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The ����Ӱ�� Graduate Program (GP) in Applied Nutrition and Dietetics is accredited by the Accreditation Council for Education in Nutrition and Dietetics (ACEND) of the Academy of Nutrition and Dietetics, 120 South Riverside Plaza, Suite 2190, Chicago, IL 60606, (312)899-0040, extension 5400. .

����Ӱ��State University, Long Beach (����Ӱ��) is accredited by the Western Association of Schools and Colleges, the agency responsible for granting national accreditation to colleges and universities in the western United States. ����Ӱ�� is accredited by the ����Ӱ��State Board of Education and is on the list of approved institutions of the American Association of University Women.

����Ӱ��State University Long Beach (����Ӱ��) is a diverse, student-centered, globally engaged public university committed to providing highly valued undergraduate and graduate educational opportunities through superior teaching, research, creative activity, and service for the people of ����Ӱ��and the world.

The university’s mission statement is that “����Ӱ�� enriches the lives of its students and its surrounding community through globally informed, high impact educational experiences with superior teaching, research, creative activity, and action for the public good.”

����Ӱ�� sets strategic priorities of engaging all students, reducing barriers to higher education, ����Ӱ��intellectual achievement with data-informed decision-making, building a compassionate community of belonging and shared responsibility, and cultivating resilience within that community’s members. ����Ӱ�� is committed to being an outstanding teaching-intensive, research-driven university that emphasizes student engagement, scholarly and creative achievement, civic participation, and global perspectives. The Graduate Program in Applied Nutrition and Dietetics (GP) fully adopts ����Ӱ��’s mission and priorities with an emphasis on critical thinking, advocacy, and the promotion of health equity across various settings in the field of nutrition and dietetics. Our students are part of a diverse community who live, learn, and work in an atmosphere of civility and respect for the rights of each individual, without regard to economic status, ethnic or racial background, political views, or religious beliefs.

The GP is housed within the Department of Family and Consumer Sciences (FCS), one of eleven departments comprising the College of Health and Human Services (CHHS), with the college offering 21 bachelor’s degree and 22 master’s degree programs. CHHS is ranked #1 in the state of ����Ӱ��for School of Family and Consumer Sciences, #1 for nursing degree, and has over 1,700 community partnerships throughout the state. Approximately 25% of ����Ӱ��’s student population is a part of CHHS, where students receive their education from various specializations. Many of the faculty have recognition at national and international levels for their excellent teaching, research, and service to students. In addition to tenure line-faculty, department lecturers bring vast professional experiences in their field to the classroom and share the reality of the work environment with students.

The program grants an M.S. in Applied Nutrition and Dietetics degree and offers opportunities for tailored educational pursuits in the field of dietetics. The degree coursework and supervised experiential learning (SEL) allow students to develop competencies required for future career goals, and offers three emphases: Community Nutrition, Sports Nutrition, and Media and Communications. Each emphasis may be pursued through selection of elective courses, personalized SEL, and work completed as part of the capstone or thesis projects. Furthermore, FCS faculty retain active research agendas which provide opportunities for student research collaborations.
 

The decision to provide a graduate program model that educates and prepares students to become competent, entry-level dietitians is a collaborative effort. It arises in consideration of two expectations: 1) the present and future needs of the public our students will serve and 2) the university’s mission, which emphasizes action for the public good. The key to meeting these expectations includes training and curriculum that are competency-based and rooted in cultural humility. Our students play a crucial role in this process, as they are the ones who will be serving the public and upholding the university's mission. 

Cultural humility is defined by Yeager et al. (2013) as “A personal lifelong commitment to self-evaluation and self-critique whereby the individual not only learns about another’s culture, but one starts with an examination of her/his own beliefs and cultural identities.” In short, students first evaluate themselves to better learn from and subsequently assist the populations they will serve. Action for the public good cannot be effectively administered if professionals do not understand the problems they are trying to solve nor identify the assets and values in communities that can contribute to solving those problems. Learning about individuals first, and then their community, will lead to meaningful knowledge about the issues they face and how to resolve them.

The university’s mission of action for the public good is embodied in the GP mission through this focus on cultural humility and health equity promotion. In addition, our college emphasizes the importance of supporting diverse students, which is synergistic with our mission statement that emphasizes the ability to serve diverse populations. The college also prioritizes innovation and leadership in the community, which we address in the phrase, “advocate for good in their workplaces and communities.” Finally, our department's mission focuses on producing leaders in the field. Our mission embodies attributes important for a nutrition and dietetics leader, such as cultural humility, problem-solving, advocacy skills, and critical thinking.

The best way to produce professionals of this caliber is through competency-based learning, which fosters evidence-based practice in all dynamics of dietetics work, as well as critical thinking, advocacy, and promotion of health equity. Southern ����Ӱ��provides seemingly endless opportunities for putting these skills into practice for acute and long‑term healthcare sites, as well as in teaching, research, food service, and community, and governmental agencies. Classroom engagement will be seamlessly integrated with these work sites and provide students with lifelong skills that will allow them to address the needs of the diverse populations in Southern ����Ӱ��and beyond. These lifelong skills will prepare our students for a successful and impactful career in dietetics. The FCS Department has a strong commitment to produce leaders for the future, and to this end, our faculty approach education with the same cultural humility that we desire of our students, teaching from a position that respects individual circumstance and background. 

Program Mission

To measure our program's success, we have three overarching goals across several quantifiable objectives. We collect data throughout the year to determine how we can continue improving our students' training experience. Program outcome data are available upon request. 

Program Goals and Objectives

Goal #1 – Graduates will demonstrate competence in the knowledge and skills required of entry-level registered dietitian nutritionists

• Objective 1.1 - At least 80% of students complete program requirements within 28 months (150% of the program length).
• Objective 1.2 - Of graduates who seek employment, at least 80% percent are employed in nutrition and dietetics or related fields within 12 months of graduation.
• Objective 1.3 - At least 80% percent of program graduates take the CDR credentialing exam for dietitian nutritionists within 12 months of program completion.
• Objective 1.4 - The program’s one-year pass rate (graduates who pass the registration exam within one year of first attempt) on the CDR credentialing exam for dietitian nutritionists is at least 80%.
• Objective 1.5 - At least 80% of the employers who respond to the employer survey will indicate they are satisfied with their employee's (GP graduate) preparation for entry-level practice.
• Objective 1.6 - At least 80% of graduates will rate themselves as competent for entry-level practice in the field of nutrition and dietetics.

Goal #2 – Graduates will demonstrate competence in their ability to serve culturally diverse communities.

• Objective 2.1 - At least 80% of graduates will rate themselves as competent in their ability to serve culturally and ethnically diverse clients or communities.
• Objective 2.2 - At program completion, 80% of graduates demonstrate improved scores on a cultural humility self-assessment tool, as compared with baseline pre-program assessment scores.
• Objective 2.3 – At least 80% of the employers who respond to the employer survey will rate their employees (GPAND graduates) as competent in their ability to work with culturally and ethnically diverse clients or communities.

Goal #3 –  Graduates will become professionals who promote health equity in the field of nutrition.

• Objective 3.1 – At least 80% of graduates will rate themselves as competent in their ability to identify opportunities for engagement in professional, educational, or advocacy activity that promotes health equity.
• Objective 3.2 – At 1-year following program completion, at least 80% of graduates will report engaging in at least one professional, educational, or advocacy activity that promotes health equity.

All program outcomes are available upon request.

Admissions Policies

Please refer to the following pages for Future ����Ӱ�� that include detailed information about our:

• Admission Requirements
• Application Process

Application Tracks

We have two application tracks: 

Application Review

The date timelines for the current application cycle can be found under "Important Dates" on the Application Process page. The admissions review process consists of the following:

• Establishing an applicant file and submit all materials by September 1st. 
• Screening applicant files for completeness and adherence to minimum requirements, including meeting required deadlines
• Applications reviewed by ����Ӱ�� Graduate Admissions 
• ����Ӱ�� Admissions reviews applications and recommends the final pool of candidates to the GP Admissions Committee
• In October, the GP Admissions Panel will conduct an electronic review of complete applications. The Admissions Panel may include ����Ӱ�� faculty, preceptors, RDNs in the field, and former GP students. To ensure consistency, the GP Admissions Panel uses a standardized Applicant Evaluation Form, which allows reviewers to score candidates based on:
  • GPA (strongly weighted because of its significance to success in graduate study)
  • Personal statement
  • Letters of Recommendation
  • Supplemental items (e.g. short answer questions)
  • Resume for review of relevant experience 
  • ����Ӱ�� status (current/former ����Ӱ�� graduate) receives a slight advantage in the application process
• Top scoring applicants will be invited to participate in a remotely-conducted interview. 
• Collected results and comments from faculty evaluations are compiled to assist in admitting or denying students. Two faculty members must review each file. Then, the Program Director and Assistant Director will process input from reviewers and determine admission status among the final candidates. Once the program has made admission decisions, the decisions are entered into PeopleSoft, and a letter of acceptance, acceptance with conditions, or denial is sent to the applicant from the program director. The program director will also send an email inviting students to attend the orientation and instructions for classes in which to enroll. In some circumstances, applicants may be reviewed after the deadline when exigencies beyond applicants’ control have delayed receipt of supporting materials. 
• Applicants are notified of their admission status and must provide their intention to accept/decline their slot by November 15. 

Insurance requirements include medical, auto and professional liability. Professional liability insurance for students enrolled in clinical programs comes at a cost of approximately $60 per year. The student is required to carry his or her own automobile and medical insurance. They are eligible for group medical insurance through student services. Proof of automobile and medical coverage must be provided to the Director. Basic medical insurance costs are ~$350/year. The Basic medical plan is primarily for emergencies and hospitalization costs.  For more information contact the Student Health Insurance office of Associated ����Ӱ�� Inc. (310) 985-8311.

The student’s personal insurance policies should cover their potential injury or illness during travel to and from assigned rotations and classes as well as when they are on the premises at an SEL facility.

Assignments and projects should be written in correct grammatical form and represent student’s ideas and work (i.e., free of plagiarism). All references and citations should be formatted according to American Psychological Association. ����Ӱ�� are HIGHLY encouraged to download and use reference software managers, such as Endnote or Zotero, which offer free access for limited storage.

Instructors or faculty may return assignments with instructions to redo assignments if they fail to meet the minimum expectations. Due dates will be assigned for the expected submission of the course- and SEL work. All submissions will be through Canvas, the University’s standardized online learning software.

The student is responsible for providing transportation to and from all classes and SEL sites, and it is expected that students will maintain reliable transportation throughout the program. ����Ӱ�� are responsible for their automobile insurance, maintenance, and fueling expenses. This program will require travel off campus, and in some cases, due to traffic patterns, may require driving up to an hour or more for select sites.

All travel is at the student’s own expense and risk. ����Ӱ�� are encouraged to make carpool arrangements for travel to and from classes and SEL sites where possible, but the GP will not facilitate this, and access to public transportation near supervised experiential learning sites is also not guaranteed. 

In-Person Attendance

����Ӱ�� are expected to attend all class meetings and scheduled supervised experiential learning (SEL) sites in-person during the first year of the program. During the program's second year, students will have the opportunity to complete courses and SEL work from remote access with prior approval from the Director. 

Making Up Missed Hours

����Ӱ�� are required to fulfill the expected time requirements of courses and SEL. Any time missed must be made up at the end of the specific SEL, during scheduled academic breaks (Winter, Spring or Summer), or possibly on weekend days at the convenience of the facility and site supervisor. It's crucial to understand that arrangements for an extension of the GP must be made in advance and approved by the Director and preceptor. This is a key part of your responsibility as a student in this program.

Vacation/Holidays

����Ӱ�� will not have official vacation dates but will follow the University’s annual Academic Calendar, for breaks where no coursework is scheduled. Additional rotation days may be added at the discretion of the Director and the preceptor at SEL sites when warranted to ensure completion of SEL hours.

Legal holidays observed by the facility may be honored as days off by the student in addition to ‘holidays’ designated on the rotation calendar, which include MLK, Caesar Chavez Day, President's Day, Christmas, Memorial Day, Independence Day, New Year’s Day, Labor Day, Veterans’ Day, and Thanksgiving.

Time Off for Medical Care

Please complete routine healthcare appointments outside of regular course hours or on designated time off. Medical appointments are not to be scheduled (unless emergency) during assigned class or SEL time. If you need to request essential personal or medical absence, please do so in writing (e-mail) to the Director. Your request will be reviewed individually. In the event of a major medical illness, or death of a close family member, the student should notify the preceptor and Director as soon as possible. (See Emergency Medical Care procedure below). Illness resulting in cumulative absence from class or SEL exceeding more than three days a semester must be made up during that semester, on a holiday if the facility is operational or during winter break.  Under such circumstances, a written plan by from the student, approved and signed by the preceptor and the Director must be filed within two weeks of the absences.

Unauthorized Absences

Unauthorized absences include weddings of family or friends, personal time, or family travel, and may result in disciplinary action to include counseling, probation and termination from the program. Unauthorized absences also include failure to report to assigned SEL, tardiness, extended breaks, leaving site early without a reasonable cause, or scheduling appointments during assigned times. ����Ӱ�� are responsible for completing all SEL assignments per rotation regardless of the reason for the absence.

Professional Appearance

While in the field during Supervised Experiential Learning (SEL) rotations, students must wear business casual attire at a minimum or defer to the facility's requirements. 

Dress requirements are established for safety and sanitation and to promote patient and client welfare. We encourage GP students to strive for a neat, clean, and professional appearance that is comfortable and allows for movement throughout the workday.  

For example:

• Clothes should be clean, wrinkle-free, and in good repair.
• Avoid jeans, ripped or torn clothing, overly revealing attire, and activewear (i.e. yoga pants, sports pants).
• Clothing that reveals a mid-section is typically not appropriate or allowed in professional medical settings for both safety and professional reasons. 
• Strive for a neat, clean, and professional appearance that is comfortable and allows for movement throughout the workday. 
• If you are unsure about an outfit, err on the side of caution and dress more conservatively.

You'll need good personal hygiene. Odors may adversely affect patients; strong perfumes or scented lotions should not be used by students when at rotations. Fingernails should be kept short and clean. Excess makeup, nose or tongue rings should not be worn while on duty. Tattoos should be covered with clothing where possible.

Clothing Requirements

Here is a gender-inclusive list of business casual attire. Additional limitations will likely exist in food service settings:

• Tops: 
  • Go for: Collared shirts, button-downs, polos, blouses, sweaters, turtlenecks, dressier knits.
  • Avoid: Camisoles, spaghetti straps, off-the-shoulder shirts, graphic T-shirts, cropped tops, halter tops, mesh shirts, and see-through shirts. 
  • Proceed with caution: While we live in a warm climate in California, and sleeveless shirts or tank tops are often worn, please note they may not be permitted in some settings. When considered work-appropriate, it is when the shirt's strap is wide, armholes are well-fitted, and the garment provides adequate coverage for undergarment straps. 
  • Undergarments (e.g. bra straps, underwear), sides of bodies, and abdomens should not be visible in a professional work setting. Be sure you check your clothes for appropriate fit.  
• Bottoms: 
  • Go for: Dress pants, chinos, skirts (knee-length or slightly longer), dressier culottes, or wide-leg pants.
  • Avoid: Jeans, leggings, sweatpants/joggers, shorts, cargo pants, pajama bottoms 
• Shoes: 
  • Go for Oxfords, Derbys, loafers, flats, wedges (modest heel height), or other functional close-toed shoes. 
  • Avoid: Athletic shoes/sneakers, flip flops, sandals, extremely high or dressy heels (especially noisy ones) 
  • Shoes must be kept clean. 
  • Soft‑soled shoes are essential for quietness in patient areas. 
  • Some facilities will require non-slip shoes, so getting a pair you like will serve you well throughout the program. 
• Jewelry
  • Jewelry should be modest and not create jingling or dangling noises.
  • Make sure piercings and tattoos are appropriate for a professional setting.
  • Foodservice and some medical facilities will often limit rings to one per hand, no necklaces, or no nail polish. 
• Nails
  • Some facilities will prohibit artificial nails (especially long ones) and/or nail polish. Check with your preceptors to make sure you are covered! 
  • Regardless of polish color, nails should be clean, chipped polish should be fixed or removed promptly, and overall hand hygiene should be impeccable, especially in a medical setting.
• Lab Coats/Jackets
  • While all GP students will have one, these are not universally required; check with the facility if a lab coat is required. 

The ����Ӱ�� Career Development Center has a great little video called that might give you ideas about how to dress during the program in different settings. 

When In Doubt . . . Defer to the Facility

����Ӱ�� must abide by the same policies and procedures established for facility personnel during SEL. For example, some food production facilities may require white clothing when working in food production areas, long hair must be tied back if longer than shoulder length, and hairnets/caps must be worn when in food preparation and service areas. You will be given instructions for each site in advance. 

Nametags

Nametags are required for all SEL work. Lab coats, scrubs or uniforms may be required at some facilities. Blue jeans and other casual pants or tennis shoes are not permissible. Hairnets and closed-toe shoes (not tennis shoes) must be worn when working in food production areas. Plain jewelry: rings or wedding rings, earrings for pierced ears and watches are permissible.

����Ӱ�� are required to wear an identification nametag for all SEL. Many facilities provide their specialized nametag free of charge to students. A lost I.D. nametag must be replaced immediately; check with each affiliation. 

As a member of the hospital or healthcare team, students will have access to confidential information about patients, clients, employees, and facilities. It is a breach of professional ethics and, under certain circumstances, criminal conduct to reveal any such information except in the performance of professional duties.  Infringement of confidentiality will be subject to termination from the program.

Per University policy and listed in the ����Ӱ�� Catalog annually, both productivity and learning are significantly impaired by alcohol abuse, use of illicit drugs, and criminal behavior. Information about campus policies regarding the possession and use of drugs and alcohol may be obtained by calling the Office of Student Life and Development at (562)-985-4181. Pursuant to Title 5 of the CA Code of Regulations, violations by students may, after due process, result in probation, suspension, or expulsion from the University.

����Ӱ�� must pass a drug screening test conducted by an off-campus company selected by the University and Director before the week of orientation begins. 

All ����Ӱ�� are required to complete a criminal background check prior to the week of orientation at the beginning of the GP. Clearance is required before the student can begin SEL at any facility. ����Ӱ�� are expected to cover the cost at the time of this background check. 

Student training and instruction is for the benefit of achieving entry-level competence. At SEL sites, students are classified as volunteers/interns, do not replace regular employees, and work under the supervision of the preceptor. ����Ӱ�� are not entitled to wages for the time spent in training nor at the conclusion of the program. If a preceptor wishes to offer a stipend or form of reimbursement, they do so at their discretion without any expectation from the student or Director. ����Ӱ�� must have prior approval from the Director for employment concurrent with the program.

The AND Mission and Vision

The Academy of Nutrition and Dietetics was founded in 1917, and is the world's largest organization of food and nutrition professionals. AND is committed to improving the nation's health and advancing the profession of dietetics through research, education and advocacy.

Mission — Empowering members to be the nation's food and nutrition leaders

Vision — Accelerate improvements in global health and well-being through food and nutrition

Reference:   

Code of Ethics for the Profession of Dietetics

Reference: The Code of Ethics applies to all dietetics practitioners, no matter their membership status. By accepting membership in the Academy and/or accepting and maintaining CDR credentials, all members and credentialed dietetics practitioners agree to abide by the Code. 

Reference:

AND Standards of Practice in Nutrition Care for the Registered Dietitian

Reference: Scope/Standards of Practice: Scope of Practice in nutrition and dietetics encompasses the range of roles, activities and regulations within which nutrition and dietetics practitioners perform. 

Reference:

AND Standards of Professional Performance for Dietetics Professionals

The Standards of Practice (SOP) and Standards of Professional Performance (SOPP) can be used by credentialed nutrition and dietetics practitioners to assess their individual performance needs. 

Reference:

All students may periodically be assigned to brief conference meetings with either the GP Director or administrative support faculty. The purpose of these meetings is to review current progress, discuss goals or barriers, or simply offer the student an opportunity to share recent experiences or concerns. When initiated by administration, attendance to these meetings is mandatory. ����Ӱ�� may also request a meeting with the Director through email, with the student selecting a suitable time and day. Communication is encouraged between all channels. Furthermore, all student who have advanced to the second year of the program will be expected to join a brief zoom session, once a month at a consistent day and time, to meet with the Director or authorized faculty where brief instruction will be offered and students are allowed to ask questions.

All students will complete a minimum set of onboarding requirements during orientation, which include a criminal background check and proof of required vaccinations and immunizations.GP staff will email all additional requirements to the student with a completion deadline. 

Each student is responsible for arranging and paying for additional requirements required by supervised experiential learning facilities. Some students may need to complete additional requirements or repeat requirements as outlined in the affiliation agreement or communicated by the facility.

Some facilities require a drug screen or expanded background check. It is the decision of the training facility to refuse to train a student based on the results of the drug screen or background check. If a student has a positive result on a drug screen or a flagged item on a background check that prohibits them from training at a facility, students will need to find a new training site for their rotation. 

If a student's injury or medical emergency occurs on campus or during off-site training at an experiential learning facility, the facility will provide immediate response per routine procedures to ensure care, resuscitation, and management to assure life support. Clarity and referral to the appropriate medical care using the student’s medical coverage will be sought. If during SEL, the supervisory preceptor will be the first point of contact. If onsite at class, the faculty member will be the first point of contact. In either scenario, immediate contact with the Director will follow. Emergency calls are placed to family or friends identified by the student on their ‘emergency list’ required at the beginning of the GP. 

For a complete breakdown estimate of expenses estimated in the program, check out the Program Costs section for prospective students. 

Curriculum

The ����Ӱ�� GP is a 19-month program with coursework beginning in the spring of year 1, and concluding in the summer of year 2. All graduate students who are admitted will complete the same coursework within the same expected timeframe, which is 29 months (150% of the expected graduation timeline). Curriculum is taught through a competency-based learning approach, therefore, both coursework and supervised experiential learning (SEL) will provide practice hours towards program completion requirements, with the majority of these hours coming from SEL.

Graduate students will begin their SEL during the fall of the first year in the program, with additional SEL being completed at selected sites during each subsequent semester. ����Ӱ�� will be enrolled in coursework for each term of the program; however, students enroll only in SEL units in the final summer session during year 2. Full-time SEL work is considered 32 to 40 hours/week. Fall and spring semesters at ����Ӱ�� are 16 weeks in length, while the full summer session is 12 weeks. ����Ӱ�� are required to complete a minimum of 1000 practicum hours during the course of the program. Hours that are accrued as a result of orientation week (held in mid-January), or conference/symposium attendance not required by the program, are not counted towards this total count.

Upon completion of the graduate coursework, culminating experience (e.g., Capstone Project), and SEL, students will graduate with a Master of Science in Applied Nutrition and Dietetics and will be eligible to take the RD exam sponsored by the Commission on Dietetics Registration. 

Each student must complete 47 units of graduate coursework to complete the M.S. in Applied Nutrition and Dietetics and fulfill program requirements:

Completion Requirements

At the end of each term, students will be evaluated for acceptable, entry-level competence in dietetics practice, demonstrating sound knowledge and effective use of entry level skills and problem-solving. For coursework, these evaluations will be completed by faculty and designated by completing the assigned coursework according to standards set forth in the rubric. For SEL work, these evaluations will be completed by preceptors and preceptors, and designated by acceptable scores on Graduate Competency Evaluation (GCE) forms.

����Ӱ�� will earn a Master of Science Degree in Applied Nutrition and Dietetics upon completing program requirements, along with a verification statement making them eligible to sit for the Registration Examination for Dietitians. To do so, students must:

1. Complete 47 semester units of graduate-level nutrition coursework with a cumulative GPA of 3.0 (grade of B) or better in all courses taken as a part of the program of study.
2. Successfully complete either a thesis or capstone project that meets the following criteria:
   1. 3 units toward an approved thesis or capstone project relevant to their course of study.
   2. The thesis will require systematic study of a significant nutrition-related problem. ����Ӱ�� who choose a thesis will independently identify a problem, state the major assumptions, explain the significance of the undertaking, set forth the sources for and methods of gathering information, analyze the data, and offer a conclusion or recommendation. The finished product will provide evidence of originality, critical and independent thinking, appropriate organization and format, and thorough documentation. In addition, it will result in an oral defense with a faculty committee and an oral poster presentation to faculty and peers.
   3. The capstone project will demonstrate a significant undertaking appropriate to nutrition and dietetics. It will be described and summarized in a written abstract, including the project's significance, objectives, methodology, and conclusion or recommendation. ����Ӱ�� will present their capstone project via a professional oral poster presentation to faculty and peers.
3. Completion of a minimum of 1000 hours of practicum hours (earned through coursework and SEL).
4. Complete an exit interview and verify submission of all required documentation, including satisfactory scores on all SEL-related evaluations and demonstrated entry-level proficiency for all established competencies. 
5. Compliance with acceptable professional standards of ethics, appropriate personal conduct, and demonstration of adequate verbal and written communication skills during the program.
6. All tuition and fees are paid in full.

Verification Statement

Upon graduation from the GP, students will be issued an ACEND verification statement from the Director. The Director will submit all required documentation to the Commission on Dietetics Registration (CDR) verifying eligibility for the Registered Dietitian (RD) exam. The graduate will then be contacted by CDR to schedule the RD exam. ����Ӱ�� should retain this verification statement for their records, as it may be required by prospective employers between program completion and passing the RD exam. During exit interviews, students will be oriented to various study guides and courses and the procedure to apply for the RD exam. Upon passing the RD exam, students may legally include the title, "Registered Dietitian or RD or Registered Dietitian/Nutritionist or RDN" after their name. To maintain this professional status, a professional portfolio for continuing education must be submitted to the CDR and approved every five years with completion of 75 hours of continuing education. A yearly fee will be required for registration maintenance. 

Competency-Based Assessment

The Graduate Program (GP) in Applied Nutrition & Dietetics at ����Ӱ�� utilizes a competency-based assessment design as outlined by the Accreditation Council for Education in Nutrition and Dietetics (ACEND). To successfully complete the GP, students will demonstrate proficiency across various learning activities to ensure they will be ready for entry-level practice as registered dietitian nutritionists (RDNs). Competency-based training is integrated throughout both didactic coursework and in supervised practice settings.

����Ӱ�� will be assessed for competence at 3 different levels; Knows, Shows, or Does: 

1. Knows the required knowledge. Able to correctly identify information. 
2. Shows they can apply the required knowledge, skill and judgment in theory (i.e., assignments, essays). 
3. Does the described action in an authentic simulated (i.e. role play, case studies, applied projects) or professional setting 

As students gain more experience and training, they will progress across the levels so that they will be prepared to do these activities in real practice as RDNs. To “pass” each competency, students will meet standards for success outlined for each activity using a rubric provided by their instructor or preceptor.

Course Performance

Over the course of the program, students will be expected to develop entry-level dietitian proficiency. This proficiency is achieved in part by demonstrating satisfactory performance of all 37 ACEND-required competencies. In classroom settings, performance evaluation will be based on competency-based learning activities, including assignments, examinations, case studies, professional presentations, and related projects. ����Ӱ�� can monitor their progress through faculty comments and grades uploaded in Canvas. 

Performance in Supervised Experiential Learning (SEL)

In SEL settings, all students will be provided with Graduate Competency Evaluation (GCE) forms tailored to the work setting (clinical, foodservice, etc.), and used as the primary written form of SEL assessment. Each GCE form lists the competencies for which the student should be evaluated. The evaluation process includes the student’s self‑evaluation, as well as formal evaluation of competencies by the preceptor. It allows for additional notes on personal characteristics (promptness, communication skills, completeness of work). 

Preceptors should consistently and informally discuss student progress and performance, but formal evaluation will be required at the midpoint and end of each rotation, using the designated GCE form that is completed by both the student and preceptor (or Director). This midpoint evaluation is completed to assure early detection of difficulties and assure on-going support for the student. At midpoint, the goal is for students to be rated as average or approaching competency or higher on their competency development and professionalism. 

Both the preceptor and student must sign the copy of the GCE forms for both midpoint and final evaluations. ����Ӱ�� will submit these signed forms as soon as they are completed to the proper GP faculty, as well as retain a copy for their records. After completion of each GCE form, the GP Director will also review and sign the form. These evaluation forms will be placed in the student's file, and will be the basis for the credit/no credit grade in NUTR 520 (see course syllabus).

If the GCE forms indicate that the student has not achieved an appropriate level of competency on the final evaluation (score of 3 or lower) during SEL, than the student may be placed on probation and required to perform additional activities or repeat hours for the SEL until competency is achieved (score of 4+).

How Competency is Measured 

To pass an assessment, students must earn a score of 4 or greater, demonstrating entry-level competency. Scores of 7+ are reserved for recognizing truly advanced performance. 

7-9: Advanced Competency 

• Far exceeds expectations, demonstrating mastery of knowledge and skills.
• Works consistently and effectively with minimal supervision.
• Takes initiative in tackling complex tasks and problem-solving.
• Produces work recognized as outstanding, with exceptional accuracy.

5-6: Beyond Competency

• Demonstrates advanced knowledge and skills beyond entry-level expectations.
• Can complete tasks independently and proactively seeks assistance after investigating potential solutions. 
• Identifies and implements solutions independently and requires minimal support when problem-solving.
• Produces high-quality work with limited minor errors. May identify own errors and seek feedback to improve.

4: Entry-Level Competency

• Demonstrates proficiency in knowledge and skills appropriate for entry-level practice.
• Works independently and effectively on assigned tasks.
• Produces work that meets expectations, may contain occasional errors that have minimal impact, and are easily corrected. 
• Solves problems within their defined role, seeking guidance as needed for complex situations. 
• Takes initiative and participates in learning opportunities.

2-3: Approaching Competency

• Demonstrates understanding of knowledge and skills, but more development is needed to attain the level of entry-level practice.
• Requires moderate supervision but can complete tasks with some guidance.
• Shows some willingness to learn from errors but improvement is inconsistent.
• Shows some initiative but may need prompting to engage fully or to solve problems.

1: Needs Significant Improvement

• Demonstrates limited ability to apply knowledge and skills. 
• Shows limited awareness of errors and makes minimal effort to improve.
• Lacks initiative and relies heavily on external motivation and direction.
• Requires constant supervision and direction.
• Produces work with frequent errors that require substantial correction.

Grade Conversion

Cook, D. A., & Beckman, T. J. (2009). Does scale length matter? A comparison of nine-versus five-point rating scales for the mini-CEX. Advances in Health Sciences Education, 14, 655-664.

Facility Selection

The GP has procedures in place for selecting and evaluating the SEL facilities, meeting facility requirements, defining the GP's roles and responsibilities for site selection, and maintaining written agreements with institutions, organizations, and/or agencies where students will complete SEL. The GP maintains an active list of affiliated worksites and facilities suitable for SEL locally and across California.

GP Role in Student Site Placement

All students are guaranteed local Supervised Experiential Learning (SEL) site placements within an approximate 35-mile radius of the ����Ӱ�� campus near Los Angeles and Orange Counties for the duration of the program. ����Ӱ�� do not need to identify or secure SEL sites or arrange SEL schedules if they remain local. 

Optional Distance Site Placements – Year 2

During Year 2, GP courses will be fully online, and students have the option to arrange Supervised Experiential Learning (SEL) hours in the state of California. 

In the fall of Year 1, students can submit an interest form to pursue this distance option and will have the length of the semester to begin securing/arranging their rotations. ����Ӱ�� will receive the following support from the GP in identifying potential learning site placements by a specified deadline:  

1. A Distance Learning Facility Exploration Sheet that outlines the requirements for each site
2. Sharing a list of any facilities in the preferred region that we have previously worked with.
3. Offering a training session for all GP students interested in securing their SEL rotations. The training will cover strategies for getting in touch with preceptors and best practices for email and phone communication with potential preceptors. 
4. GP staff will evaluate site suitability for SEL, communicate program expectations with the new facility, and establish an affiliation agreement. The preceptor paperwork will be checked for recency if the preceptor or facility has worked with a past GP student. Existing preceptor paperwork is reviewed each year the preceptor or facility is used by a student. 

Note: While the GP facility will provide support, it is ultimately the responsibility of each student to identify and secure a facility for their SEL work within the required deadlines. ����Ӱ�� who cannot identify eligible sites via the distance option will complete SEL hours at an assigned local site(s) near Long Beach. 

Affiliation Agreements

A signed affiliation agreement must be on file for each facility where students plan to complete SEL hours. Exceptions might include:

• If a student goes for observation or volunteer time for a few hours or a day at another agency while under the supervision of the preceptor at their scheduled rotation facility
• If the facility is part of, or associated with, ����Ӱ��State University, Long Beach

The affiliation agreements and facility requirements are tracked and organized by the GP. This process includes:

• Communication to the student of any requirements beyond the standard ����Ӱ�� GP requirements (e.g. drug screens, health and auto insurance, finger printing, additional background checks or immunizations, etc.)
• Gathering and organizing these additional requirements and providing them to the facilities, if required by the affiliation agreement
• Providing the facilities with any insurance certificate documentation, if required, including professional and general liability insurance and workers’ compensation
• Working with the GP faculty to provide any additional requirements from the program such as SEL expectations and competencies, and training and orientation materials related to being a GP preceptor

The GP facilitates the completion of affiliation agreements with each SEL facility. Agreements delineate the rights and responsibilities of both parties. The GP provides a standard affiliation agreement or, at the preference of a facility, will use a facility-specific agreement. Agreements that are completed using the standard templates from ����Ӱ�� will be signed by ����Ӱ�� Financial Management. All signed affiliation agreements are kept electronically.

Tracking Hours

����Ӱ�� are responsible for tracking their experiential learning hours using the SEL Hours Verification Form. This form is submitted on a weekly basis, and signed off by both the student and supervisory preceptor. Hours granted for in-class coursework are automatically counted towards the student’s total practicum hours with successful completion of the course (earning a C or better).

In accordance with the “����Ӱ�� Grades and Grading Symbols, PS 02-12,” guidelines for what is acceptable as a student's "serious and compelling reason" for withdrawing from a class from the third to the twelfth week of the semester are determined by the FCS Department. For updated guidance, see the following website: /registration-and-records/dropping-and-withdrawing

In accordance with the “����Ӱ�� Attendance Policy, PS 01-01,” 10% of the credit/non-credit grade is based on attendance and/or participation. Excused absences are (1) illness or injury to the student; (2) death, injury, or serious illness of an immediate family member or the like; (3) religious reasons (����Ӱ��Education Code section 89320); (4) jury duty or government obligation; or (5) University sanctioned or approved activities. 

����Ӱ�� will have 2 weeks to make up incomplete required coursework or tests in case of an excused absence.

In accordance with the “����Ӱ�� Policy on Cheating and Plagiarism, PS 85-19,” (pp. 47-8, Schedule of Classes), any single instance of cheating or plagiarism will result in the student's receiving a failing grade for that class assignment or text, regardless of performance on other assignments.

Please read the page Assessment of Prior Learning for details. 

Ensuring Quality Experiential Learning

Preceptor and facility paperwork is reviewed on an ongoing basis in the following ways:

• Quality Review: GP faculty and staff will contact and review preceptor information for credentials, length of employment, type of facility, and ability to provide adequate experiences for SEL. The information is updated regularly to ensure that preceptors are maintaining continuing education. 
• Student Evaluations: Preceptors and facilities are evaluated by GP students who submit a preceptor evaluation form at the end of each SEL. This evaluation is then uploaded to Canvas where it will be reviewed by GP faculty. After the review of the assessment, content is shared with preceptors by faculty or staff. The evaluation provides the opportunity to communicate the strengths of the experience and areas of improvement with the preceptor. Suppose it is determined that a specific facility or preceptor should not be used in the future. In that case, this would be noted in the internal GP Affiliation and Preceptor database and on the affiliation agreement.

Basic Needs /student-affairs/basic-needs-0

The ����Ӱ�� Basic Needs department assists and immediately serves students who have been displaced, experiencing homelessness, food insecurity, an emergency, and/or a crisis. Basic Needs provides services and resources to remove barriers and empower students to persist and thrive in their educational journey towards academic success.

Bob Murphy Access Center (Disability services) Bob Murphy Access Center | ����Ӱ��State University Long Beach (csulb.edu)

Program staff are committed to helping students with disabilities build a better future. To meet this goal, the Disabled Student Services program provides support services for in classroom activities, career development resources, use of and training on adaptive computer equipment and access devices, disability related counseling, and academic advisement.

Career Development Center 

The Career Development Center (CDC) supports students through the process of educational, career and personal discovery in preparing them for success in the global workforce. Services include resume assessment, job interview skills, salary and job offer negotiation, job fairs, and more.

Counseling and Psychological Services Counseling and Psychological Services | ����Ӱ��State University Long Beach (csulb.edu)

Counseling and Psychological Services (CAPS) offers services which include short-term counseling for individuals, group counseling, career development counseling, referral services, psychoeducational workshops, and crisis intervention.

����Ӱ�� Testing Department Testing Department | ����Ӱ��State University Long Beach (csulb.edu) 

Administers local, state, and national test programs for college admissions, college readiness in math and English, and upper division college-level writing skills.

Financial Aid Financial Aid - Scholarships | ����Ӱ��State University Long Beach (csulb.edu)

The Office of Financial Aid and Scholarships (OFAS) at ����Ӱ�� provides both financial and advisory assistance to enable students’ pursuit of a quality education despite increasing costs. OFA administers federal, state and private funds available to qualifying students. Due to limited funding, deadlines are critical. Applications for Beach Scholarships open on January 22^nd. For more information: OFAS, Brotman Hall First Floor, (562/985‑5471; option 4). The Office collects, organizes, and distributes information on scholarships as well as administer specific scholarships for the Division of Student Services and various colleges on campus. ����Ӱ�� can search their database with over 600 on- and off-campus scholarships

Learning Assistance Center 

The Learning Assistance Center (LAC) offers a variety of support services including tutoring, learning skills, supplemental instruction, and ESL/language and writing program.

University Writing Center University Writing Center | ����Ӱ��State University Long Beach (csulb.edu)

The University Writing Center is ����Ӱ��’s writing center. Its central mission is to offer a variety of tutoring services and workshops for students across the campus, from one-on-one in-depth consultations where students may obtain answers to writing questions, to workshops, to writing strong arguments, to proofreading for error-free writing. Some of the broad range of tasks a tutor might help a student with include selecting a topic, generating ideas, developing/revising working drafts, dealing with issues of style, and acquiring proofreading and editing skills.

Student Health Services Student Health Services | ����Ӱ��State University Long Beach (csulb.edu)

The mission of Student Health Services is to support academic excellence by ����Ӱ��physical and mental well-being, through affordable quality health services and education. They provide sensitive, confidential healthcare services to a diverse campus community.

The privacy of graduate student records and academic performance are protected under the Family Educational Records Protection Act (FERPA), in accordance with . Pursuant to that policy, all graduate students of the GP will be issued a ����Ӱ�� student identification number that will provide password-protected access to University online learning software, as well as assure identification of students who are receiving any distance instruction. Furthermore, this University policy assures ����Ӱ�� GP students the following rights:

1. To inspect and review their student records. These include completed coursework, completed application, personal contact information, background check records, performance evaluations during SEL as well as ancillary documentation, and disciplinary records.

2. To withhold from public disclosure any personally identifiable information from students records unless explicit consent is offered by the student.

3. To inspect records maintained by campus offices concerning disclosure of confidential information from their student records.

4. To seek corrections to erroneous documentation of their records through a request to amend the records, or a request for a hearing to challenge the content of their records, or to include a written statement therein.

5. To file complaints with the Office of the Chancellor or with the U.S. Department of Education regarding violations of the rights accorded by federal law or University policy.

Student record data will be stored for 7 years, while student Verification Statements and contact information will be maintained perpetually.

����Ӱ�� have the right to file grievances without fear or threat of retaliation if they feel they have not been treated fairly. If a student wishes to file a complaint or grievance, the following steps should be taken, in accordance with ����Ӱ�� grievance policy: Grievance Process - Faculty Affairs | ����Ӱ��State University Long Beach (csulb.edu)

1. If a problem or complaint arises, the student should consult the preceptor or faculty. If the problem is not resolved, the GP Director may be consulted; if a satisfactory solution is not reached, the complaint should be formally submitted in writing to the Director, who will consult with the preceptor or faculty. If the allegation regards discrimination against protected groups, the Director should be notified immediately. 
2. If the grievance is not resolved in step 1, or involves the GP Director, the student may appeal to the FCS Department Chair. This is considered a formal complaint and a typed report of the meeting and outcome is maintained by the Department Chair. 
3. If the issue is not yet resolved in steps 1 and 2, the student may choose to bring the matter to the Dean of the College of Health and Human Services who will hear the case and make a ruling. 
4. Formal grievance forms will be completed by documenting the resolution, if any, and kept on record in the program (duration of seven years) and as part of the student’s file.
5. ����Ӱ�� or preceptors should submit complaints directly to ACEND only after all other options with the GP and housing institution have been exhausted.

Per University policy and listed in the ����Ӱ�� Catalog annually, grievance policy and procedure are designed to provide the campus community with a protocol to accommodate circumstances for which no other policy or procedure exists. This policy does not cover grade appeals, prohibited discrimination, or any other issues that are covered by existing policies. If all outlets are exhausted with no resolution, students can submit written complaints for program noncompliance with ACEND directly via the Eatrightpro.org website, or email ACEND@eatright.org

The GP does not unlawfully discriminate based on any status or condition protected by applicable federal or state law. All ����Ӱ�� and Employees have the right to participate fully in CSU programs, activities, admissions, athletics, and employment free from discrimination, harassment, sexual misconduct, sexual exploitation, dating violence, domestic violence, stalking, and retaliation.

The GP fully embraces the CSU Nondiscrimination Policy, wherein ����Ӱ�� employees “have a duty to report forward any allegations of Discrimination, Harassment, Retaliation, Sexual Misconduct, Dating and Domestic Violence, and Stalking of which they are made aware to Equity & Compliance at OEC@csulb.edu.”

It is the policy of the GP that every admitted student is expected to complete the program successfully and within the allotted timeframe. All students will be retained in the program so long as they abide by all policies and procedures, maintain good academic standing, and demonstrate the requirements for advancement in a timely manner. Should the student fall behind for progressing in the expected timeline, or fail to maintain good academic standing, the circumstances will be discussed with the Director and appropriate action agreed upon to assist the student. 

����Ӱ�� will be evaluated at the end of each semester to verify if the student is either a) in good academic standing, b) on probation, or c) subject to termination from the program. If students fail to maintain good academic standing at the end of a semester, they will be notified in writing. 

����Ӱ�� will maintain good academic standing if they:

1. Are making acceptable progress towards degree and program requirements
2. Maintain at least a 3.0 GPA (grade of B or greater) across all coursework
3. Earn a score of 4 or greater on all final GCE forms for SEL work
4. Do not exhibit any professional deficiencies, which include (but are not limited to) noncompliance with the program or affiliate facility policies, failure to comply with the campus code of ethics and/or Professional Code of Ethics as outlined by the Academy of Nutrition and Dietetics, failure to comply with Health Insurance Portability and Accountability Act of 1996 (HIPAA), insubordination or conduct in unresolved disciplinary reports, 3 or more unexcused absences during SEL work
5. Have not received disciplinary write-ups from the program and been placed on formal probation for academic, clinical, or professional deficiencies

As student progress through the expected timeline of coursework they will also be expected to meet the following outcomes, in addition to maintaining good academic standing:

1. ����Ӱ�� may only enter SEL settings (NUTR 520) when they are in good academic standing OR an exception has been approved by the GP Director
2. If students receive a final grade of C in the following courses, they may be required to complete additional assignments, as these courses are critical in preparation for SEL
   1. NUTR 561: Community Nutrition Programs and Policies
   2. NUTR 504: Medical Nutrition Therapy I
   3. NUTR 502: Foodservice for a Diverse Population
   4. NUTR 508: Medical Nutrition Therapy II
3. ����Ӱ�� must repeat courses for which they receive a grade below a C (see “Repeating Courses and SEL” below)

In instances where students are required to repeat a course or SEL hours, students may be placed on probation if their GPA has fallen below a 3.0 average for all classes, or the required SEL hours are due to unsatisfactory performance evaluation. Please note, since in-class courses are only offered within their respective semester per academic year, having to repeat a class may delay the student’s time in the program, especially if the required course is during the second year. Critically, students required to repeat a first-year course must stay proximate to campus, as only second-year courses are offered remotely. 

If a student is put on probation for SEL work, and it is determined that repeating hours is the only amenable option, the student’s clinical and professional deficiencies will be addressed by additional office hours, collaboration between preceptors and faculty, additional case studies with faculty support, extending the rotation time wherever possible, if appropriate. During the extended or repeat rotation, the students will be evaluated weekly.

Each course and SEL site may only be repeated once. Should a student fail to achieve the expected performance again, they will be terminated from the program. 

Probation is intended to provide a student whose performance is less than satisfactory with a period in which to correct identified deficiencies and to raise his or her performance to a level consistent with the minimum standards set by the Graduate Division in consultation with the GP. The length of probation will be determined both by Graduate Division as well as the GP Director. According to University policy (described annually in the ����Ӱ�� Catalog), a graduate student may be placed on administrative-academic probation by action of appropriate campus officials for:

1. Withdrawal from all or a portion of a program for two successive semesters
2. Repeated failure to progress toward the stated degree or program objective (when such failure appears to be due to circumstances within the control of the student)
3. Failure to comply, after due notice, with an academic requirement, such as maintaining a GPA of 3.0, timely submission of coursework, acceptable entry-level evaluation at rotations, or repeated and uncorrected breaches of professional conduct and practice. 

The GP follows a policy of progressive discipline, wherein disciplinary measures are offered in sequence and proportion to the severity of the infraction. For minor infractions, students will first receive an oral warning (informal). If the behavior continues uncorrected, students will receive a disciplinary write-up (formal) that is included in their student file. If no corrective behavior is observed, the student will be subject to probation or termination from the program. In instances of egregious breaches of behavior which include (but are not limited to) criminal conduct, plagiarism, or cheating, students will be subject to termination from the program. 

There are generally two reasons a graduate student may be terminated from the program: for disciplinary reasons due to violations of the Code of Student Conduct, or for academic deficiencies (including clinical and professional deficiencies). Violations of the Code of Student Conduct are determined by the proper academic authorities, where dismissal for academic reasons is the purview of the Dean of the Graduate Division, under the oversight of the Graduate Council.

Procedures for recommending a dismissal can be found in the ����Ӱ�� Policy Statement on Probation and Disqualification.

If the student’s academic work is interrupted for any reason, e.g., maternity leave or personal reasons, the student must reapply for admission at least one semester before they plan to return. This is to insure available on‑site space and that the student has maintained a professional level of competency. This could require additional preparation or remediation prior to reentry into the GP. Formal Leave of Absence forms can be found on the University website in the Student Records section.

Should a student be placed on probation or wish to withdraw from the program, they will be required to meet with the Director to discuss their unique situation, identify actions required to be taken off probation, and address the possibility of not succeeding in the program. If students wish to permanently withdraw due to either career or performance dissatisfaction, the Director will provide counseling and information regarding alternative career options within the field of food, nutrition, and healthcare. ����Ӱ�� will also be coached on alternative career paths should they be dismissed from the program.

Application for course withdrawal is made at the Office of Enrollment Services. After the second week of instruction, withdrawals are permissible only for serious and compelling reasons. Refund schedules for tuition and fees can be found on the University website under Student Records.