtain external funds.




Personnel STEM Nutrition and Foods Undergraduate Assistant @ $45.00 per hour for 4 hours per week for 16 weeks/semester for 2 semesters/year for 3 years

$17,280 College Planning and Budget Steering Committee

Facilities

Equipment

Supplies

Computer Hardware

Computer Software

Training

Other

Total Requested Amount $17,280

7.0 Long Term Plans Describe the long term plans (four-six years) for your program. Please consider future trends in your narrative. (Identifying financial resources needed for these plans is optional.)

The long term plans for the Nutrition and Foods department is to continue to provide a sufficient number of courses to accommodate the growing need for nutrition and dietetic health professionals. The Bureau of Labor and Statistics states that nutritional science and dietetics continues to grow 21 percent from 2012 to 2022, faster than the average for all occupations. It is also a career choice with numerous opportunities for employment. In the next 4-6 years we have faculty interested in teaching hybrid courses (currently in curriculum review), honors courses (currently in curriculum review), and a personal nutrition (100 level) course, and a farm-to-table course so we will work on developing and implementing these courses over the next few years. Within the next 4-6 years we see our program moving into the new STEM building. We look forward to having our 4 faculty offices, our lab clerk office, our foods laboratory lecture and lab classroom, and our nutrition lecture classroom all in the same building. This will improve communication and efficiency within our department. In addition, we are looking forward to being in the same building as the Horticulture Department. Some of our courses tour Horticulture’s hydroponics and aquaculture facility and we plan to work with Horticulture to develop a farm-to-table course.

We see ourselves continuing to promote student retention and success by providing and encouraging students to utilize support services such as supplemental instruction, nutrition tutoring, INCITE, and the academic support center. If a STEM center is developed, we see a Nutrition and Foods STEM coordinator assisting our students in transfer applications, scholarships, and utilizing an extensive data base to track retention, success, and transfer rates, of our Nutrition and Foods majors. In the next few years, we will strive to increase the number of earned Nutrition and Foods degrees and certificates. We plan to distribute our newly designed brochures in our classes and in the counseling center.


In addition, we will work toward identify our nutrition majors at an earlier stage and encouraging them to obtain the degrees and/or certificate while meeting their transfer requirements. As faculty, we will continue to strive for personal improvement in our teaching skills by our continued attendance at staff development programs and through attendance of other continuing education programs. We will continue to be role models of collaborative learning as we work together as a team to connect our students to the campus and to our local community.

8.0 Self-Study Summary This section provides the reader with an overview of the highlights, themes, and key elements of this self-study. It should not include new information that is not mentioned in other sections of this document. The Nutrition and Foods program is an integral part of Fullerton College preparing students to become successful learners as they enhance their personal knowledge of nutrition, complete an Associate’s degree or certificate, and complete transfer level courses toward earning their Bachelor’s degree in Nutrition and Dietetics. We, as a department, share and support the college mission, values, and goals increasing student success, reducing the achievement gaps, and strengthening connections with the community. Program enrollment has increased 30%, FTES have increased 33%, and demand is high with fill rates of 83-100% over the past 5 years. Program retention is comparable to other institutions at an average of 85% and the average success rate increased from 70.7% to 73.1% over the past 5 years. In addition, courses offered are aligned with the AS-T degree in Nutrition and Dietetics, giving students the advantage of guaranteed acceptance into four-year university programs. In Fall 2018 we will be offering a Nutrition and Foods Skills Certificate, which will allow students to show a higher level of qualification for employment in nutrition and foods. The strengths of the program align with the mission, vision, and goals of the college. We continue to strive toward increasing student retention and success by providing supplemental instruction and encouraging students to utilize the academic support center, nutrition tutoring, to volunteer and be involved in the campus and community. We will continue to advise the Nutrition Club, participate in on-campus events such as Kindercaminata, and support on-campus organizations such as the Food Bank.

Faculty are strong role models for lifelong learning. Two faculty members have earned the Teaching and Learning Certificate and several faculty have earned on-line teaching certificates. Participation in the Habits of Mind initiative, adjunct academy, and campus committees such as the student health advisory committee, distance education advisory committee, and reading for science literacy exhibit not only a commitment to students but to the campus and college community. Faculty collaboratively work together yet also provide individual assistance and mentoring opportunities, internships, supplemental instruction, and educational and career advisement to students in need. The weaknesses of the program are similar to other programs across campus in terms of retention and success rates. African American students have the lowest average retention rate at 74.4% however this percentage has steadily increased over the past 3 years from a low of 63.4% (2013) to a current percentage of 75.5% (2017). Native Americans are the second lowest but their retention rate jumps around a lot due to the low number of Native American students. Hispanic students are third lowest with have an average retention rate of 83.4% and, similar to the previous group, the percentage has increased over the past 5 years with the last 2 years having the highest retention rates 86.2% (2016) and 83.6% (2017). Encouraging students to utilize


supplemental instruction, tutoring, INCITE, and the academic support center has assisted in keeping these students in class. In regards to success rates, similar trends are apparent. African American students, Native American, and Hispanic students have the lowest average success rate of 54.7%, 66.9% and 68.6% respectively over the past five years. In the African American student population, if we look back 8 years ago the success rates have increased with a low of 32% in 2009 and a high of 67.4% in 2013 but more recently the rate has started to drop again with a success rate of 46.5-55.2% over the past 5 years. During our last program review Native American students had one of the highest success rates. This change is likely due to the low number of Native American students. Hispanic student success rates have increased by about 5% over the past 5 years. Hispanic student success rates increased from 64.5% in 2013 to 69.4% in 2014 and since then have remained consistent ranging from 69.1-70.1% over the past 4 years. Assessment of the particular needs of these groups needs to be addressed to further increase levels of retention and success. Continuing to provide supplemental instruction, nutrition tutors, and encouraging students to utilize other campus resources will assist in increasing success rates. A STEM center to assist students with reading and writing in the sciences would also be beneficial. The low number of degrees also needs to be closely looked at to see why students who transfer do not obtain the degree. They are most likely completing all of the degree courses since most of them are required for transfer into the Nutrition and Dietetics program. Collaborating with the counseling and transfer centers may assist in marketing the degree for those students pursuing Bachelor’s degrees in Nutrition and Foods. Having some system to flag declared nutrition majors to inform them of the degree would also increase the number of degrees awarded. One of our faculty members designed a brochure to help us get the word out about our AA, AS-T and new certificate. Opportunities exist in increasing the number of degrees, certificates, and transfers. We look forward to being able to offer our new certificate in fall 2018 and would like to investigate the opportunity of working with counseling, the transfer center, and admissions and records to identify nutrition majors and make them aware of the degrees and certificates and which classes are required to obtain them. Appropriate follow up could then take place. In addition, transfer data would provide useful information that would assist us in tracking our current success rates in this area, set goals for improvement, and be able to measure our level of success. The most significant challenges we are currently facing are inadequate hours for our foods laboratory clerk, insufficient facilities for our foods laboratory classes, and losing our lecture classroom. Our foods laboratory clerk works overtime to meet the needs of our growing number of classes. We now offer 2 sections of Introduction to Foods most semester and we have 2 brand new classes (FOOD 110 and NUTR 100). Increasing the number of hours our foods laboratory clerk is able to work will allow our lab clerk to avoid working overtime, help the foods laboratory classes run more smoothly, and assist with our brand-new classes. We rarely ask our laboratory clerk to help us set up experiments in the lab because we know he is already working overtime just purchasing the food for the courses and completing other vital tasks in the lab. With the increased number of hours the lab clerk will be able to provide more support for the experiments that take place during the lab classes. Our foods laboratory classroom is not equipped with a “smart station”, it is not ADA compliant, and it is in need of new kitchen cabinets, countertops and flooring. In order to provide training and education that will prepare students to transfer into Nutrition and Dietetic programs, up to date technology such as a “smart station”, iPads, and an adequately equipped and operating food lab classroom are necessities to provide an experience that is competitive and comparable with other institutions that are also providing these courses. Several of the community colleges in our area have built brand new foods laboratories over the past 5 years.


We have added 2 new program SLOs for a total of 3 program SLOs. We continue to meet our first program SLO but we did not meet our 2nd and 3rd SLO which are new SLOs. It would be beneficial for our department to take a close at program SLOs. To make program SLOs more effective we need to determine in what ways they have been found to correlate with success, retention degrees and certificates by gathering more data. Once we have more data and can take a look at correlations, we can determine if our assessment tools need to be changed or if a new assessment tool needs to be developed. Most of our short-term goals were achieved since our last program review. We received funding for new equipment in the foods lab, hired two tenure track faculty and a permanent foods lab clerk, continue to offer SI, wrote curriculum for a Human Nutrition Honors course, and expanded the number of sections of on-line Human Nutrition. The goal of remodeling the foods lab was approved but didn’t receive funding due to talk of building a new foods lab in the new STEM building. The base budget was not increased for purchasing lab supplies so we continue to run out of funds for a foods lab classes at the end of the fiscal year. A STEM center has not been funded but the hope is that it will be included in the new STEM building. We have yet to revise our program SLOs but this topic is on the agenda for our department meeting in December. Our current strategic goals are to:

A. Obtain approval to increase our permanent classified foods lab clerk/technician from part-time (50%) to full-time (100%) beginning in spring 2018. Increasing this position from part-time to full-time will allow the lab clerk to more effectively meet the demands of our growing number of sections of foods laboratory courses and assist with setting up fieldtrips and laboratory activities for our two new courses. Our lab clerk is currently unpaid for the overtime worked to meet the demands of our foods lab courses and is unable to give any time to the two new courses. In addition, increasing the lab clerk’s hours will allow additional time for the instructor to assist, mentor, and provide guidance to students. With the limited availability of the lab clerk, the instructors still need to do a decent amount of prep for the laboratory courses which takes away from time the instructors could be helping students.

B. Build a brand-new foods laboratory lecture and lab classroom, a new nutrition lecture classroom, 4 new faculty offices, and 1 new foods lab clerk office in the new STEM building. The new foods laboratory will have a unit that meets ADA requirements with lowered kitchen counters, a lower oven/range and sink area, and adequate workspace. The new foods lab classroom and new nutrition lecture classroom will have “smart stations” so technology can be used in the classroom. While we wait for the new STEM building, the current foods lab should be remodeled, 12 iPads should be purchased to improve technology in the lab, and the base budget for the laboratory classes should be increased to support high demand transferable foods lab courses with sufficient funds to adequately cover all supplies for the academic year.

C. Establish a STEM center where science students can receive support, tutoring, improve their science literacy and writing skills. As part of the STEM center, establish and hire a STEM research coordinator who will assist majors with educational plans, resumes, and statements of intent. The coordinator will also assist with scholarship applications and assist undergraduate research opportunities. Lastly, the coordinator can develop a data base so students can be tracked as they transfer and find employment; they can also collect and evaluate course specific data for retention and success.

D. Continue offering supplemental instruction to our Human Nutrition students and consider expanding to other courses.

E. Start offering hybrid courses and honors courses and write curriculum for a personal nutrition (100 level) course, an internship course, and a farm-to-table course.


F. Take a close look at the program SLOs and available data to determine if the program SLOs correlate with student success, retention, and degrees and certificates earned. If they do not correlate, then we will consider revising the program SLOs.

These goals will help support the ongoing mission, values and goals of the department and the college and create an environment of increased achievement and success.

9.0 Publication Review Fullerton College is committed to assuring integrity in all representations of its mission, programs, and services. As such, during the program review self-study process programs are required to document their publications (websites, brochures, pamphlets, etc.), when they were last reviewed, and denote the publication is accurate in all representations of the College and program missions and services. In the far right column please provide the URL where the publication can be accessed. If it cannot be accessed via the Internet, please contact Lisa McPheron, Director of Campus Communications at [email protected]. Information on the college’s graphic standards is available here: http://news.fullcoll.edu/campus-communications/web-help/graphics/. Please identify when the publication was last reviewed, and confirm that it is accurate in how it represents the college. In the far right column please provide the URL where the publication can be accessed. If it cannot be accessed via the Internet, please provide a sample of the publication with your program review self-study.

For publications that you have identified as inaccurate, please provide the action plan for implementing corrections below.

Publication Date last reviewed Is the information accurate?

URL of publication

Program Brochure Nov. 2017 Yes N/A

mailto:[email protected]

http://news.fullcoll.edu/campus-communications/web-help/graphics/

http://news.fullcoll.edu/campus-communications/web-help/graphics/


Routing & Response Page Originator IMS Appropriate President’s Staff Member Program Review Chair

Originator

Electronically submit completed Program Review to Division Dean/IMS for review.

Appropriate Immediate Management Supervisor (IMS) RESPONSE

Printed name of IMS Title Date

Select one and provide response if necessary. Forward electronically to appropriate Vice President’s Office.

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☐ Appropriate President’s Staff Member Acknowledging Receipt

Printed Name Signature Title Date

Print Program Review, sign, and route both hard copy and electronic version to Program Review Chair.

I concur with the findings contained in this Program Review.

I concur with the findings contained in this Program Review with the following exceptions (include a narrative explaining the basis for each exception): Area of exception: _________________________________________________________________________________________________________________

___________________________________________________________________________________

I do not concur with the findings contained in this Program Review (include a narrative explanation): _________________________________________________________________________________________________________________

___________________________________________________________________________________




Non-Academic Program Review Template · Fullerton College with a Nutrition & Foods Certificate that will show employers their qualifications. Vision: Fullerton College will transform

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