GUIDANCE INFORMATION FOR ACEND DEMONSTRATION PROGRAMS IN NUTRITION AND DIETETICS USING THE FUTURE EDUCATION MODEL ACCREDITATION STANDARDS ...
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GUIDANCE INFORMATION FOR
ACEND DEMONSTRATION PROGRAMS IN NUTRITION AND
DIETETICS USING THE FUTURE EDUCATION MODEL
ACCREDITATION STANDARDS
Revised 11/1/2021Guidance Information for Future Education Model Programs
This document provides guidance to program directors on implementing and documenting compliance with the ACEND Future Education Model Accreditation Standards for Graduate Programs
and Associate Programs in Nutrition and Dietetics. The document includes the types of information to be included in the self-study report narrative, types of exhibits to include in the self-study
report appendix and additional materials that should be available on site for the review team.
ACEND staff members are available to provide consultation, guidance and support on meeting ACEND’s accreditation standards, policies and procedures. Please email ACEND@eatright.org or
call (312) 899-0040 extension 5400.
Acronyms used in document:
ACEND: Accreditation Council for Education in Nutrition and Dietetics
AP: Associate Program in Nutrition and Dietetics
CDR: Commission on Dietetic Registration
CRDN: Competency for Registered Dietitian Nutritionists
FTE: Full Time Equivalent
GP: Graduate Program in Nutrition and Dietetics
KRDN: Knowledge requirement for Registered Dietitian Nutritionists
SEL: Supervised Experiential Learning
2Contents
Standard 1: Program Characteristics and Resources ..................................................................................................................................................................................................................... 5
Required Element 1.1 ................................................................................................................................................................................................................................................................................................. 5
Required Element 1.2 ................................................................................................................................................................................................................................................................................................. 6
Required Element 1.3 ................................................................................................................................................................................................................................................................................................. 6
Required Element 1.4 ................................................................................................................................................................................................................................................................................................. 7
Required Element 1.5 ................................................................................................................................................................................................................................................................................................. 8
Required Element 1.6 ................................................................................................................................................................................................................................................................................................. 9
Standard 2: Program Mission, Goals and Objectives .................................................................................................................................................................................................................. 11
Required Element 2.2 ............................................................................................................................................................................................................................................................................................... 12
Required Element 2.3 ............................................................................................................................................................................................................................................................................................... 13
Standard 3: Curriculum and Learning Activities .......................................................................................................................................................................................................................... 14
Required Element 3.1 ............................................................................................................................................................................................................................................................................................... 14
Required Element 3.2 ............................................................................................................................................................................................................................................................................................... 15
Standard 4: Student Learning Assessment and Curriculum Improvement ................................................................................................................................................................................... 17
Required Element 4.1 ............................................................................................................................................................................................................................................................................................... 17
Required Element 4.2 ............................................................................................................................................................................................................................................................................................... 18
Required Element 4.3 ............................................................................................................................................................................................................................................................................................... 18
Standard 5: Faculty and Preceptors ........................................................................................................................................................................................................................................... 19
Required Element 5.1 ............................................................................................................................................................................................................................................................................................... 19
Standard 6: Supervised Experiential Learning Sites .................................................................................................................................................................................................................... 22
Required Element 6.1 ............................................................................................................................................................................................................................................................................................... 22
Standard 7: Information to Prospective Students and the Public ................................................................................................................................................................................................ 23
Required Element 7.1 ............................................................................................................................................................................................................................................................................................... 23
3Required Element 7.2 ............................................................................................................................................................................................................................................................................................... 23
Required Element 7.3 ............................................................................................................................................................................................................................................................................................... 24
Standard 8: Policies and Procedures for Enrolled Students ......................................................................................................................................................................................................... 25
Required Element 8.1 ............................................................................................................................................................................................................................................................................................... 25
Required Element 8.2 ............................................................................................................................................................................................................................................................................................... 26
APPENDIX A: GLOSSARY............................................................................................................................................................................................................................................................ 28
®
APPENDIX B: GUIDELINES FOR USING THE ACEND LOGO .......................................................................................................................................................................................................... 35
APPENDIX C: ACEND DOCUMENT RETENTION PROCEDURES ...................................................................................................................................................................................................... 38
APPENDIX D: GRADUATE PROGRAM (GP) IN NUTRITION AND DIETETICS: COMPETENCIES, PERFORMANCE INDICATORS, LEARNING ACTIVITIES, PRACTICE ILLUSTRATIONS AND ASSESSMENT
STRATEGIES ............................................................................................................................................................................................................................................................................. 40
APPENDIX E: ASSOCIATE PROGRAM (AP) IN NUTRITION AND DIETETICS: COMPETENCIES, PERFORMANCE INDICATORS, LEARNING ACTIVITIES, PRACTICE ILLUSTRATIONS AND ASSESSMENT
STRATEGIES ............................................................................................................................................................................................................................................................................. 73
4Standard 1: Program Characteristics and Resources
All programs applying for accreditation by the Accreditation Council for Education in Nutrition and Dietetics (ACEND®) must meet requirements including quality-assurance or oversight by other agencies,
organizational structure, financial stability, sufficient resources, the awarding of degrees and/or verification statements, program length and program management.
Required Element 1.1 Narrative to Support Achievement Appendix Evidence Onsite Evidence
Note: Programs must submit the self-study report narrative Note: Programs must submit all appendix
in one searchable PDF file formatted using the Adobe evidence in two searchable PDF files formatted
bookmark feature. The self-study report narrative provided using the Adobe bookmark feature. One set of
for the Required Element should reference the location of appendices will include all supporting evidence
any corresponding evidence in the appendices PDF. with the exception of syllabi and/or rotation
descriptions. Syllabi and/or rotation descriptions
are to be included in a separate bookmarked PDF.
All Programs: All Programs: All Programs: All Programs:
The program must be housed in a college or university or offered in a • Explain how the organization is in compliance with this • Copy of most recent letter or a website • Copies of any reports
partnership with a college or university. The college or university must required element. Describe the impact, if any, of the screenshot and active website link from the from the accrediting
be located in the U.S. or its territories and accredited in good standing current status of the program, if the oversight agency website documenting the agency related to
by a U.S. institutional accrediting body for higher education recognized organization/institution is out of compliance with their organization’s status with the oversight agency accreditation status,
by the United States Department of Education (USDE). oversight agency. (Note: Applications for Candidacy will if institution is not
Partnership:
not be accepted if an accrediting or licensing body has fully accredited by its
a. A partnership is defined as two or more independent • Copy of the formal written partnership
taken action to place on probation, deny, suspend, revoke, accrediting agency
institutions, one of which is an accredited college or agreement between the organizations involved
university, working together under a formal written withdraw or terminate the institution’s accreditation.)
• State the name of the U.S. institutional accrediting body •
agreement to sponsor a single program. The partnership must
consider itself a single education program. and the institution’s current accreditation status.
• [Partnership only] Describe the formal agreement
between organizations in the program partnership
including financial and other resource contributions of
each member.
5Required Element 1.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
The program must be integrated within the administrative structure • Describe the administrative structure of the • A copy of the organization chart that shows the
of the sponsoring organization, show this structure, such as in an institution/organization and where the program is location of the program within the institution
organizational chart, and indicate where the program will be housed. housed (entire structure to the “top” of
In a partnership, organizational charts must clearly show the • [Partnership only] Describe the program partnership and the organization, e.g., up to the university
relationship of the graduate degree program to other the relationship of each member to the program president or hospital CEO) and its relationship
programs/services offered by the sponsoring organizations and the partnership (refer to organization chart). to other programs within the department
relationship among the sponsoring organizations. o It is not necessary that the chart be an
“official” chart from the organization
as long as the location of the program
and other programs within the
department are evident. More than
one chart may be needed that shows
where the program fits within
college/school/department and the
institution, as applicable
o All programs within the department,
including that of the accredited
program, must be identified by name
in the chart.
Partnership:
• An organization chart showing the relationship
of each member of the partnership to the
program
Required Element 1.3 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
The program must demonstrate that it has the administrative, • Explain the adequacy of program resources (e.g., • Tours of facilities
clerical or other staff, technical and financial support and the administrative, clerical, technical and IT support, financial, • Meeting minutes in
learning resources, physical facilities and support services needed to physical facilities, learning resources, support services) to which budget and
accomplish its mission and goals. If any portion of the program is meet the needs of all program options (including distance resources are
offered through distance education, the program must demonstrate education, if applicable) and produce the desired outcomes discussed, if
that technology and resources are adequate to support a distance- • Describe the process used to determine budgetary needs applicable
6Required Element 1.3 Narrative to Support Achievement Appendix Evidence Onsite Evidence
learning environment. that are tied to the short- and long-term strategies to • Examples of learning
a. The program must demonstrate that administrative support achieve program mission and goals resources available
and resources are adequate to support continued • State the maximum enrollment for which the program is to students
development and training for program faculty, preceptors seeking accreditation and discuss the adequacy of
and staff. resources to support the enrollment. Explain how these
b. The program must provide a description of the budgeting enrollment numbers ensure quality, viability and
process for the program that demonstrates financial appropriate use of resources of the program.
resources are sufficient to produce the desired short- and • [Partnership Only] Describe the formal agreement between
long-term program goals and student outcomes. organizations in the program partnership including financial
1. Programs offered in partnerships must document the and other resource contributions of each member.
responsibilities of and resources provided by each
partnership organization to the total program.
c. The program must report its maximum enrollment to ensure
quality, viability and appropriate use of resources.
Required Element 1.4 Narrative to Support Achievement Appendix Evidence Onsite Evidence
GP: All Programs: All Programs:
The program must award at least a master’s degree and a verification • Describe completion requirements for receipt of • A copy from catalog or website listing the
statement upon completing program requirements to individuals verification statement. Information should be provided degree obtained and course requirements and
who enter the program with a baccalaureate degree or less. separately for each option offered prerequisites [draft information for candidacy
a. If the program admits individuals with a master’s degree or programs]
higher, the program must award at least a verification • State the degree received upon completion of the program
statement to individuals who complete program and describe completion requirements for receipt of
requirements. degree. Information should be provided separately for
AP: each option offered.
The program must award at least an associate degree and a
verification statement upon completing program requirements to
individuals who enter the program without a degree.
a. If the program admits individuals with an associate degree or
higher, the program must award at least a verification
statement to individuals who complete program requirements.
7Required Element 1.5 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs: All Programs:
The program must have one designated program director who has primary responsibility for • Describe how institutional policies related to • Program director’s current • Student and
the program and communication with ACEND. The program director must have the faculty roles and workload are applied to the curriculum vitae or resume graduate files
authority, responsibility and sufficient time allocated to manage the program, and provide program in a manner that recognizes and • Formal position description for the showing adherence
effective leadership for the program, the program faculty, and the students. The program supports the academic and practice aspects of the program director that includes to outlined
director may have other responsibilities that do not compromise the ability to manage the nutrition and dietetics program, including ACEND responsibilities and clearly procedures for
program. Responsibilities and time allocation for program management are reflected in a allocating time and/or reducing teaching load for specifies the amount of time record keeping
formal position description for the program director and approved by an administrator. administrative functions provided by the director allocated for program • Examples of written
a. For programs offered in a partnership: • State time allocation for program management management (e.g., number of communications
1. One individual must serve as the partnership program director and have primary • Describe the program director’s credentials and hours, percentage of time, amount with program
responsibility for the program and communications with ACEND. how the director meets the ACEND requirements of course release time) faculty, preceptors
2. Each member organization in the partnership must designate a coordinator (who for the program director position • Optional: Use Program Director and others involved
may be the program director) for the program within that organization who is Position Description Template with the program
• Describe the authority and responsibility the
employed by the organization.
director has to manage the program and how the • Evidence of CDR registration • Meeting minutes
b. Institutional policies related to faculty roles and workload are applied to the program program director’s listed responsibilities are status, such as photocopy of the discussing
in a manner that recognizes and supports the academic and practice aspects of the achieved program director’s CDR accreditation issues
nutrition and dietetics program, including allocating time and/or reducing teaching registration card or printout from
• If the program director position is not a 12-month
load for administrative functions provided by the director CDR website verifying registration
appointment discuss year-round coverage of the
c. The program director must: program when the program director is not status
1. Have earned a doctoral degree or equivalent and have a minimum of three years available. This does not refer to short-term
professional experience post credentialing OR have earned a master’s degree or vacations or absences. Partnership:
equivalent and have a minimum of five years professional experience post Partnership: • A copy of curriculum vita/resume
credentialing (GP). Have earned at least a master’s degree or equivalent and have • Identify the individual who serves as the for each coordinator other than
a minimum of three years professional experience post credentialing (AP). partnership program director. the program director
2. Be credentialed as a registered dietitian nutritionist by the Commission on • Identify the individual(s) other than the program
Dietetic Registration (GP). Be credentialed as a registered dietitian nutritionist or director who serve as partnership coordinator(s)
a nutrition and dietetics technician, registered by the Commission on Dietetic • Describe the employment status of each
Registration (AP). coordinator with the member institutions.
3. Be a full-time employee of the sponsoring institution (or one or more of the • Describe the relationship of the coordinator(s) to
sponsoring partnership institutions), or a full-time employee of another the partnership program director.
organization that has been contracted by the sponsoring institution.
4. Not direct another ACEND-accredited nutrition and dietetics education program.
8Required Element 1.5 Narrative to Support Achievement Appendix Evidence Onsite Evidence
d. The program director responsibilities must include, but are not limited to:
1. Provision or delegation of responsibilities to assure year-round coverage of
director responsibilities in the absence of the director or in cases where the
director’s full-time appointment does not cover all 12 months. In programs where
the program director assigns some responsibilities to other individuals, the
director must ensure that all program director responsibilities are accomplished
throughout the year.
2. Development of policies and procedures for effectively managing all components
of the program and to ensure fair, equitable and considerate treatment of
prospective and enrolled students (such as program admission, retention and
completion policies).
3. Student recruitment, advisement, evaluation and counseling.
4. Maintenance of program accreditation including:
a. Timely submission of fees, reports and requests for major program changes;
b. Maintenance of the program’s student records, including student advising
plans, supervised experiential learning hours and verification statements;
c. Maintenance of complaints about the program received from students or
others, including disposition of the complaint;
d. On-going review of program’s curriculum to meet the accreditation standards;
e. Communication and coordination with program faculty, preceptors and others
involved with the program and its students;
f. Facilitation of processes for continuous program evaluation; and
g. Timely submission of required documentation supporting the graduate's
eligibility for a Commission on Dietetic Registration (CDR) credentialing exam
(not AP).
Required Element 1.6 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
The program must establish its length and provide the rationale for the • State the program length and number of supervised experiential learning • Planned SEL hours (use template
program’s length after taking into consideration didactic learning and hours.. titled “Planned Supervised
required supervised experiential learning needed by students to Hours”)
• Describe how the didactic and supervised experiential learning will be
demonstrate the required competencies and mandates from the
9Required Element 1.6 Narrative to Support Achievement Appendix Evidence Onsite Evidence
program’s administration and state legislation. Programs must include integrated throughout the program.
both the didactic and supervised experiential learning components • Briefly describe the rationale for the program length (considering
integrated into a single program. learning activities that students must accomplish, required hours of
a. The program must be planned so that students complete at supervised experiential learning and mandates from the program’s
least 1000 supervised experiential learning hours (not AP). The administration or state legislation).
program must document the planned hours in professional
• State the major rotations and describe how the program ensures the
work settings and in alternate experiences. The majority of the
majority of the rotation hours (>50%) are completed onsite (in-person).
professional work settings hours spent in the major rotations
must be completed onsite. • Describe planned international experiences available for students, total
supervised experiential learning hours provided internationally, and
country in which experiences will occur, if applicable.
• [Partnership Only] Describe the coursework and supervised experiential
learning activities provided by each partner organization.
10Standard 2: Program Mission, Goals and Objectives
The program must have a clearly formulated and publicly stated mission with supporting goals and objectives by which it intends to prepare students for practice as a Registered Dietitian Nutritionist
(GP)/ Nutrition Health Associate (AP). The program must have a program evaluation plan to continuously evaluate the achievement of its mission, goals and objectives, use the plan to collect data,
improve the program based on findings and update the plan accordingly.
Required Element 2.1 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: • Most recently All Programs:
A program evaluation plan must be documented, reviewed annually, updated as needed with changes Mission reviewed Program • Minutes from
noted and must include the following components: • Provide the mission statements for: Evaluation Plan listing planning meetings
a. The program mission. The program mission must be specific to the program, distinguishes it from o the institution entries for the history or other
other programs in the sponsoring organization(s) and be compatible with the mission statement or o the college and/or department in which the of annual review, documentation
philosophy of the sponsoring organization(s). program resides, and program mission, discussing
b. The program goals. The program must have at least two goals focused on program outcomes for o the program, itself goals and objectives, development of
graduates that are consistent with the program’s mission. • Explain how the mission supports the program’s the data to be mission, goals and
intent to prepare students for nutrition and collected for all objectives
c. The program objectives. The program objectives must measure the full intent of the mission and
goals and are used to evaluate achievement of each program goal. dietetics practice and careers. program goals and • Historical data used
• Discuss the compatibility of the program’s objectives, groups to determine target
1. The program must align the following ACEND-required objectives with their program goals and
mission statement with the sponsoring from which data will measures
demonstrate that the program is operating in the interest of students and the public. The be collected,
program must set reasonable target measures when the targets are not specified. Required organization.
methods used to • Include separate
objectives must be evaluated annually using an average of data from the previous three years: Goals collect data, program completion
GP: • State your program goals. individuals data for students
a. Program Completion: “At least 80% of students complete program requirements within • Discuss how the goals support the program’s responsible for data placed in 1) remote
____ (150% of planned program length)”. mission collection and the supervised
b. Graduate Employment: “Of graduates who seek employment, at least ___ percent are timeline for data experiential learning
Note: Provide program goals that are well constructed
employed in nutrition and dietetics or related fields within 12 months of graduation”. and generally stated in terms of the impact of the collection (use sites and 2) student-
c. Graduate Performance on Registration Exam: program on graduates and their contributions to the program specific identified supervised
1. “At least ___ percent of program graduates take the CDR credentialing exam for nutrition and dietetics profession. The goals must use template titled experiential learning
dietitian nutritionists within 12 months of program completion”. the term “graduates” and must not use the terms “Program Evaluation sites, if applicable
2. “The program’s one-year pass rate (graduates who pass the registration exam within “students”. Avoid having student learning objectives Plan”)
one year of first attempt) on the CDR credentialing exam for dietitian nutritionists is or management plans (i.e., action plans for running
at least 80%”. the program on a day-to-day basis) as program goals.
d. Employer Satisfaction: The program must develop an objective for employer satisfaction A program can have more than two goals.
with graduate’s preparation for entry-level practice.
11Required Element 2.1 Narrative to Support Achievement Appendix Evidence Onsite Evidence
AP: Objectives
a. Program Completion: “At least 80% of program students complete program • Provide ACEND-required program objectives,
requirements within ___ (150% of the program length)”. aligning them to the appropriate program goal.
b. Graduate Employment: “Of graduates who seek employment, at least ____ • Provide additional objectives that measure the full
percent are employed in nutrition and dietetics or related fields within 12 intent of the program’s mission and goals if
months of graduation”. applicable.
c. Employer Satisfaction: The program must develop an objective for employer
satisfaction with graduate preparation for entry-level practice. • Describe how objectives with target measures set by
All Programs: the program demonstrate that the program is
d. Qualitative and/or quantitative data needed to determine whether goals and objectives operating in the interest of students and the public.
have been achieved. Note: ACEND-required program objectives must be
e. Groups from which data will be obtained; both internal and external stakeholders must written verbatim when listed in quotation marks in the
be represented (such as graduates, administrators, faculty, preceptors, employers, standard. They may be aligned to any of the program’s
practitioners, nutrition and dietetics education program directors, faculty from other goals as appropriate; they do not need to all be included
disciplines and advisory committees). under the same goal.
f. Evaluation methods that will be used to collect the data. Note: Programs should avoid affixing a number of years
g. Individuals responsible for ensuring that data are collected. to the ACEND-required objectives (e.g., Over a five-year
h. Timeline for collecting the necessary data. period, …) because they are then not written verbatim.
Required Element 2.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs: All Programs:
The program must evaluate the achievement of its goals and • Describe the process for the annual review of the program • Actual data (including both the number “n” • Minutes from
objectives based on its program evaluation plan and provide evidence evaluation plan and the stakeholders involved in the review. and percentage) collected for each program planning meetings
that: [Programs applying for candidacy describe how process will objective, which must be provided in the or other
occur] final column in the Program Evaluation documentation
a. Program outcomes data are collected according to the
• Discuss changes, if any, which have been made in the plan Plan”) [Not applicable to programs applying discussing review of
program evaluation plan, summarized and analyzed by for candidacy since no data have been program evaluation
comparing actual achievements with objectives. since the last accreditation review. [Not applicable to
programs applying for candidacy] collected] results [Not
b. Data analysis is used to evaluate the extent to which goals applicable to
• Examples of tools used to collect evaluation
and objectives are being achieved. • Analyze degree of achievement of program goals and data such as surveys, evaluations, etc. programs applying
c. The targets set for ACEND-required objectives are met. objectives, including trends observed in the data [Not for candidacy]
d. Program changes have been made to improve outcomes for applicable to programs applying for candidacy] • Completed
unmet objective(s). • Discuss factors impacting achievement of program goals and evaluation surveys
e. Programmatic planning and outcomes evaluation are and/or other
12Required Element 2.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
integrated with institutional planning and assessment, as objectives [Not applicable to programs applying for candidacy] documentation
appropriate. • Describe how programmatic planning and outcomes supporting the data
evaluation are documented and as appropriate, integrated in the PEP (e.g.,
with institutional planning and assessment completion records,
focus groups,
• [Partnership only] If the program is a partnership, describe the interviews, Pearson
role of each institution in the program evaluation process VUE reports, etc.)
Note: To calculate program completion divide all students who [Not applicable to
finish the program (nominator) by all students who start the programs applying
program (denominator); this includes students who drop out at for candidacy]
any point after starting the program. • Institutional
Reminder: Data for all ACEND-required objectives must be documents
provided as three-year rolling averages. Three-year rolling demonstrating
averages should be indicated as 2019-2021, 2020-2022, 2021- integration with
2023, etc. institution
assessment, if
Note: Pearson VUE exam pass rate results are already provided as applicable
three-year rolling averages.
Required Element 2.3 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs: All Programs:
Results of the program evaluation process must be used to identify • Briefly summarize information presented in the Continuous • Most recent plan documenting continuous • Minutes from
strengths and areas for improvement relative to components of the Program Improvement Plan and discuss how it links with the program improvement (use template titled planning meetings
program (such as policies, procedures, curriculum, teaching methods, outcomes presented in the Program Evaluation Plan. “Continuous Program Improvement Plan”) or other
faculty, preceptors, resources). Short- and long-term strategies must [Programs applying for candidacy must discuss how the [Programs applying for candidacy must documentation
be developed and actions must be taken to maintain program improvement plan will link to the Program Evaluation Plan] submit this plan with anticipated strengths discussing
strengths and address areas for improvement identified through the and areas for improvement] identification of
evaluation process. program strengths
and areas for
improvement and
development of
short- and long-term
strategies
13Standard 3: Curriculum and Learning Activities
The competencies must be the basis on which the program curriculum and learning activities are built within the context of the mission and goals of the program. Demonstration of competence must
be integrated in the coursework and supervised experiential learning activities throughout the program.
Required Element 3.1 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
The Curriculum Map template must be used to document: • Describe the program’s curriculum. Course descriptions as published in the All Programs:
a. Each competency. • Discuss and provide examples of how the program didactic catalog [Programs applying for candidacy • Textbooks, either
b. Performance indicators for each competency on which and supervised experiential learning courses are organized, provide draft copy of course descriptions that digital or hard copy,
summative assessment occurs in the curriculum. will be published in the catalog] noted in course
sequenced and integrated. (It is acceptable to have one or
syllabi
c. Course(s) (including supervised experiential learning) in two sole experiential learning courses, without a didactic
which summative assessment of performance indicators will component; additional experiential learning must be woven • A curriculum map of didactic courses and • Minutes from
occur. supervised experiential learning courses planning meetings or
into other courses.)
aligned with required performance other documentation
d. How the curriculum: • Discuss and provide examples of how the curriculum builds indicators and competencies (use program that show discussions
1. is sequentially and logically organized, on previous knowledge and experience to progress from specific template titled “ Curriculum Map” of curricular planning
2. progresses from introductory to more advanced learning introductory to more advanced learning activities. The curriculum map indicates where PIs
experiences and • Examples of
• Discuss and provide examples of how the curriculum are covered or addressed in the completed student
3. builds on previous knowledge, skills and experience to curriculum. Reminder: It is the
facilitates student achievement of the knowledge projects as evidence
achieve the expected depth and breadth of competence competencies that must be assessed, not
requirements and expected depth and breadth of of breadth and depth
by completion of the program. each performance indicator. in the curriculum and
competency.
educational
• Explain how students demonstrate entry-level competence. Note: All performance indicators (PIs) must be approaches used [Not
• Describe the culminating experiences. covered and identified on the curriculum map applicable to
at least once. PIs may be covered and programs applying
Note: Competencies, performance indicators, practice competencies met in pre-requisites (including for candidacy]
illustrations and demonstration or assessment methods can be undergraduate curriculum) through evaluation
found in Appendix D (GP) and Appendix E (AP) of this Guidance of prior learning; however, the enhanced
Information Document. competencies must be met in the program
14Required Element 3.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs: GP:
The program’s curriculum must provide learning experiences to attain the • Provide examples of the educational approaches • Summary of where learning activities occur Progress the program is
breadth and depth of the required curriculum competencies. Syllabi for (use program specific template titled making toward
that are used to meet learner needs and facilitate
courses (including those with supervised experiential learning) taught within “Summary of Learning Activities”). implementation of
achievement of competencies.
the academic unit must include the relevant competencies. learning experiences e.1-
• The following syllabi must be provided in a
• Discuss how students are informed of where the 4. (Not applicable if
GP: separate third bookmarked PDF document implemented in the
competencies are met and performance indicators
a. Learning experiences must prepare students for professional practice and not as part of the appendices. Place curriculum).
are covered, such as in a list or in the student
with clients/patients with various conditions, including, but not them in chronological order as they are
handbook.
limited to overweight and obesity; disordered eating; developmental, offered in the curriculum.
intellectual, behavioral health, neurological, and endocrine disorders; Note: Students should know where the competencies • All departmental syllabi within
cancer; malnutrition; and cardiovascular, gastrointestinal and renal are assessed in the curriculum. Students need to know the academic unit relevant to
diseases. when supervised experiential learning must be tracked the program (plan of study) and
b. Learning experiences must prepare students to implement the within a course/rotation. Performance indicators do • Any non-departmental course
Nutrition Care Process with various populations of diverse cultures. not need to be on the syllabi but perhaps just listed in syllabi where competencies are
the handbook under the competencies. It is not assessed as identified on the
c. Learning experiences must address and build competency in diversity,
necessary to link them to courses as long as they are Competency Assessment Table.
equity and inclusion. The program must ensure that students have the
linked to the competencies. (Programs applying for
skills to recognize biases in self and others and adapt to, understand
• Describe how the program assures regular and candidacy provide draft syllabi
and embrace the diversity of the human experience.
substantive interaction between students and for each course in the
d. Learning experiences must incorporate a variety of educational curriculum)
approaches necessary for delivery of curriculum content to meet faculty occurs in distance courses, if applicable.
learner needs and competencies.
Expectations for Course Syllabi
1. If any portion of the program is offered through distance GP: • Ensure the learning experience used for the
education, the program assures regular and substantive Note: programs must either have learning experiences competency assessment table is present on
interaction between students and faculty. the corresponding syllabi.
associated with e.1-4 implemented by June 1, 2022 or
• All courses within the academic unit (i.e.,
Learning experiences must prepare students to become competent in show evidence of plans for implementation such as within the department) where
the following skills: meeting minutes where implementation is discussed. competencies are met and assessed, or PIs
1. Perform routine health screening assessments including After December 31, 2023, programs must have these are covered must be included in the
measuring blood pressure, conducting waived point-of-care learning experiences fully implemented within the curriculum map. Programs are expected to
curriculum. include non-departmental course(s) where
laboratory testing (such as blood glucose or cholesterol),
competencies are met and assessed on the
recommending and/or initiating nutrition-related • If the program has not yet implemented learning curriculum map.
pharmacotherapy plans (such as modifications to bowel experiences associated with e.1-4, state the plans • Programs are not expected to include the
regimens, carbohydrate to insulin ratio, B12 or iron to do so and timeline. competencies on the syllabi of non-
supplementation). departmental courses (because the syllabus
15Required Element 3.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
Provide instruction to clients/patients for self-monitoring blood requirement in RE 3.2 only applies to
glucose considering diabetes medication and medical nutrition courses taught within the academic unit).
therapy plan. • Competencies and learning experiences do
not have to be side-by-side on the
Explain the steps involved and observe the placement of syllabi/rotation description, but both must
nasogastric or nasoenteric feeding tubes; if available, assist in be present. For example, if the learning
the process of placing nasogastric or nasoenteric feeding tubes. activity is noted on the Competency
Conduct a swallow screen and refer to the appropriate health Assessment Table, the expectation is that
care professional for full swallow evaluation when needed. the competency and learning experience
must be present on the course syllabus
AP: (with the exception of non-departmental
a. Learning experiences must prepare students for professional practice course syllabi).
with individuals with various health conditions in home and
community settings.
b. Learning experiences must prepare students to work with various
populations of diverse cultures, genders and across the life cycle.
c. Learning experiences must address and build competency in
diversity, equity and inclusion. The program must ensure that
students have the skills to recognize biases in self and others and
adapt to, understand and embrace the diversity of the human
experience.
d. Learning experiences must incorporate a variety of educational
approaches necessary for delivery of curriculum content to meet
learner needs and competencies.
1. If any portion of the program is offered through distance
education, the program assures regular and substantive
interaction between students and faculty.
16Standard 4: Competency Assessment and Curriculum Improvement
The program must continuously assess student achievement of required competencies. The program must collect and analyze aggregate data on student competency attainment. The results of the
assessment plan must be used to evaluate and improve the curriculum to enhance the quality of education provided.
Required Element 4.1 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs: All Programs:
The program must have a plan for assessment of competencies. The • Describe the program’s plan (process) for assessment of • Three examples of assessment tools such • All assessment
plan must identify summative assessment methods used, as well as students’ achievement of competencies and discuss updates as exams, rotation evaluations, rubrics, methods
courses and/or supervised experiential learning activities in which made to the plan, if any. projects, portfolios, etc. listed on the documented in 4.1-
assessment will occur and the process for tracking individual student’s Competency Assessment Table 4.2 Assessment Table
• Analyze the strengths and limitations of the assessment
demonstration of performance indicators/competencies. (Assessment
process since the last accreditation review. [Not applicable to • Completed Competency Assessment Table methods may be
programs applying for candidacy] (use program specific template titled detailed in course
• Describe the process for tracking individual students’ “Competency Assessment Table”) that lists syllabi or provided
demonstration of competencies. each of the required competency separately)
statements, the course or supervised • Examples of projects
experiential learning course/rotation in completed by students
which assessment will occur, and the demonstrating
specific, required assessment method(s) achievement of
used to measure achievement of competencies [Not
competency applicable to programs
applying for candidacy]
Note: Each competency must have at least one
assessment, even if all the PIs within a
competency are covered in prerequisites. In
this case, the assessment may be of prior
learning (Program must have a clear policy for
evaluation of assessment of prior learning in
RE 8.2i)
Note: Enhanced competencies must be
covered within the program and not in pre-
requisite coursework.
17Required Element 4.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
The program must document that data on student competency • Describe how data on competency achievement were collected Competency assessment
achievement are collected, summarized and analyzed for use in and analyzed for use in curricular review and improvement. data demonstrating
curricular review and improvement. [Programs applying for candidacy must describe how the individual student tracking
process will occur.] of competency
• Analyze the extent to which students achieved the achievement [Not
competencies since the last accreditation review [Not applicable to programs
applicable to programs applying for candidacy] applying for candidacy]
Required Element 4.3 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
Formal curriculum review must routinely occur and: • Describe the curriculum review process including timeframe and how input • Minutes from meetings or
a. Use results of program evaluation and competency from students is incorporated [Programs applying for candidacy must other documentation of
assessment to determine strengths and areas for describe how the curriculum review process will occur] the program's curriculum
review process [Not
improvement. • State curriculum strengths and areas for improvement and discuss how
applicable to programs
b. Include input from students and other stakeholders as results of program evaluation and competency assessment were used to
applying for candidacy]
appropriate. determine strengths and limitations. [Not applicable to programs applying
for candidacy] • Examples of input collected
c. Include assessment of comparability of educational from students about the
experiences and consistency of competency achievement • Discuss how comparability of educational experiences and consistency of
curriculum [Not applicable
when different courses, delivery methods (such as distance learning outcomes are assessed and maintained [Programs applying for
to programs applying for
candidacy must describe plans to ensure comparability of educational
education), or supervised experiential learning sites are used candidacy]
experiences and consistency of learning outcomes.]
to accomplish the same educational objectives.
• Discuss how the program ensures comparability of educational experiences
d. Result in actions to maintain or improve student learning.
and consistency of learning for distance education students, if applicable.
• Provide examples of how the curriculum review process has resulted in
actions to maintain or improve student learning. [Not applicable to
programs applying for candidacy]
• [Candidacy Programs]: Describe how the curriculum review process will
occur and plans to ensure comparability of educational experiences and
consistency of student learning.
18Standard 5: Faculty and Preceptors
The program must have qualified faculty and preceptors in sufficient numbers to provide the depth and breadth of learning activities required in the curriculum and exposure to the diversity of
practice. Program faculty, including the program director, must show evidence of continuing competence appropriate to teaching responsibilities, through professional work experience, graduate
education, continuing education, and research or other activities leading to professional growth in the advancement of their profession.
Required Element 5.1 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs:
The program must provide evidence that qualified and appropriately • Discuss the adequacy of qualified and credentialed faculty • List of faculty members within the
credentialed faculty and preceptors are sufficient to ensure and preceptors to ensure implementation of the program’s academic unit, with their credentials and
implementation of the program’s curriculum and the achievement of curriculum and achievement of the program goals and courses taught (use the template titled
the program goals and objectives. objectives. “Faculty Roster”)
• Describe the process used to ensure the faculty and
preceptors including those used for international experiences, • List of preceptors with credentials aligned
and those selected by students are qualified for their role in with supervised experiential learning
the program. facility and course/rotation (use the
template titled “Preceptor and Facility
Roster”). Include preceptors and facilities
where students are placed for the
academic year in which the site visit takes
place. It is adequate to list only the lead
preceptors who manage other preceptors
in a facility.
Note: This template is also used to
demonstrate compliance with Standard 6, RE
6.1.
Required Element 5.2 Narrative to Support Achievement Appendix Evidence Onsite Evidence
All Programs: All Programs: All Programs: All Programs:
The requirements for program faculty (faculty within the academic • Describe the sponsoring organization‘s criteria for faculty • Examples of orientation materials, such as • Evidence that
unit) must include: appointment and how the program ensures that faculty meet handbook, orientation outline or checklist orientation and
a. Program faculty, including the program director, must meet including orientation to ACEND standards, training has been
the sponsoring organization‘s criteria for appointment and competencies, and the program’s mission, completed (agenda,
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