Advancing the RDN Education Trajectory to Ensure our Profession’s Sustainability: Doctorate Degree Standards

Monday, October 10
8:30 AM – 9:30 AM (Eastern Time)
Location:
CE: 1.0
Level 2 (intermediate knowledge/experience)
Activity Code: 170695

Description

Join an expert panel as they examine the critical shortage of terminally-prepared RDNs for higher education positions and the potential consequences on the profession’s sustainability. As the Academy engages in conversations relating to doctoral standards for the profession, advancement to graduate future education program model requirements will be explored. This panel – comprised of a graduate educator/director, higher education administrator, and members of the ACEND Board and the Council on Future Practice – will provide data, questions and perspectives of current and future impact of the terminal doctoral degree on 1) faculty preparation, 2) student training and outcomes, 3) evidence-based practice and research and 4) the profession. The panel will discuss the need for dietetics educators to increase their knowledge and skills in artificial intelligence, data analytics, metabolomics, and personalized nutrition competencies. Standards will be proposed for the Doctor of Nutrition Science and the Doctor of Philosophy degrees.

Learning Objectives:

  • Describe the critical shortage of terminally-prepared RDNs for higher education via the number and type of U.S. graduate nutrition RDN educators in the United States
  • ACEND. Rationale for Future Education Preparation of Nutrition and Dietetics Practitioners- Focus: Environmental Scan. 2015
  • ACEND. Rationale for Future Education Preparation of Nutrition and Dietetics Practitioners- Focus: Data Collection. 2015

Performance Indicators:

  • 3.2.4 Encourages others to engage in personal and professional development activities for career growth and skill
    enhancement.
  • 6.8.2 Integrates knowledge of student learning and subject areas into course design and teaching.
  • 6.6.2 Creates curriculum maps which take into consideration accreditation standards, required competencies, instructional/learning
    activities and assessments.