Typical Job Titles
| Health/Nutrition Educator | Wellness Coordinator |
| Nutritionist | Health Promotion Coordinator |
| Nutrition Research Associate | Public Health Nutritionist |
| Nutrition Project Coordinator | School Wellness Coordinator |
Tuition Fee
Start Date
Medium of studying
Duration
Program Facts
Program Details
Degree
Bachelors
Major
Food Science and Technology | Nutrition Science | Biochemistry
Area of study
Health | Natural Science
Course Language
English
About Program
Program Overview
Nutritional Sciences Bachelor of Science Degree
Overview
RIT’s nutritional sciences degree combines nutrition, biology, and behavioral health to prepare students to design and administer health, nutrition, and wellness programs.
Why Pursue a Degree in Nutritional Science at RIT
- A Variety of Career Paths: Become well-prepared for careers in dietetics, food science, and nutrition-related health care, or for graduate programs in medicine and the health sciences.
- An Excellent Pre-Med Major: Complete the required pre-med course work in biological and physical sciences while gaining nutrition knowledge pertinent to your future medical career.
- Pre-Med/Pre-Health Advising Program: Receive personalized guidance to become a competitive candidate for admission to medical schools and graduate programs in the health professions.
- Two Combined Accelerated Bachelor’s/Master’s Degree Pathways: Combine your BS in nutritional sciences with an MS in dietetics and nutrition or an MS in health and well-being management.
- Become a Registered Dietitian Nutritionist (RDN): By earning the dual degree (BS in nutritional sciences/MS in dietetics and nutrition) you are eligible to sit for the Registered Dietitian Nutritionist (RDN) credentialing exam.
- STEM-OPT Visa Eligible: The STEM Optional Practical Training (OPT) program allows full-time, on-campus international students on an F-1 student visa to stay and work in the U.S. for up to three years after graduation.
What is Nutritional Science?
Nutritional science encompasses the study of food, nutrients, and dietary substances and their effects on the human body. The field investigates the complex interactions between diet and health with a goal of developing strategies that improve health and reduce the risk of disease.
Studying Nutrition at RIT
The nutritional sciences degree blends biological, chemical, and behavioral sciences to create a potent mix of course work that prepares students for dynamic careers that translate the science of food into treatment, policy, and practice.
Comprehensive Nutrition Courses
RIT’s nutrition major offers a challenging selection of nutrition courses that prepare students with an in-depth understanding of nutrition as an important factor of good health.
Elective Nutrition Courses
The curriculum is flexible in allowing students to choose elective courses that explore areas of nutrition they find interesting or provide a level of knowledge that aligns with their career goals.
Enhance Your Nutrition Degree
Adding a minor in a complementary area of study deepens students' expertise in the core areas of nutrition, exercise, health care, public health, and more.
Furthering Your Education in Nutritional Sciences
Today’s careers in nutrition benefit from advanced degrees that are grounded in real-world experience. RIT’s Combined Accelerated Bachelor’s/Master’s Degrees enable students to earn both a bachelor’s and a master’s degree in as little as five years of study.
Nutritional Sciences as a Pathway to Medical School
Nutrition is a powerful tool in managing health. By making positive nutritional changes to one’s lifestyle, people suffering from a host of medical issues can treat and manage them effectively.
Pre-Med/Pre-Health Advising
RIT’s Office of Pre-Health Advising offers an advising program that’s open to all majors and provides personal, individualized academic counseling to help students create a comprehensive long-term strategy to assist them in building successful applications to medical, dental, and veterinary schools or graduate degrees in the health professions.
What Can You Do with A Nutritional Sciences Degree?
With its grounding in science, nutrition, dietetics education, the business of nutrition, and a foundation of nutrition research methodology, RIT’s nutritional sciences major prepares students for a wide range of career opportunities across all areas of health care.
Careers in Nutrition
RIT’s nutrition major prepares students for careers as a health professional or an administrator of nutrition and health promotion programs.
Nutrition Certifications and Advanced Degrees
Careers in nutrition are diverse, ranging from health guidance and nutritional counseling, policy development, and communications to social and community services.
A Supportive, Welcoming Nutritional Sciences Community
Two key differences in RIT’s nutritional sciences major are its small program size and dedicated faculty members.
Curriculum
Nutritional Sciences, BS degree, typical course sequence
- First Year
- CHMG-141 General & Analytical Chemistry (General Education – Natural Science Inquiry Perspective)
- CHMG-142 General & Analytical Chemistry II (General Education – Scientific Principles Perspective)
- CHMG-145 General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective)
- CHMG-146 General & Analytical Chemistry II Lab (General Education – Scientific Principles Perspective)
- HSPT-215 Principles of Food Production and Service
- MATH-101 College Algebra (General Education – Mathematical Perspective A)
- NUTR-100 Nutr & Dietetics as a Health Profession
- NUTR-215 Concepts of Human Nutrition
- NUTR-499 Cooperative Education Experience (Summer)
- PSYC-101 Introduction to Psychology
- YOPS-10 RIT 365: RIT Connections
- Second Year
- CHMB-402 Biochemistry I (General Education)
- CHMO-231 Organic Chemistry I
- CHMO-235 Organic Chemistry Lab I
- MEDS-250 Human Anatomy and Physiology I (General Education)
- MEDS-251 Human Anatomy and Physiology II (General Education)
- NUTR-499 Cooperative Education Experience (Summer)
- SOCI-102 Foundations of Sociology
- STAT-145 Introduction to Statistics I (General Education – Mathematical Perspective B)
- Third Year
- NUTR-333 Nutrition Education for Health Professionals (WI-PR)
- NUTR-555 Nutrition Throughout the Lifecycle
- Fourth Year
- NUTR-510 Integrative Approaches to Health
- NUTR-525 Medical Nutrition Therapy I
- NUTR-550 Community Nutrition
- WSHN-560 Health Sciences Research Foundations (WI-PR)
Combined Accelerated Bachelor’s/Master’s Degrees
Nutritional Sciences, BS degree/Dietetics and Nutrition, MS degree, typical course sequence
- First Year
- CHMG-141 General & Analytical Chemistry (General Education – Natural Science Inquiry Perspective)
- CHMG-142 General & Analytical Chemistry II (General Education – Scientific Principles Perspective)
- CHMG-145 General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective)
- CHMG-146 General & Analytical Chemistry II Lab (General Education – Scientific Principles Perspective)
- HSPT-215 Principles of Food Production and Service
- MATH-101 College Algebra (General Education – Mathematical Perspective A)
- NUTR-100 Nutr & Dietetics as a Health Profession
- NUTR-215 Concepts of Human Nutrition
- NUTR-499 Cooperative Education Experience (Summer)
- PSYC-101 Introduction to Psychology
- YOPS-10 RIT 365: RIT Connections
- Second Year
- CHMB-402 Biochemistry I (General Education)
- CHMO-231 Organic Chemistry I
- CHMO-235 Organic Chemistry Lab I
- MEDS-250 Human Anatomy and Physiology I (General Education)
- MEDS-251 Human Anatomy and Physiology II (General Education)
- NUTR-499 Cooperative Education Experience (Summer)
- SOCI-102 Foundations of Sociology
- STAT-145 Introduction to Statistics I (General Education – Mathematical Perspective B)
- Third Year
- NUTR-333 Nutrition Education for Health Professionals (WI-PR)
- NUTR-510 Integrative Approaches to Health
- STAT-145 Introduction to Statistics I (General Education – Mathematical Perspective B)
- Fourth Year
- NUTR-550 Community Nutrition
- NUTR-625 Medical Nutrition Therapy I
- NUTR-626 Medical Nutrition Therapy II
- NUTR-655 Nutrition Throughout the Lifecycle
- WSHN-624 Advanced Nutrition Science
- WSHN-700 Research Methods in Health and Well-being
- WSHN-710 Health Risk Identification and Management
- WSHN-715 Food Systems Management
- WSHN-770 Community and Public Health Supervised Experiential Learning
- WSHN-775 Culinary and Food Systems Management Supervised Experiential Learning
- Fifth Year
- HLTH-746 Leading Health Systems II
- WSHN-702 Dissemination and Implementation Science for Health and Well-being
- WSHN-730 Nutritional Assessment and Counseling
- WSHN-780 Clinical Nutrition Supervised Experiential Learning
- WSHN-790 Health & Well-being Management Thesis
Nutritional Sciences, BS degree/Health and Well-being Management, MS degree, typical course sequence
- First Year
- CHMG-141 General and Analytical Chemistry (General Education – Natural Science Inquiry Perspective)
- CHMG-145 General and Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective)
- CHMG-142 General and Analytical Chemistry II (General Education – Scientific Principles Perspective)
- CHMG-146 General and Analytical Chemistry II Lab (General Education – Scientific Principles Perspective)
- HSPT-215 Principles of Food Production and Service
- MATH-101 College Algebra (General Education – Mathematical Perspective A)
- NUTR-100 Nutrition and Dietetics as a Health Profession
- NUTR-215 Foundations of Nutritional Science
- NUTR-499 Cooperative Education Experience (summer)
- PSYC-101 Introduction to Psychology (General Education)
- YOPS-10 RIT 365: RIT Connections
- Second Year
- CHMB-402 Biochemistry I (General Education)
- CHMO-231 Organic Chemistry I
- CHMO-235 Organic Chemistry Lab I
- MEDS-250 Human Anatomy and Physiology I (General Education)
- MEDS-251 Human Anatomy and Physiology II (General Education)
- NUTR-499 Cooperative Education Experience (summer)
- SOCI-102 Foundations of Sociology (General Education)
- STAT-145 Introduction to Statistics I (General Education – Mathematical Perspective B)
- Third Year
- NUTR-333 Nutrition Education for Health Professionals (WI-PR)
- NUTR-555 Nutrition Throughout the Lifecycle
- Fourth Year
- NUTR-510 Integrative Approaches to Health
- NUTR-525 Medical Nutrition Therapy I
- NUTR-650 Community Nutrition
- WSHN-700 Research Methods in Health and Well-being
- Fifth Year
- WSHN-701 Health and Nutrition Education and Evaluation
- WSHN-702 Dissemination and Implementation Science for Health and Well-being
- WSHN-797 Health & Well-being Management Project
- HLTH-710 Health Care Economics and Policy
- WSHN-710 Population Health, Risk, and Identification Management
- WSHN-790 Health & Well-being Management Thesis
Admissions and Financial Aid
First-Year Admission
- 4 years of English
- 3 years of social studies and/or history
- 3 years of math is required and must include algebra, geometry, and algebra 2/trigonometry. Pre-calculus is preferred.
- 2-3 years of science. Biology and chemistry are required.
Transfer Admission
- A minimum of college algebra is required. Pre-calculus or calculus is preferred.
- Biology and chemistry are required.
Faculty
- Elizabeth Ruder
- Barbara Lohse
- Elizabeth Kmiecinski
Research
The Wegmans School of Health and Nutrition is dedicated to researching and identifying solutions to some of today’s most critical health issues.
Facilities
- Nutrition Assessment Lab
Related News
- Growing accelerated degrees program gives students a leg up
- RIT and URMC researchers study maternal nutrition and oral health for clues to childhood tooth decay
- Monroe High School student athletes learn about sports and nutrition from RIT Athletics and the Wegmans School of Health and Nutrition
Program Outline
Understanding nutrition, especially nutritional content, can have a remarkable impact on our health. Educating the public about the benefits of nutrition, and the various ways healthy living can improve our well-being, is the focus of the BS degree in nutritional sciences.
The nutritional sciences degree blends biological, chemical, and behavioral sciences to help health professionals, administrators of nutrition and health promotion programs, and the general public better understand and translate the science of food into policy and practice. Nutritionists and nutrition scientists apply their knowledge to help businesses offer employee wellness programs; assist food systems administrators and engineers involved in food innovation and technology; and oversee government programs addressing food insecurity and population health issues.
Part of the Wegmans School of Health and Nutrition, the major offers a challenging curriculum that prepares students with an in-depth understanding of nutrition as an important moderator of health. Students are well prepared to apply to professional programs, such as medical school, enter graduate school for further biomedical studies, or provide expertise in nutrition to the general public in a range of diverse settings (e.g., sports fitness programs, hospitality industry, nutrition writing, and federal nutrition programs).
An effective nutritional scientist is skilled in working with people to address behavioral issues, teach clients about nutrition and health properties in food, and offer nutrition supervision. The major offers a comprehensive curriculum that provides a solid foundation in nutritional sciences as well as leadership skills that include communication, problem solving, team dynamics, and interaction with the community. Additional information is available in the Nutritional Sciences handbook.
Learn more about the program goals of the BS in nutritional sciences.
Program Strengths
- RIT has an alliance with Rochester Regional Health, one of the region’s premier healthcare providers. The alliance provides a primary network of health care opportunities for student work experiences (co-ops), practicums, and research.
- Our alumni include Dr. Judith Brown, author of a nationally used nutrition text, and Dr. Penny Kris-Etherton, distinguished professor at The Pennsylvania State University and winner of several award for research including dietary fats and health benefits of dark chocolate.
- Active support and interaction with Rochester nutrition and health care communities provide significant opportunities for experiential learning activities in upper division courses
- Articulation with pre-medicine enables completion of all pre-med requirements.
- Award-winning faculty with strong teaching and research skills.
- Small program size and dedicated faculty members ensure individualized student attention
- Strong undergraduate research component.
- Required co-op work experiences in food and nutrition supported by Office of Career Services and Cooperative Education.
- Inclusion of physical-focused assessment using a simulation laboratory.
- Multiple opportunities exist for study abroad for health sciences students, including faculty-led excursions to study the Mediterranean Diet in Croatia and childhood anemia in Ghana. Study abroad opportunities are also available at RIT’s global campuses in China, Croatia, Dubai, and Kosovo, or through affiliate programs at other universities.
Nutritional Sciences as a Pathway to Medical School
Nutrition is a powerful tool in managing health. By making positive nutritional changes to one’s lifestyle, people suffering from a host of medical issues–from obesity and diabetes to heart disease–can treat and manage them effectively. Diet can also play a powerful role in preventing disease.
In medical school, less than 20 hours of instruction over four years are dedicated to the role of nutrition in medical care. The known impact of lifestyle on chronic diseases highlights the importance of nutrition training for medical professionals. An undergraduate degree in nutritional sciences is an excellent pre-med major. Not only does a nutrition major fulfill the pre-med requirements for course work in biological and physical sciences but it also provides you with comprehensive nutrition knowledge needed to treat and manage health issues. and its powerful role in treating and managing health issues. A background in nutrition, paired with a medical degree, positions you well for providing comprehensive patient care as a medical professional.
Premedical and Health Professions Advisory Program
Learn more about how RIT’s Premedical and Health Professions Advisory Program can help you become a competitive candidate for admission to graduate programs in the medical and health professions.
Combined Accelerated Bachelor's/Master's Degrees
Today’s careers require advanced degrees grounded in real-world experience. RIT’s Combined Accelerated Bachelor’s/Master’s Degrees enable you to earn both a bachelor’s and a master’s degree in as little as five years of study, all while gaining the valuable hands-on experience that comes from co-ops, internships, research, study abroad, and more.
BS Nutritional Sciences/MS Dietetics and Nutrition: In this combined accelerated dual degree, the nutritional sciences BS degree provides a solid foundation in science, nutrition, dietetics education, and the business of nutrition. The dietetics and nutrition MS enhances your knowledge of medical nutrition therapy, research methods, nutrition research, and the delivery of nutrition intervention through advanced level nutrition courses and supervised experiential learning. You will be eligible and fully prepared to take the registered dietitian nutritionist (RDN) credentialing exam, upon successful completion of the combined BS/MS dual degree program.
BS Nutritional Sciences/MS Health and Well-Being Management: In this combined accelerated dual degree, the nutritional sciences BS degree provides a strong background in science, nutrition, and an introduction to research methodology and implementation. The health and well-being management MS prepares you for a career in health and well-being management program design, administration, and research. It is the perfect choice if you are interested in going to medical or dental school, or pursuing doctoral studies in nutrition, health promotion, exercise science, or public health.
Student Dietetics and Nutrition Association
The Student Dietetics and Nutrition Association is a student club comprised of nutrition students and supports experiential learning outside of the classroom. The club promotes health and nutrition on campus as well as volunteer opportunities with local organizations. Club activities include volunteering at local food banks and schools, presenting health related information at RIT events, and educational activities for members.
Career Opportunities
Careers in nutrition are diverse, ranging from policy development, communications, and social and community services. You can choose to select electives to become eligible to sit for the Certified Health Education Specialist (CHES), a respected credential in health care education. You will also be well prepared to pursue graduate study for a career in medicine, allied health, or research.
Community Partners
As a nutritional sciences major, the Rochester metropolitan area is your lab for hands-on, experience-based learning. The program has a rich history in the community and partners with a variety of organizations throughout the area to expose students to a wide range of nutrition-related settings. These organizations represent a small sampling of the over 50 community partners with whom we collaborate:
- Abbott Nutrition
- American Dairy Association and Dairy Council
- American Heart Association
- Food and Drug Administration
- Foodlink
- Gates-Chili School District
- Heritage Christian Services
- Hillside Family of Agencies
- Jewish Senior Life
- Genesee Dietetic Association
- On Nutrition
- Ortho-Clinical Diagnostics
- RIT
- RIT Dining Services
- Rochester Psychiatric Center
- Rochester Regional Health
- University of Rochester Medical Center
- Wegmans
- WIC
- YMCA of Greater Rochester
Note: The nutritional sciences major does not meet the educational requirements of the Academy of Nutrition and Dietetics that lead to eligibility to become a Registered Dietitian Nutritionist.
Careers and Experiential Learning
Salary and Career Information for Nutritional Sciences BS
Cooperative Education
The nutritional sciences program requires two 400-hour cooperative education experiences in an industry setting related to food and nutrition, or health discipline related to the student’s future career goals. Co-op is paid, full-time employment in your field of study. Students do not pay tuition during co-op experiences and the majority of students complete their co-ops in the summer. For transfer students possessing at least an associate’s degree, one co-op may be waived.
Students often complete co-ops with job titles such as diet clerk, health
utrition educator, nutrition assistant, program assistant, cook, food service worker, prep cook/worker, and patient care technician, among others.
A sample of co-op employers in the Rochester area includes Wegmans, Rochester General Hospital, Strong Memorial Hospital, Highland Hospital, St. John’s Home, RIT Dining Services, and Monroe Community Hospital. Students are allowed to complete co-ops in their hometown area as well as in other locations throughout the United States and while studying abroad.
Beyond the Classroom
Nutritional sciences majors engage with a variety of Rochester-based organizations, allowing you to have opportunities to apply what you've learned in the classroom to real-world settings.
: You will learn how to conduct nutrition-focused physical exams in RIT’s state-of-the-art Simulation Lab.
Success in today’s global society requires experience and leadership that drives education beyond traditional boundaries. RIT is committed to expanding opportunities for global education, international connections, work experience and cultural exchanges. Study abroad can fulfill a co-op experience, supporting a student’s desire to study abroad while satisfying graduation requirements. For information on study abroad opportunities, please visit RIT Global.
The nutritional sciences major offers faculty-led international experiences such as studying the Mediterranean diet in Croatia and travel to conduct a research project on childhood anemia in Ghana.
Nutritional Sciences, BS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| CHMG-131 | General Chemistry for Engineers (General Education – Natural Science Inquiry Perspective) |
3 |
This rigorous course is primarily for, but not limited to, engineering students. Topics include an introduction to some basic concepts in chemistry, stoichiometry, First Law of Thermodynamics, thermochemistry, electronic theory of composition and structure, and chemical bonding. The lecture is supported by workshop-style problem sessions. Offered in traditional and online format. Lecture 3 (Fall, Spring). | ||
| CHMG-145 | General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective) |
1 |
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| CHMO-231 | Organic Chemistry I (General Education) |
3 |
This course is a study of the structure, nomenclature, reactions and synthesis of the following functional groups: alkanes, alkenes, alkynes. This course also introduces chemical bonding, IR and NMR spectroscopy, acid and base reactions, stereochemistry, nucleophilic substitution reactions, and alkene and alkyne reactions. In addition, the course provides an introduction to the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMG-142 or CHMG-131 or equivalent course.
Corequisites: CHMO-235 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| CHMO-235 | Organic Chemistry Lab I (General Education) |
1 |
This course trains students to perform techniques important in an organic chemistry lab. The course also covers reactions from the accompanying lecture CHMO-231. (Corequisite: CHMO-231 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| HSPT-215 | Principles of Food Production and Service |
3 |
Principles of Food Production and Service is a basic course covering food preparation methods, quality standards, food presentation, professionalism in food preparation and service, sanitation and safety processes in commercial kitchens, kitchen and restaurant organization and roles, and food service styles. Students completing this course should be able to function effectively in a kitchen or restaurant environment; including demonstrating professional appearance and behaviors; and knowledge of food preparation techniques, effective food presentation, food safety and sanitation practices, appropriate service styles, teamwork, and cleanup practices. Students are expected to achieve their required co-curricular requirement – the ServSafe Manager certification – by the end of this course. Lec/Lab 6 (Fall). | ||
| MATH-101 | College Algebra (General Education – Mathematical Perspective A) |
3 |
This course provides the background for an introductory level, non-trigonometry based calculus course. The topics include a review of the fundamentals of algebra: solutions of linear, fractional, and quadratic equations, functions and their graphs, polynomial, exponential, logarithmic and rational functions, and systems of linear equations. (Prerequisites: Students may not take and receive credit for MATH-101 and MATH-111. See the Math department with any questions.) Lecture 3 (Fall, Spring). | ||
| NUTR-100 | Nutr & Dietetics as a Health Profession |
1 |
| NUTR-215 | Foundations of Nutrition Sciences |
3 |
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Students learn to analyze their own diets and develop strategies to make any necessary dietary changes for a lifetime of good health. Current health and nutrition problems and nutrition misinformation will be discussed. Online sections are asynchronous. Students are assessed by learning activities such as: weekly quizzes and discussion boards, homework assignments, and a final diet analysis project. In person sections are synchronous lectures and class discussions. Students are assessed by learning activities such as: exams, homework, assignments and final project analysis. Lecture 3 (Fall, Spring). | ||
| NUTR-499 | Cooperative Education Experience (Summer) |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
| PSYC-101 | Introduction to Psychology (General Education) |
3 |
Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). | ||
| YOPS-10 | RIT 365: RIT Connections |
0 |
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring). | ||
General Education – First-Year Writing (WI) |
3 | |
General Education – Social Perspective |
3 | |
General Education – Scientific Principles Perspective |
3 | |
General Education – Elective |
3 | |
| Second Year | ||
| CHMB-402 | Biochemistry I (General Education) |
3 |
This course introduces the structure and function of biological macromolecules and their metabolic pathways. The relationship between the three-dimensional structure of proteins and their function in enzymatic catalysis will be examined. Membrane structure and the physical laws that apply to metabolic processes will also be discussed. (Prerequisite: CHMO-231 or CHMO-331 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| MEDS-250 | Human Anatomy and Physiology I (General Education) |
4 |
This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Fall). | ||
| MEDS-251 | Human Anatomy and Physiology II (General Education) |
4 |
This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Spring). | ||
| NUTR-499 | Cooperative Education Experience (Summer) |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
| SOCI-102 | Foundations of Sociology (General Education) |
3 |
Sociology is the study of the social world and socialization processes. Sociologists study the broader picture of how societies are structured and organized through a macro-sociological analysis as well as how individuals create their own social reality symbolically through their interactions with others in a micro-sociological analysis. Students in this course will learn the fundamentals of each approach and come away with a sociological framework which they can critically apply to their own lives. Lecture 3 (Fall, Spring, Summer). | ||
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective B) |
3 |
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). | ||
General Education – Ethical Perspective |
3 | |
General Education – Immersion 1 |
3 | |
Major Electives |
6 | |
Open Elective |
3 | |
| Third Year | ||
| NUTR-333 | Nutrition Education for Health Professionals |
3 |
This course prepares Dietetics and Nutrition students to counsel and train clients and to give effective and persuasive presentations. Topics include communications methods, learner/audience analysis, basic learning theory, developing counseling and training materials, as well as designing, making, and evaluating individual and group presentations. As part of the course each student is required to design and give a presentation and to design a self-training module/lesson. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-499 | Cooperative Education Experience (Summer)† |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
| NUTR-555 | Nutrition Throughout the Lifecycle |
3 |
General Education – Immersion 2 |
3 | |
General Education – Artistic Perspective |
3 | |
General Education – Global Perspective |
3 | |
Major Electives |
12 | |
Open Elective |
3 | |
| Fourth Year | ||
| NUTR-510 | Integrative Approaches to Health |
1 |
This class offers students in the Nutrition Management major an overview of controversial and accepted alternative diet therapies, basic medicine guidelines, and vitamin/mineral supplementation. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-525 | Medical Nutrition Therapy I |
3 |
This course is the first course of a two course series. Review and application of biological metabolism and interrelationships of nutrients, hormones, enzymes, and other biochemical substances in humans. Modification of nutritional intake to meet nutritional needs altered by diseases and stress as well as use of alternate methods of feeding (enteral/parenteral) to meet nutritional needs is discussed in depth. This course emphasizes the practical applications of medical nutritional therapy for use with patients/clients. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-550 | Community Nutrition |
3 |
Study of current nutrition issues and delivery of food and nutrition services in the community. The course is designed to allow senior level students to acquire skills necessary to deliver services in the public health and private sector markets. Individual practicum in community facility is required and arranged by the instructor. All students will also participate in industry related research to identify innovative and effective delivery strategies for nutrition services and will have the opportunity to accomplish peer dissemination of their previously completed individual research project at an industry conference. (Prerequisites: NUTR-525 or equivalent course.) Lab 4 (Spring). | ||
| NUTR-560 | Health and Nutrition Research Foundations (WI-PR) |
3 |
This course offers students the opportunity to learn basic research principles and integrate with skills and knowledge from other courses to conduct research in an area of professional interest. The research project includes gathering primary data, assessing and summarizing the data, and sense-making or drawing conclusions from the data. Students will complete activities to gain skills in project management, secondary research development, and Human Subject Research (HSRO) submission and meet RIT’s Writing-Intensive-Program requirement. (Prerequisites: STAT-145 or equivalent course.) Lecture 3 (Fall). | ||
Open Electives |
6 | |
General Education – Elective |
3 | |
General Education – Immersion 3 |
3 | |
Major Electives |
6 | |
| Total Semester Credit Hours | 123 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
† Cooperative Education (NUTR-499) in the third year is optional. It is required only if co-op in the first and second year is not completed.
Combined Accelerated Bachelor’s/Master’s Degrees
The curriculum below outlines the typical course sequence(s) for combined accelerated degrees available with this bachelor's degree.
Nutritional Sciences, BS degree/Dietetics and Nutrition, MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| BIOL-101 | General Biology I (General Education) |
3 |
This course serves as an introduction to cellular, molecular, and evolutionary biology. Topics will include: a study of the basic principles of modern cellular biology, including cell structure and function; the chemical basis and functions of life, including enzyme systems and gene expression; and the origin of life and evolutionary patterns of organism development on Earth. Lecture 3 (Fall, Summer). | ||
| BIOL-102 | General Biology II |
3 |
This course serves as an introduction to animal and plant anatomy and physiology, in addition to the fundamentals of ecology. Topics will include: animal development; animal body systems; plant development; unique plant systems; Earth's terrestrial and aquatic environments; population and community ecology; animal behavior; and conservation biology. Lecture 3 (Spring, Summer). | ||
| BIOL-103 | General Biology I Lab |
1 |
This course provides laboratory work to complement the lecture material of General Biology I. The experiments are designed to illustrate concepts of basic cellular and molecular biology, develop laboratory skills and techniques for microscopy, and improve ability to make, record and interpret observations. (Co-requisites: BIOL-101 or equivalent course.) Lab 3 (Fall, Summer). | ||
| CHMG-141 | General & Analytical Chemistry I (General Education – Natural Science Inquiry Perspective) |
3 |
This is a general chemistry course for students in the life and physical sciences. College chemistry is presented as a science based on empirical evidence that is placed into the context of conceptual, visual, and mathematical models. Students will learn the concepts, symbolism, and fundamental tools of chemistry necessary to carry on a discourse in the language of chemistry. Emphasis will be placed on the relationship between atomic structure, chemical bonds, and the transformation of these bonds through chemical reactions. The fundamentals of organic chemistry are introduced throughout the course to emphasize the connection between chemistry and the other sciences. Lecture 3 (Fall, Spring, Summer). | ||
| CHMG-142 | General & Analytical Chemistry II (General Education- Scientific Principles Perspectives) |
3 |
The course covers the thermodynamics and kinetics of chemical reactions. The relationship between energy and entropy change as the driving force of chemical processes is emphasized through the study of aqueous solutions. Specifically, the course takes a quantitative look at: 1) solubility equilibrium, 2) acid-base equilibrium, 3) oxidation-reduction reactions and 4) chemical kinetics. (Prerequisites: CHMG-141 or CHMG-131 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| CHMG-145 | General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective) |
1 |
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| CHMG-146 | General & Analytical Chemistry II Lab (General Education) |
1 |
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-142 lecture material. The course emphasizes the use of experiments as a tool for chemical analysis and the reporting of results in formal lab reports. Topics include the quantitative analysis of a multicomponent mixture using complexation and double endpoint titration, pH measurement, buffers and pH indicators, the kinetic study of a redox reaction, and the electrochemical analysis of oxidation reduction reactions. (Prerequisites: CHMG-131 or CHMG-141 or equivalent course.
Corequisites: CHMG-142 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| ECON-101 | Principles of Microeconomics |
3 |
Microeconomics studies the workings of individual markets. That is, it examines the interaction of the demanders of goods and services with the suppliers of those goods and services. It explores how the behavior of consumers (demanders), the behavior of producers (suppliers), and the level of market competition influence market outcomes. Lecture 3 (Fall, Spring). | ||
| HSPT-215 | Principles of Food Production and Service |
3 |
Principles of Food Production and Service is a basic course covering food preparation methods, quality standards, food presentation, professionalism in food preparation and service, sanitation and safety processes in commercial kitchens, kitchen and restaurant organization and roles, and food service styles. Students completing this course should be able to function effectively in a kitchen or restaurant environment; including demonstrating professional appearance and behaviors; and knowledge of food preparation techniques, effective food presentation, food safety and sanitation practices, appropriate service styles, teamwork, and cleanup practices. Students are expected to achieve their required co-curricular requirement – the ServSafe Manager certification – by the end of this course. Lec/Lab 6 (Fall). | ||
| MATH-101 | College Algebra (General Education – Mathematical Perspective A) |
3 |
This course provides the background for an introductory level, non-trigonometry based calculus course. The topics include a review of the fundamentals of algebra: solutions of linear, fractional, and quadratic equations, functions and their graphs, polynomial, exponential, logarithmic and rational functions, and systems of linear equations. (Prerequisites: Students may not take and receive credit for MATH-101 and MATH-111. See the Math department with any questions.) Lecture 3 (Fall, Spring). | ||
| NUTR-100 | Nutr & Dietetics as a Health Profession |
1 |
| NUTR-215 | Foundations of Nutrition Sciences |
3 |
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Students learn to analyze their own diets and develop strategies to make any necessary dietary changes for a lifetime of good health. Current health and nutrition problems and nutrition misinformation will be discussed. Online sections are asynchronous. Students are assessed by learning activities such as: weekly quizzes and discussion boards, homework assignments, and a final diet analysis project. In person sections are synchronous lectures and class discussions. Students are assessed by learning activities such as: exams, homework, assignments and final project analysis. Lecture 3 (Fall, Spring). | ||
| NUTR-499 | Cooperative Education Experience (Summer) |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
| PSYC-101 | Introduction to Psychology (General Education) |
3 |
Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). | ||
| YOPS-10 | RIT 365: RIT Connections |
0 |
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring). | ||
General Education – First-Year Writing (WI) |
3 | |
| Second Year | ||
| ACCT-110 | Financial Accounting |
3 |
An introduction to the way in which corporations report their financial performance to interested stakeholders such as investors and creditors. Coverage of the accounting cycle, generally accepted accounting principles, and analytical tools help students become informed users of financial statements. (This course is available to RIT degree-seeking undergraduate students.) Lecture 3 (Fall, Spring, Summer). | ||
| CHMB-402 | Biochemistry I |
3 |
This course introduces the structure and function of biological macromolecules and their metabolic pathways. The relationship between the three-dimensional structure of proteins and their function in enzymatic catalysis will be examined. Membrane structure and the physical laws that apply to metabolic processes will also be discussed. (Prerequisite: CHMO-231 or CHMO-331 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| CHMO-231 | Organic Chemistry I |
3 |
This course is a study of the structure, nomenclature, reactions and synthesis of the following functional groups: alkanes, alkenes, alkynes. This course also introduces chemical bonding, IR and NMR spectroscopy, acid and base reactions, stereochemistry, nucleophilic substitution reactions, and alkene and alkyne reactions. In addition, the course provides an introduction to the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMG-142 or CHMG-131 or equivalent course.
Corequisites: CHMO-235 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| CHMO-235 | Organic Chemistry Lab I |
1 |
This course trains students to perform techniques important in an organic chemistry lab. The course also covers reactions from the accompanying lecture CHMO-231. (Corequisite: CHMO-231 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| MEDS-250 | Human Anatomy and Physiology I (General Education) |
4 |
This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Fall). | ||
| MEDS-251 | Human Anatomy and Physiology II (General Education) |
4 |
This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Spring). | ||
| MGMT-215 | Organizational Behavior |
3 |
As an introductory course in managing and leading organizations, this course provides an overview of human behavior in organizations at the individual, group, and organizational level with an emphasis on enhancing organizational effectiveness. Topics include: individual differences, work teams, motivation, communication, leadership, conflict resolution, organizational culture, and organizational change. (This class is restricted to undergraduate students with at least 2nd year standing.) Lecture 3 (Fall, Spring, Summer). | ||
| NUTR-499 | Cooperative Education Experience (Summer) |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
General Education – Ethical Perspective |
3 | |
General Education – Immersion 1 |
3 | |
Open Elective |
6 | |
| Third Year | ||
| HRDE-380 | Human Resource Management |
3 |
Human resources within an organization provide value added dimensions to the organization, which in turn influence the larger society within which the organization exists. The management of those human resources is a critical function within any organization. The goal of the human resource management (HRM) department is to attract qualified employees, manage systems that meet their needs and establish policies and protocols to retain and promote employee engagement. This effort develops a workforce that can meet the organizational strategic goals for growth and continued relevance in the world of work. This course provides an overview of HRM and the context within which HRM functions in organizations. Lecture 3 (Fall, Spring). | ||
| HSPT-325 | Food Innovation Development |
3 |
Students will explore their creativity through instructor- and student-planned food experiments involving sensory and objective evaluation of food quality, recipe development, problem-solving, experimental design, and written and oral communication of research. Individual research projects focus on assessing new ingredients or technologies, creating new products, and/or evaluating the marketability of a new product. This course is not available for audit. **Fee: Lab fee associated with this course** (Prerequisite: HSPT-121 or HSPT-215 or equivalent course.) Lec/Lab 6 (Fall, Spring). | ||
| HSPT-375 | Customer Experience Management |
3 |
The overall objectives of this course are twofold. This course first examines the development, management, and improvement of service delivery systems used by service organizations (i.e., hotels, restaurants, travel agencies, and health care) on the supply side through the lens of quality management. Secondly, the course examines customer requirements on the demand side by focusing upon how customer experience design shapes customers’ thoughts, actions, and decision processes. Students will learn techniques used for diagnosis, measurement, and continuous improvement of successful customer experience. There are three major sections in this course. Section 1 focuses on understanding the paradigm of customer experience, identifying the drivers of customer satisfaction, formulating strategies to optimize the customer experience, and managing service operations through the development of a service blueprint. Section 2 focuses on the role of exponential technologies, such as artificial intelligence, robotics, augmented reality, virtual reality, and data analytics, in creating exceptional customer experiences. Section 3 discusses the creation of exceptional luxury customer experiences, incorporating technology, and describing how brands go beyond traditional branding frameworks to create luxury experiences. Lecture 3 (Fall). | ||
| MEDG-106 | Microbiology of Health and Disease |
3 |
An introductory course in microbiology including its history, significant contributions to medicine and history, as well as a survey of microbiological organisms as they relate to disease, industry and biotechnology. (any course in Biology) Lecture 3 (Spring). | ||
| NUTR-333 | Nutrition Education for Health Professionals (WI) |
3 |
This course prepares Dietetics and Nutrition students to counsel and train clients and to give effective and persuasive presentations. Topics include communications methods, learner/audience analysis, basic learning theory, developing counseling and training materials, as well as designing, making, and evaluating individual and group presentations. As part of the course each student is required to design and give a presentation and to design a self-training module/lesson. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-510 | Integrative Approaches to Health |
1 |
This class offers students in the Nutrition Management major an overview of controversial and accepted alternative diet therapies, basic medicine guidelines, and vitamin/mineral supplementation. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| STAT-145 | Introduction to Statistics I (General Education - Mathematical Perspective B) |
3 |
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). | ||
General Education – Immersion 2,3 |
6 | |
General Education – Artistic Perspective |
3 | |
General Education – Global Perspective |
3 | |
General Education - Social Perspective |
3 | |
Open Elective |
7 | |
| Fourth Year | ||
| NUTR-550 | Community Nutrition |
3 |
Study of current nutrition issues and delivery of food and nutrition services in the community. The course is designed to allow senior level students to acquire skills necessary to deliver services in the public health and private sector markets. Individual practicum in community facility is required and arranged by the instructor. All students will also participate in industry related research to identify innovative and effective delivery strategies for nutrition services and will have the opportunity to accomplish peer dissemination of their previously completed individual research project at an industry conference. (Prerequisites: NUTR-525 or equivalent course.) Lab 4 (Spring). | ||
| NUTR-625 | Medical Nutrition Therapy I |
3 |
This course is the first of a two-course series concerned with the review and application of biological metabolism and the interrelationships of nutrients, hormones, enzymes, and other biochemical substances in humans. Modification of nutritional intake to meet nutritional needs altered by diseases and stress as well as the use of alternate methods of feeding (enteral/parenteral) to meet nutritional needs is discussed in depth. This course emphasizes the practical applications of medical nutritional therapy for use with patients/clients. Lecture 3 (Fall). | ||
| NUTR-626 | Medical Nutrition Therapy II |
3 |
This course is the second of a two-course series concerned with the review and application of biological metabolism and the interrelationships of nutrients, hormones, enzymes, and other biochemical substances in humans. Modification of nutritional intake to meet nutritional needs altered by diseases and stress as well as the use of alternate methods of feeding (enteral/parenteral) to meet nutritional needs is discussed in depth. This course emphasizes the practical applications of medical nutritional therapy for use with patients/clients. (Prerequisite: NUTR-625 or equivalent course.NUTR-625 Prereq) Lecture 3 (Spring). | ||
| NUTR-655 | Nutrition Throughout the Lifecycle |
3 |
| WSHN-624 | Advanced Nutrition Science |
3 |
| WSHN-700 | Research Methods in Health and Well-being |
3 |
Research Methods in Health and Well-being addresses requisite foundational skills to conduct rigorous, robust, and ethical research into problems related to health, nutrition and well-being. Evidence-based and translational research issues are presented in tandem with design of research studies, measurement approaches, funding opportunities, and research management considerations. Lecture 3 (Fall). | ||
| WSHN-710 | Health Risk Identification and Management |
3 |
This course will explore health risk assessment and management, including
determinants of population health; using epidemiological, clinical, and toxicological
methods for identifying health hazards. Population health surveillance combined with methods of population health risk assessment will be considered regarding regulatory, economic, and technological approaches to population health risk management. Application of principles will be practiced through the examination of case studies. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). | ||
| WSHN-715 | Food Systems Management |
3 |
| WSHN-770 | Community and Public Health Supervised Experiential Learning |
3 |
| WSHN-775 | Culinary and Food Systems Management Supervised Experiential Learning |
3 |
Graduate Program Elective |
3 | |
| Fifth Year | ||
| HLTH-746 | Leading Health Systems II |
3 |
This is the second of three courses in the MHSA program that require students to be on campus. These “immersion” courses will be scheduled over a long weekend and will entail full days on campuses well as pre- and post-course work completed online. The concept is to immerse students in a series of experiences to support their development as high function managers and leaders within the health care industry. This course builds on the first Leading Health Care Systems course and provides a in-depth examination of advanced management and leadership knowledge, skills and values required of contemporary leaders within health care systems. (Prerequisites: HLTH-706 or equivalent course.) Lecture 3 (Summer). | ||
| WSHN-702 | Dissemination and Implementation Science for Health and Well-being |
3 |
Dissemination and Implementation Science for Health and Well-being applies constructs practices, and values of dissemination and implementation sciences to health and well-being education activities. Strategies to foster translation of evidence-based practices to standard practice in public and private programs are applied in an experiential learning format. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). | ||
| WSHN-730 | Nutritional Assessment and Counseling |
3 |
| WSHN-780 | Clinical Nutrition Supervised Experiential Learning |
6 |
| WSHN-790 | Health & Well-being Management Thesis |
6 |
Application of writing and research skills and principles in an independent investigation of a focused problem under direction of thesis adviser. Components include review of literature, definition of research aims, data collection and analysis, interpretation and discussion of findings, preparation of written paper following specified guidelines and standards, and oral defense of thesis. Enrollment for 6 credits in one semester or as necessary over multiple semesters for a total of 6 credits. (Prerequisites: WSHN-702 or equivalent course.) Thesis (Fall, Spring, Summer). | ||
Statistics Elective† |
3 | |
| Total Semester Credit Hours | 165 |
|
Nutritional Sciences, BS degree/Health and Well-being Management, MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| CHMG-131 | General Chemistry for Engineers (General Education – Natural Science Inquiry Perspective) |
3 |
This rigorous course is primarily for, but not limited to, engineering students. Topics include an introduction to some basic concepts in chemistry, stoichiometry, First Law of Thermodynamics, thermochemistry, electronic theory of composition and structure, and chemical bonding. The lecture is supported by workshop-style problem sessions. Offered in traditional and online format. Lecture 3 (Fall, Spring). | ||
| CHMG-145 | General & Analytical Chemistry for Engineers (General Education – Natural Science Inquiry Perspective) |
1 |
The course combines hands-on laboratory exercises with workshop-style problem sessions to complement the CHMG-141 lecture material. The course emphasizes laboratory techniques and data analysis skills. Topics include: gravimetric, volumetric, thermal, titration and spectrophotometric analyses, and the use of these techniques to analyze chemical reactions. (Corequisite: CHMG-141 or CHMG-131 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| CHMO-231 | Organic Chemistry I (General Education) |
3 |
This course is a study of the structure, nomenclature, reactions and synthesis of the following functional groups: alkanes, alkenes, alkynes. This course also introduces chemical bonding, IR and NMR spectroscopy, acid and base reactions, stereochemistry, nucleophilic substitution reactions, and alkene and alkyne reactions. In addition, the course provides an introduction to the use of mechanisms in describing and predicting organic reactions. (Prerequisites: CHMG-142 or CHMG-131 or equivalent course.
Corequisites: CHMO-235 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| CHMO-235 | Organic Chemistry Lab I (General Education) |
1 |
This course trains students to perform techniques important in an organic chemistry lab. The course also covers reactions from the accompanying lecture CHMO-231. (Corequisite: CHMO-231 or equivalent course.) Lab 3 (Fall, Spring, Summer). | ||
| HSPT-215 | Principles of Food Production and Service |
3 |
Principles of Food Production and Service is a basic course covering food preparation methods, quality standards, food presentation, professionalism in food preparation and service, sanitation and safety processes in commercial kitchens, kitchen and restaurant organization and roles, and food service styles. Students completing this course should be able to function effectively in a kitchen or restaurant environment; including demonstrating professional appearance and behaviors; and knowledge of food preparation techniques, effective food presentation, food safety and sanitation practices, appropriate service styles, teamwork, and cleanup practices. Students are expected to achieve their required co-curricular requirement – the ServSafe Manager certification – by the end of this course. Lec/Lab 6 (Fall). | ||
| MATH-101 | College Algebra (General Education – Mathematical Perspective A) |
3 |
This course provides the background for an introductory level, non-trigonometry based calculus course. The topics include a review of the fundamentals of algebra: solutions of linear, fractional, and quadratic equations, functions and their graphs, polynomial, exponential, logarithmic and rational functions, and systems of linear equations. (Prerequisites: Students may not take and receive credit for MATH-101 and MATH-111. See the Math department with any questions.) Lecture 3 (Fall, Spring). | ||
| NUTR-100 | Nutr & Dietetics as a Health Profession |
1 |
| NUTR-215 | Foundations of Nutritional Science |
3 |
This is an introductory course in nutritional science concepts and application to current nutrition issues. This course covers the study of specific nutrients and their functions, the development of dietary standards and guides and how these standards are applied throughout the lifecycle. Students learn to analyze their own diets and develop strategies to make any necessary dietary changes for a lifetime of good health. Current health and nutrition problems and nutrition misinformation will be discussed. Online sections are asynchronous. Students are assessed by learning activities such as: weekly quizzes and discussion boards, homework assignments, and a final diet analysis project. In person sections are synchronous lectures and class discussions. Students are assessed by learning activities such as: exams, homework, assignments and final project analysis. Lecture 3 (Fall, Spring). | ||
| NUTR-499 | Cooperative Education Experience |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
| PSYC-101 | Introduction to Psychology (General Education) |
3 |
Introduction to the field of psychology. Provides a survey of basic concepts, theories, and research methods. Topics include: thinking critically with psychological science; neuroscience and behavior; sensation and perception; learning; memory; thinking, language, and intelligence; motivation and emotion; personality; psychological disorders and therapy; and social psychology. Lecture 3 (Fall, Spring, Summer). | ||
| YOPS-10 | RIT 365: RIT Connections |
0 |
RIT 365 students participate in experiential learning opportunities designed to launch them into their career at RIT, support them in making multiple and varied connections across the university, and immerse them in processes of competency development. Students will plan for and reflect on their first-year experiences, receive feedback, and develop a personal plan for future action in order to develop foundational self-awareness and recognize broad-based professional competencies. Lecture 1 (Fall, Spring). | ||
General Education – First-Year Writing (WI) |
3 | |
General Education - Elective |
3 | |
General Education - Social Perspective |
3 | |
General Education - Scientific Principles Perspective |
3 | |
| Second Year | ||
| CHMB-402 | Biochemistry I |
3 |
This course introduces the structure and function of biological macromolecules and their metabolic pathways. The relationship between the three-dimensional structure of proteins and their function in enzymatic catalysis will be examined. Membrane structure and the physical laws that apply to metabolic processes will also be discussed. (Prerequisite: CHMO-231 or CHMO-331 or equivalent course.) Lecture 3 (Fall, Spring, Summer). | ||
| MEDS-250 | Human Anatomy and Physiology I (General Education) |
4 |
This course is an integrated approach to the structure and function of the nervous, endocrine, integumentary, muscular and skeletal systems. Laboratory exercises include histological examination, actual and simulated anatomical dissections, and physiology experiments with human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Fall). | ||
| MEDS-251 | Human Anatomy and Physiology II (General Education) |
4 |
This course is an integrated approach to the structure and function of the gastrointestinal, cardiovascular, immunological, respiratory, excretory, and reproductive systems with an emphasis on the maintenance of homeostasis. Laboratory exercises include histological examinations, anatomical dissections and physiological experiments using human subjects. (Pre-requisite: (BIOL-123 and BIOL-124 and BIOL-125 and BIOL-126) or (BIOL-123 and BIOL-124) or (BIOL-101 and BIOL-102) or (BIOL-121 and BIOL-122) or MEDG-102 or equivalent course or NUTR-BS students.) Lab 3 (Spring). | ||
| NUTR-499 | Cooperative Education Experience |
0 |
Co-op is a work experience (typically full-time and paid) for at least 400 hours in an industry related to food, nutrition and/or healthcare, monitored by the Office of Cooperative Education and approved by the faculty in the Wegmans School of Health and Nutrition. Designed for students to gain essential career-related skills and experience. Dietetics and Nutrition students are required to complete three co-ops with at least one co-op in the healthcare environment and one in the food industry. Nutritional Sciences students are required to complete two co-ops. Students typically complete co-ops during the summer. Freshmen begin co-op the summer following their first year studies. Transfer students may be granted credit for one co-op based on education and work experience, as determined by the Program Director. CO OP (Fall, Spring, Summer). | ||
| SOCI-102 | Foundations of Sociology |
3 |
Sociology is the study of the social world and socialization processes. Sociologists study the broader picture of how societies are structured and organized through a macro-sociological analysis as well as how individuals create their own social reality symbolically through their interactions with others in a micro-sociological analysis. Students in this course will learn the fundamentals of each approach and come away with a sociological framework which they can critically apply to their own lives. Lecture 3 (Fall, Spring, Summer). | ||
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective B) |
3 |
This course introduces statistical methods of extracting meaning from data, and basic inferential statistics. Topics covered include data and data integrity, exploratory data analysis, data visualization, numeric summary measures, the normal distribution, sampling distributions, confidence intervals, and hypothesis testing. The emphasis of the course is on statistical thinking rather than computation. Statistical software is used. (Prerequisite: MATH-101 or MATH-111 or NMTH-260 or NMTH-272 or NMTH-275 or a math placement exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). | ||
General Education – Ethical Perspective |
3 | |
General Education – Immersion |
3 | |
Open Elective |
3 | |
Major Electives - Undergraduate |
6 | |
| Third Year | ||
| NUTR-333 | Nutrition Education for Health Professionals (WI) |
3 |
This course prepares Dietetics and Nutrition students to counsel and train clients and to give effective and persuasive presentations. Topics include communications methods, learner/audience analysis, basic learning theory, developing counseling and training materials, as well as designing, making, and evaluating individual and group presentations. As part of the course each student is required to design and give a presentation and to design a self-training module/lesson. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-555 | Nutrition Throughout the Lifecycle |
3 |
General Education – Immersion |
3 | |
Major Electives - Undergraduate |
12 | |
General Education – Global Perspective |
3 | |
General Education - Artistic Perspective |
3 | |
Open Elective |
3 | |
| Fourth Year | ||
| NUTR-510 | Integrative Approaches to Health |
1 |
This class offers students in the Nutrition Management major an overview of controversial and accepted alternative diet therapies, basic medicine guidelines, and vitamin/mineral supplementation. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-525 | Medical Nutrition Therapy I |
3 |
This course is the first course of a two course series. Review and application of biological metabolism and interrelationships of nutrients, hormones, enzymes, and other biochemical substances in humans. Modification of nutritional intake to meet nutritional needs altered by diseases and stress as well as use of alternate methods of feeding (enteral/parenteral) to meet nutritional needs is discussed in depth. This course emphasizes the practical applications of medical nutritional therapy for use with patients/clients. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTR-BS, NUTRSC-BS or NUTRSC-MN program.) Lecture 3 (Fall). | ||
| NUTR-560 | Health and Nutrition Research Foundations (WI-PR) |
3 |
This course offers students the opportunity to learn basic research principles and integrate with skills and knowledge from other courses to conduct research in an area of professional interest. The research project includes gathering primary data, assessing and summarizing the data, and sense-making or drawing conclusions from the data. Students will complete activities to gain skills in project management, secondary research development, and Human Subject Research (HSRO) submission and meet RIT’s Writing-Intensive-Program requirement. (Prerequisites: STAT-145 or equivalent course.) Lecture 3 (Fall). | ||
| NUTR-650 | Community Nutrition* |
3 |
Study of current nutrition issues and delivery of food and nutrition services in the community. The course is designed to allow senior level and graduate students to acquire skills necessary to deliver services in the public health and private sector markets. Individual practicum in community facility is required and arranged by the instructor. (Prerequisite: NUTR-625 or equivalent course.NUTR-625 Prereq) Lab 4 (Spring). | ||
General Education - Elective |
3 | |
General Education - Immersion |
3 | |
Open Electives |
6 | |
Major Elective - Undergraduate |
3 | |
Major Elective - Graduate Elective* |
3 | |
| Fifth Year | ||
| WSHN-700 | Research Methods in Health and Well-being |
3 |
Research Methods in Health and Well-being addresses requisite foundational skills to conduct rigorous, robust, and ethical research into problems related to health, nutrition and well-being. Evidence-based and translational research issues are presented in tandem with design of research studies, measurement approaches, funding opportunities, and research management considerations. Lecture 3 (Fall). | ||
| WSHN-701 | Health and Nutrition Education and Evaluation |
3 |
In Health and Nutrition Education and Evaluation, content and research expertise are applied to design effective, theory-based health and nutrition education and establish it as evidence-based. Needs assessment, behavior change models, theories of motivation, and learning styles are presented in the context of planning health and nutrition education and sampling, recruitment, participant retention, instrument development, and data analysis to foster development of evaluation expertise. (Co-requisites: WSHN-700 or equivalent course.) Lecture 3 (Fall). | ||
| WSHN-702 | Dissemination and Implementation Science for Health and Well-being |
3 |
Dissemination and Implementation Science for Health and Well-being applies constructs practices, and values of dissemination and implementation sciences to health and well-being education activities. Strategies to foster translation of evidence-based practices to standard practice in public and private programs are applied in an experiential learning format. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). | ||
Choose one of the following: |
||
| WSHN-797 | Health & Well-being Management Project |
3 |
Application of writing and research skills and principles in an independent investigation
of a focused problem under direction of a project adviser. Preparation of a Project
Report following specified guidelines and standards, and oral presentation of the key
report components. (Prerequisites: WSHN-702 or equivalent course.) Project 3 (Fall, Spring, Summer). | ||
| WSHN-790 | Health & Well-being Management Thesis |
3 |
Application of writing and research skills and principles in an independent investigation of a focused problem under direction of thesis adviser. Components include review of literature, definition of research aims, data collection and analysis, interpretation and discussion of findings, preparation of written paper following specified guidelines and standards, and oral defense of thesis. Enrollment for 6 credits in one semester or as necessary over multiple semesters for a total of 6 credits. (Prerequisites: WSHN-702 or equivalent course.) Thesis (Fall, Spring, Summer). | ||
Choose one of the following: |
||
| HLTH-710 | Health Care Economics and Policy |
3 |
This course provides an examination of the roles and responsibilities of policy makers on the health care system and the resulting economic impact of their policies. Students will compare and contrast the regulatory functions of varying levels of government, the political process and economic impacts as they relate to health care systems as well as examine control issues, economic functions and regulatory trends in the United States. In addition, an assessment will be made of national health systems and national health policies of other countries as they compare to the United States. Lecture 3 (Spring). | ||
| WSHN-710 | Population Health, Risk, and Identification Management |
6 |
This course will explore health risk assessment and management, including
determinants of population health; using epidemiological, clinical, and toxicological
methods for identifying health hazards. Population health surveillance combined with methods of population health risk assessment will be considered regarding regulatory, economic, and technological approaches to population health risk management. Application of principles will be practiced through the examination of case studies. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). | ||
Choose one of the following: |
||
| WSHN-790 | Health & Well-being Management Thesis |
3 |
Application of writing and research skills and principles in an independent investigation of a focused problem under direction of thesis adviser. Components include review of literature, definition of research aims, data collection and analysis, interpretation and discussion of findings, preparation of written paper following specified guidelines and standards, and oral defense of thesis. Enrollment for 6 credits in one semester or as necessary over multiple semesters for a total of 6 credits. (Prerequisites: WSHN-702 or equivalent course.) Thesis (Fall, Spring, Summer). | ||
Graduate Elective |
3 | |
Statistics Elective |
3 | |
Graduate Elective |
6 | |
| Total Semester Credit Hours | 150 |
|
Please see General Education Curriculum (GE) for more information.
(WI-PR) Refers to a writing intensive course within the major.
* Please see Wellness Education Requirement for more information. Students completing bachelor's degrees are required to complete two different Wellness courses.
† Statistics Elective can be fulfilled with either STAT-614, MATH-655, or PSYC-640.
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About University
Rochester Institute of Technology (Dubai)
Overview:
Rochester Institute of Technology (Dubai) is a branch campus of the renowned Rochester Institute of Technology in the United States. Located in Dubai Silicon Oasis, a special economic zone for knowledge and innovation, RIT Dubai offers a comprehensive range of undergraduate and graduate programs in various fields, including engineering, business, computing, and design. The institution is committed to providing students with a high-quality American education in a dynamic and international setting.
Services Offered:
RIT Dubai provides a wide array of services to support student success, including:
Academic Support Center:
- Offers tutoring, study skills workshops, and other resources to enhance academic performance.
Advising Resources:
- Provides guidance on academic planning, career exploration, and personal development.
Health and Wellness:
- Offers access to healthcare services, counseling, and wellness programs.
Athletics and Recreation:
- Provides opportunities for students to participate in sports, fitness activities, and recreational programs.
Student Leadership:
- Encourages student involvement in clubs, organizations, and leadership initiatives.
Student Accommodation:
- Offers on-campus housing options for students.
Parking and Transportation:
- Provides parking facilities and transportation services for students.
Student Life and Campus Experience:
RIT Dubai fosters a vibrant and inclusive campus community where students can engage in a variety of activities and experiences, including:
Student Life at RIT Dubai:
- Offers opportunities for students to connect with peers, participate in social events, and explore cultural activities.
New Student Orientation:
- Provides a welcoming introduction to campus life and resources.
Co-op and Internship Program:
- Offers students practical work experience through co-op and internship opportunities.
Key Reasons to Study There:
American Degree:
- RIT Dubai offers a true American degree, recognized globally for its quality and rigor.
State-of-the-Art Campus:
- The campus features modern facilities and technology to support learning and research.
Co-op and Internship Program:
- Provides students with valuable work experience and career development opportunities.
Study Abroad Options:
- Offers students the chance to study at other RIT campuses or partner institutions around the world.
Global Connectivity:
- RIT Dubai is located in a dynamic and international hub, providing students with diverse perspectives and networking opportunities.
Academic Programs:
RIT Dubai offers a range of undergraduate and graduate programs, including:
Undergraduate Programs:
- Bachelor of Fine Arts in New Media Design
- Bachelor of Science in Psychology
- Bachelor of Science in Industrial Engineering
- Bachelor of Science in Cybersecurity
- Bachelor of Science in Computing and Information Technologies
- Bachelor of Science in Electrical Engineering
- Bachelor of Science in Mechanical Engineering
- Bachelor of Science in Marketing
- Bachelor of Science in Finance
- Bachelor of Science in Global Business Management
Graduate Programs:
- Master of Science in Organizational Leadership and Innovation
- Masters of Science in Professional Studies: Future Foresight and Planning
- Masters of Science in Engineering Management
- Masters of Science in Mechanical Engineering
- Masters of Science in Professional Studies: Data Analytics
- Masters of Science in Professional Studies: Smart Cities
- Masters of Science in Cybersecurity
- Masters of Science in Electrical Engineering
Other:
- RIT Dubai has a strong focus on innovation and entrepreneurship, with dedicated labs and centers supporting student projects and research.
- The institution boasts a diverse student body representing over 75 nationalities, creating a rich and multicultural learning environment.
- RIT Dubai has a high employability rate, with over 80% of graduates securing employment within six months of graduation.
- The institution has a strong network of alumni, providing students with valuable connections and career support.
Total programs
226
Average ranking globally
#442
Average ranking in the country
#132
Admission Requirements
This program is STEM designated when studying on campus and full time.
First-Year Admission
A strong performance in a college preparatory program is expected. This includes:
- 4 years of English
- 3 years of social studies and/or history
- 3 years of math is required and must include algebra, geometry, and algebra 2/trigonometry. Pre-calculus is preferred.
- 2-3 years of science. Biology and chemistry are required.
Transfer Admission
Transfer course recommendations without associate degree
Courses in liberal arts, sciences, and math. Science courses required for nutritional sciences major.
Appropriate associate degree programs for transfer
Dietetics or nutrition, food service management, or liberal arts
Please note: The nutritional sciences program has articulation agreements with the following institutions:
- Erie Community College
- Finger Lakes Community College
- Genesee Community College
- Hudson Valley Community College
- Monroe Community College
- Onondaga Community College
Learn more about transferring credits and additional information about transferring to RIT by visiting the Transfer Admissions website.
Financial Aid and Scholarships
100% of all incoming first-year and transfer students receive aid.
RIT’s personalized and comprehensive financial aid program includes scholarships, grants, loans, and campus employment programs. When all these are put to work, your actual cost may be much lower than the published estimated cost of attendance.
Learn more about financial aid and scholarships
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