| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| NUTRI 310 |
research food practices and beliefs of cultures around the world. |
1 - All or most students |
|
|
| NUTRI 300 |
explain the physiological function of the gastrointestinal tract including how the digestive system breaks down food, absorbs and transports the nutrients, and excretes undigested material. |
2 - More than half of students |
Individual |
Review lecture slide content as well as additional publisher developed student learning resources related to this SLO. |
| NUTRI 300 |
distinguish between the changes in nutrient requirements and dietary recommendations from infancy through old age, including pregnancy and lactation. |
2 - More than half of students |
|
|
| NUTRI 300 |
discuss the relationship between food intake and nutrition, weight management, human physiology, athletic performance, overall health, and chronic disease risk. |
2 - More than half of students |
|
|
| NUTRI 300 |
explain the physiological function of the gastrointestinal tract including how the digestive system breaks down food, absorbs and transports the nutrients, and excretes undigested material. |
1 - All or most students |
|
|
| NUTRI 300 |
utilize the claims, nutrition facts, and the ingredient list on food packages to make healthier food choices. |
2 - More than half of students |
Individual |
Test 1: Two of the five questions were incorrectly answered by more than half of the class. By looking at the incorrect choices chosen for these questions, I intend to change the lecture content regarding these specific topics and ask questions during the lecture to be certain that the students understand the information. |
| NUTRI 300 |
analyze nutritional adequacy of a diet and make changes to meet nutrition guidelines. |
2 - More than half of students |
Individual |
While I am satisfied with the results. I feel like I need to model how to approach critical analysis, how to develop questions, and use textbook resources. |
