Philosophy of Dietetic Education at Tech

Dietetic education should provide opportunities for students to grow in their knowledge of the profession and to consider current societal issues affecting the profession, along with trends that are likely to affect it in the future. Critical thinking and personal commitment to the profession are enhanced by knowledge and understanding of basic concepts in dietetics.

Undergraduate education in dietetics should provide a broad intellectual experience on which graduates can base practice in the profession. Such a background will contribute to a professional who is capable of problem solving, appreciates and responds to the positions and views of other people, and has a broad frame of reference within which to set goals and interpret issues.

The dietetic internship should provide “real world” professional experiences in an environment that is constructive and supportive. It should enable students to apply theoretical learning; to reconcile ideal practice with existing circumstances in a variety of settings; and to interact as a professional with other professionals, support personnel and clients. Such experiences will contribute to effective entry-level practice.

Graduate dietetic education should provide opportunities that enable students to expand their knowledge, to develop specialized expertise, and to engage in research. Such experiences can enhance advanced-level dietetic practice and contribute to the existing body of knowledge in the profession.

Program requirements should be sufficiently flexible to allow students to explore related areas of interest while mastering knowledge and performance requirements. Learning experiences in which both intellect and imagination are stimulated, challenged and allowed to flourish can contribute to creative and effective functioning in a changing environment and can be pleasant and rewarding for both faculty and students.

Efficient and effective operation is an important component of successful programs and is enhanced by integration of the various facets of the programs into a cohesive total system. Optimal learning environments in the Louisiana Tech dietetics programs are facilitated by coordination between and among the didactic courses and between didactic learning and practice experiences.