Nutritional Sciences Bachelor of Science Degree
RIT’s nutritional sciences degree combines nutrition, biology, and behavioral health to prepare you to design and administer health, nutrition, and wellness programs.
100%
Of all incoming RIT first-year and transfer students receive aid
#16
Best Health Care Jobs: Dietitian/Nutritionist
U.S. News Careers
Overview for Nutritional Sciences BS
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.
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.
Understanding nutrition and its power to treat and prevent illness and disease 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.
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. It’s a dynamic health care field where nutritional scientists identify ways to help people and communities live healthier, better manage their health, and prevent disease and/or disease progression.
Studying Nutrition at RIT
The nutritional sciences degree blends biological, chemical, and behavioral sciences to create a potent mix of course work that prepares you for dynamic careers that translate the science of food into treatment, policy, and practice. RIT’s bachelor’s degree in nutrition covers the study of specific nutrients and their functions, the development of dietary standards, and the application of these standards to a person’s life. You will learn to analyze food and to develop strategies to help people make dietary changes that can positively impact good health in both the short- and long-term.
Learn more about the program goals of the bachelor’s degree in nutritional sciences.
Comprehensive Nutrition Courses
RIT’s nutrition major offers a challenging selection of nutrition courses that prepare you with an in-depth understanding of nutrition as an important factor of good health. An effective nutrition professional is skilled in working with people to address behavioral issues, teach clients about nutrition and health properties in food, and offer nutrition guidance, advice, and supervision. The nutrition major offers a comprehensive curriculum that provides a solid foundation in nutritional sciences as well as skills in leadership, communication, problem solving, and team dynamics.
Elective Nutrition Courses
The curriculum is flexible in allowing you to choose elective courses that explore areas of nutrition you find interesting or provide a level of knowledge that aligns with your career goals. We offer more than 180 elective courses covering a range of topic areas related to nutritional sciences and its related fields. A sampling includes:
| Field | Sample Elective Courses* |
|---|---|
| Anthropology | Cultural Anthropology; Cuisine, Culture, and Power; Bodies and Culture |
| Biology | Food Microbiology; Genetic Engineering; Plants, Medicine, and Technology |
| Exercise Science | Sports Physiology and Life Fitness; Coaching Healthy Behaviors; Training High Performance Athletes |
| Medicine | Community Healthcare; Endocrinology; Human Development |
| Psychology and Clinical Psychology | Addiction Pharmacology; Learning and Behavior; Social Psychology |
* For a full list of nutrition elective courses please contact the program chair.
Enhance Your Nutrition Degree
Adding a minor in a complementary area of study deepens your expertise in the core areas of nutrition, exercise, health care, public health, and more. With dozens of minors to choose from, you’ll have your choice of topics to study. While you may choose any minor or immersion as part of your studies, select minors serve to boost the bachelor's degree in nutritional sciences. These include:
- Exercise Science
- Global Public Health
- Health Communication
- Health, Culture, and Society
- Psychology
- Spanish
Prospective Students: Effective January 1, 2024, a minimum of a master's degree is required to be eligible to sit for the Registered Dietitian Nutritionist (RDN) credentialing exam. RIT’s accelerated dual degree in nutritional sciences (BS) and dietetics and nutrition (MS) meets these requirements. Learn more about Becoming a Registered Dietitian Nutritionist.
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 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, research, study abroad, and more.
For nutritional science majors, two accelerated pathways enable you to pair the BS degree with a master’s degree to broaden your career opportunities and prepare you for exciting careers in the nutritional sciences field.
- BS Nutritional Sciences/MS Dietetics and Nutrition: 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. Upon successful completion of the BS/MS degree, you will be prepared to sit for the Registered Dietitian Nutritionist (RDN) credentialing exam and become a graduate-trained Registered Dietician Nutritionist.
- BS Nutritional Sciences/MS Health and Well-Being Management: 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. This pairing is an excellent choice if you are interested in pursuing medical or dental school, a health science graduate degree, or doctoral studies in nutrition, health promotion, exercise science, or public health.
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, diabetes, kidney ailments, heart disease, and more–can treat and manage them effectively. Diet also plays 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 education 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 the comprehensive nutrition knowledge needed to treat and manage health issues. A background in nutrition, paired with a medical degree or an advanced degree in other health professions, such as nursing, dentistry, and physical or occupational therapy, positions you well for providing comprehensive patient care as a medical professional.
Pre-Health Professions Program
With a nutrition degree, students are well prepared to apply to medical school or to graduate programs in the health professions, including nursing, physical and occupational therapy, and more, or for further graduate study in nutritional sciences. Learn more about how RIT’s Pre-Health Professions Program can help you become a competitive candidate for admission to graduate programs in the medical and 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 you for a wide range of career opportunities across all areas of health care, including preparation for graduate programs in medicine and the health sciences.
Careers in Nutrition
RIT’s nutrition major prepares you for careers as a health professional or an administrator of nutrition and health promotion programs. These positions provide guidance to the public on how to use nutrition as a tool to achieve better health, as a preventive measure to stave off disease and health issues, or as a tool in an overall treatment plan that helps maintain health.
Nutritionists and nutrition scientists apply their knowledge to:
- Guide patients in better utilizing food and nutrition to manage and treat a variety of health issues
- Help businesses offer employee wellness programs
- Assist food systems administrators and engineers involved in food innovation and technology
- Oversee government programs addressing food insecurity and population health issues
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. You can choose to select electives to become eligible to sit for the Certified Health Education Specialist (CHES) credential, a respected qualification in health care education. By earning the dual degree in nutritional sciences and dietetics and nutrition, you are eligible to sit for the Registered Dietitian Nutritionist (RDN) credentialing exam.
Professional positions where expertise in nutrition is paramount are also available in a range of diverse settings, including sports fitness programs, the hospitality industry, nutrition writing, federal and school nutrition programs, and more.
A Supportive, Welcoming Nutritional Sciences Community
Two key differences in RIT’s nutritional sciences major is our small program size and our dedicated faculty members. Our major is small by design, but robust in offering elective courses and individualized attention. Faculty members are experts in nutrition education and provide personalized, hands-on guidance to students. You’ll build one-on-one relationships with your professors, who will guide you on course selection, encourage your exploration of different professional endeavors, and advise you on career paths that align with your interests and goals.
You will also benefit from the resources and advantages of being at RIT, a top 100 national university, including:
- Nationally Ranked Co-op Program: There’s a reason RIT is ranked 6th among top schools for co-op and internship programs by U.S. News & World Report (2025). Our co-op program is designed to provide you with career experience–early and often–in a variety of nutrition and dietetic environments. You’ll gain career experience that sets you apart and that employers look for in their next top hires.
- Hundreds of Clubs and Student Organizations: Develop your leadership skills, boost your resume, make new friends, and expand your community. With more than 300 clubs to choose from, you’ll find the perfect place to grow and learn. For nutritional science majors a few clubs of interest include the Student Dietetics and Nutrition Association, RIT Vegan Club, and Global Public Health Association, to name a few.
- Study Abroad Opportunities: Immerse yourself in a different culture and gain a global perspective on health and nutrition with study abroad for health sciences. Study the Mediterranean Diet in Croatia or 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.
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.
-
Apply for Fall 2025
First-year students can apply for Early Decision II by Jan. 1 to get an admissions and financial aid assessment by mid-January.
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Careers and Cooperative Education
Typical Job Titles
| Health/Nutrition Educator | Wellness Coordinator | Nutritionist |
| Health Promotion Coordinator | Nutrition Research Associate | Public Health Nutritionist |
| Nutrition Project Coordinator | School Wellness Coordinator |
Industries
Cooperative Education
The nutritional sciences major requires two 400-hour cooperative education experiences in a setting related to food and nutrition, or a health discipline related to your future career goals. Co-op is full-time, paid employment in nutrition and health care. The majority of nutritional sciences majors complete their co-ops in the summer. Learn more about cooperative education and its benefits.
Beyond the Classroom: The Rochester Health Care Community
As a nutritional sciences major, the Rochester metropolitan area is a hands-on lab for experience-based learning. Two major health systems–Rochester Regional Health and UR Medicine–call Rochester home. Both provide comprehensive health care services and serve as co-op, internship, and clinical rotation sites for students in RIT’s health sciences majors. In addition, RIT has partnerships with a range of community organizations that expose students to a wide variety of nutrition-related career paths. A selection of the 50+ community partners with whom we collaborate include:
- 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
- Ortho-Clinical Diagnostics
- Rochester Psychiatric Center
- Rochester Regional Health
- UR Medic
- Wegmans
- WIC
Featured Work and Profiles
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A unique aspect of RIT’s Dietetics and Nutrition program
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Curriculum for 2024-2025 for Nutritional Sciences BS
Current Students: See Curriculum Requirements
Nutritional Sciences, BS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| CHMG-141 | General & Analytical Chemistry (General Education – Natural Science Inquiry Perspective) 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). |
3 |
| CHMG-142 | General & Analytical Chemistry II (General Education –Scientific Principles Perspective) 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). |
3 |
| CHMG-145 | General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective) 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). |
1 |
| CHMG-146 | General & Analytical Chemistry II Lab (General Education –Scientific Principles Perspective) 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). |
1 |
| HSPT-215 | Principles of Food Production and Service 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). |
3 |
| MATH-101 | College Algebra (General Education – Mathematical Perspective A) 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). |
3 |
| NUTR-100 | Nutr & Dietetics as a Health Profession This course is an introduction to the professional roles and responsibilities as a dietitian/nutritionist with emphasis on careers, professional development and conduct. Dietetics practice, including the scope of the practice, the role functions of registered dietitians, and the education requirements for entry into practice will be explored and contrasted with complementary aspects for nutritionists and nutrition educators not credentialed as registered dietitians. The history of the profession of nutrition and dietetics will serve as a background for dietetics practice in today’s changing healthcare arena. Learning activities will consist of lecture, class discussion, assigned readings, and guest presentations by practicing Registered Dietitians and nutritionists. (This course is restricted to NUTRSC-BS or NUTRSC-MN students.) Lecture 1 (Spring). |
1 |
| NUTR-215 | Concepts of Human Nutrition 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. Current health and nutrition problems, nutrition misinformation, chronic diseases, performance nutrition, food safety and technology, hunger and global nutrition will be discussed. Lecture 3 (Fall, Spring, Summer). |
3 |
| NUTR-499 | Cooperative Education Experience (Summer) 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). |
0 |
| PSYC-101 | Introduction to Psychology 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). |
3 |
| YOPS-10 | RIT 365: RIT Connections 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. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – First-Year Writing (WI) |
3 | |
General Education – Social Perspective |
3 | |
General Education – Elective |
3 | |
| Second Year | ||
| CHMB-402 | Biochemistry I (General Education) 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). |
3 |
| CHMO-231 | Organic Chemistry I (General Education) 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). |
3 |
| CHMO-235 | Organic Chemistry Lab I (General Education) 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). |
1 |
| MEDS-250 | Human Anatomy and Physiology I (General Education) 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 or NUTRSC-BS students.) Lab 3, Lecture 3 (Fall). |
4 |
| MEDS-251 | Human Anatomy and Physiology II (General Education) 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 or NUTRSC-BS students.) Lab 3, Lecture 3 (Spring). |
4 |
| NUTR-499 | Cooperative Education Experience (Summer) 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). |
0 |
| SOCI-102 | Foundations of Sociology (General Education) 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). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective B) 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. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
General Education – Immersion 1 |
3 | |
Major Electives |
6 | |
Open Elective |
3 | |
| Third Year | ||
| NUTR-333 | Nutrition Education for Health Professionals Nutrition Education for Health Professionals is a 3-credit course focused on the theory and practice of providing nutrition information with specific focus on writing for nutrition communications. This course prepares students to provide effective nutrition education and counseling, and give effective presentations. The course highlights the role of technology in health and nutrition programs and the application of technology in health and nutrition program evaluation. Topics include communications methods, writing skills for the nutrition discipline, learner/ audience analysis, basic learning and behavior theory, developing counseling and training materials, as well as designing, making, and evaluating individual and group presentations using various approaches, including technology applications. (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). |
3 |
| NUTR-555 | Nutrition Throughout the Lifecycle This course emphasizes the interrelationships of social, psychological, physiological, and biochemical factors and their impact on nutrient requirements and recommendations for food intake during specific stages of the life cycle. Emphasis is given to nutrition during pregnancy, infancy, early childhood, adolescence, young and middle adulthood, and the elderly. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTRSC-BS or NUTRSC-MN.) Lecture 3 (Spring). |
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 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). |
1 |
| NUTR-525 | Medical Nutrition Therapy I 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). |
3 |
| NUTR-550 | Community Nutrition 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. (Prerequisite: NUTR-333 or equivalent course.) Lecture 3 (Spring, Summer). |
3 |
| WSHN-560 | Health Sciences Research Foundations (WI-PR) This course offers students the opportunity to learn basic research principles and integrate them with skills and knowledge from other courses to design and develop a research proposal on an area of professional interest. The research proposal includes a background section with a literature review, a plan for gathering data, sense-making and concluding why the proposed research project benefits science and society. Students will complete activities to gain skills in project management and Human Subject Research (HSRO) submission. (Prerequisites: STAT-145 or equivalent course.) Lecture 3 (Fall). |
3 |
General Education - Ethical Perspective |
3 | |
Open Electives |
6 | |
General Education – Elective |
3 | |
General Education – Immersion 3 |
3 | |
Major Electives |
6 | |
| Total Semester Credit Hours | 124 |
|
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 | ||
| CHMG-141 | General & Analytical Chemistry I (General Education – Natural Science Inquiry Perspective) 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). |
3 |
| CHMG-142 | General & Analytical Chemistry II (General Education – Scientific Principles Perspectives) 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). |
3 |
| CHMG-145 | General & Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective) 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). |
1 |
| CHMG-146 | General & Analytical Chemistry II Lab (General Education – Scientific Principles Perspective) 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). |
1 |
| HSPT-215 | Principles of Food Production and Service 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). |
3 |
| MATH-101 | College Algebra (General Education – Mathematical Perspective A) 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). |
3 |
| NUTR-100 | Nutr & Dietetics as a Health Profession This course is an introduction to the professional roles and responsibilities as a dietitian/nutritionist with emphasis on careers, professional development and conduct. Dietetics practice, including the scope of the practice, the role functions of registered dietitians, and the education requirements for entry into practice will be explored and contrasted with complementary aspects for nutritionists and nutrition educators not credentialed as registered dietitians. The history of the profession of nutrition and dietetics will serve as a background for dietetics practice in today’s changing healthcare arena. Learning activities will consist of lecture, class discussion, assigned readings, and guest presentations by practicing Registered Dietitians and nutritionists. (This course is restricted to NUTRSC-BS or NUTRSC-MN students.) Lecture 1 (Spring). |
1 |
| NUTR-215 | Concepts of Human Nutrition 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. Current health and nutrition problems, nutrition misinformation, chronic diseases, performance nutrition, food safety and technology, hunger and global nutrition will be discussed. Lecture 3 (Fall, Spring, Summer). |
3 |
| NUTR-499 | Cooperative Education Experience (Summer) 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). |
0 |
| PSYC-101 | Introduction to Psychology (General Education) 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). |
3 |
| YOPS-10 | RIT 365: RIT Connections 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. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education - Electives |
6 | |
General Education – First-Year Writing (WI) |
3 | |
Major Elective |
3 | |
| Second Year | ||
| CHMB-402 | Biochemistry I (General Education) 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). |
3 |
| CHMO-231 | Organic Chemistry I 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). |
3 |
| CHMO-235 | Organic Chemistry Lab I 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). |
1 |
| MEDS-250 | Human Anatomy and Physiology I (General Education) 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 or NUTRSC-BS students.) Lab 3, Lecture 3 (Fall). |
4 |
| MEDS-251 | Human Anatomy and Physiology II (General Education) 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 or NUTRSC-BS students.) Lab 3, Lecture 3 (Spring). |
4 |
| NUTR-499 | Cooperative Education Experience (Summer) 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). |
0 |
| SOCI-102 | Foundations of Sociology 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). |
3 |
Major Elective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – Immersion 1 |
3 | |
Open Elective |
6 | |
| Third Year | ||
| NUTR-333 | Nutrition Education for Health Professionals (WI-PR) Nutrition Education for Health Professionals is a 3-credit course focused on the theory and practice of providing nutrition information with specific focus on writing for nutrition communications. This course prepares students to provide effective nutrition education and counseling, and give effective presentations. The course highlights the role of technology in health and nutrition programs and the application of technology in health and nutrition program evaluation. Topics include communications methods, writing skills for the nutrition discipline, learner/ audience analysis, basic learning and behavior theory, developing counseling and training materials, as well as designing, making, and evaluating individual and group presentations using various approaches, including technology applications. (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). |
3 |
| NUTR-510 | Integrative Approaches to Health 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). |
1 |
| STAT-145 | Introduction to Statistics I (General Education - Mathematical Perspective B) 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. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
General Education – Immersion 2,3 |
6 | |
General Education – Global Perspective |
3 | |
Major Electives |
9 | |
Open Electives |
6 | |
| Fourth Year | ||
| NUTR-550 | Community Nutrition 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. (Prerequisite: NUTR-333 or equivalent course.) Lecture 3 (Spring, Summer). |
3 |
| NUTR-625 | Medical Nutrition Therapy I 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). |
3 |
| NUTR-626 | Medical Nutrition Therapy II 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). |
3 |
| NUTR-655 | Nutrition Throughout the Lifecycle This course emphasizes the interrelationships of social, psychological, physiological, and biochemical factors and their impact on nutrient requirements and recommendations for food intake during specific stages of the life cycle. Emphasis is given to nutrition during pregnancy, infancy, early childhood, adolescence, young and middle adulthood, and the elderly. Lecture 3 (Spring). |
3 |
| WSHN-624 | Advanced Nutrition Science This course offers an in-depth exposure to macro and micronutrient metabolism and biochemistry in humans. Nutrient structure, function, and physiological regulations of digestion, absorption, and interactions are examined with translational concepts for conditions of health and disease. This integrated perspective of nutrient metabolism prepares students for advanced study of medical nutrition therapy. Lecture 3 (Summer). |
3 |
| WSHN-700 | Research Methods in Health and Well-being 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). |
3 |
| WSHN-710 | Health Risk Identification and Management Introduces population health with focus on the social determinants of health. Engages students in the concept of risk as an epidemiologic concept and the application of epidemiology to population health surveillance, population health risk assessment. Students will have the opportunity to explore the intersection of population health with public policy, and evaluate how determinants of health, epidemiological findings, health disparities, political interest, availability of resources, and accessibility influence the health and well-being of a community and population. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). |
3 |
| WSHN-715 | Food Systems Management (Summer) Food supply concepts are integrated with principles and practices to manage food service and culinary operations of all sizes. Topics include food safety and allergen training, food production, inventory control, menu planning, food systems sustainability, fiscal management, technology application, human resource development, marketing. Addresses food systems requirements for dietetics and nutrition pathway of the nutritional sciences degree. Prepares student for supervised experiential learning in culinary and food systems management. (Co-requisites: WSHN-775 or equivalent course.) Lecture 3 (Summer). |
3 |
| WSHN-770 | Community and Public Health Supervised Experiential Learning Implementation of community nutrition and public health concepts in experiential learning sites. Skill development opportunities for practice as a dietitian/nutritionist related to community and public health nutrition including nutrition policy, needs assessment, legislation and advocacy, education and interpersonal communication, and ethical approaches to food and nutrition problems. (Prerequisites: NUTR-550 and NUTR-625 and WSHN-700 or equivalent courses or student standing in DIET-MS program.
Co-requisites: WSHN-710 or equivalent course.) Internship 9 (Spring). |
3 |
| WSHN-775 | Culinary and Food Systems Management Supervised Experiential Learning (Summer) Implementation of culinary and food systems management skills and concepts in one or more supervised experiential learning sites. Addresses food systems management requirements for dietetics and nutrition. (Co-requisites: WSHN-715 or equivalent course.) Internship 9 (Summer). |
3 |
General Education - Social Perspective |
3 | |
General Education - Artistic Perspective |
3 | |
Graduate Program Elective |
3 | |
Major Electives |
6 | |
| Fifth Year | ||
| HLTH-746 | Leading Health Systems II 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). |
3 |
| WSHN-702 | Dissemination and Implementation Science for Health and Well-being 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). |
3 |
| WSHN-730 | Nutritional Assessment and Counseling Fundamental principles and techniques of the art and science of nutritional assessment and counseling are developed in this active learning course. Newly acquired skills are utilized in experiences with case studies, simulation mannequins, and volunteers. Digital and technology-driven tools and experiences are incorporated into nutrition assessment and counseling instruction and experiences. In tandem with Medical Nutrition Therapy, this course prepares the student for clinical supervised experiential learning in healthcare settings. (Prerequisite: NUTR-626 or equivalent course.) Lec/Lab 3 (Spring). |
3 |
| WSHN-780 | Clinical Nutrition Supervised Experiential Learning Supervised experiential learning at healthcare facilities to attain competency and meet performance requirements in medical clinical dietetics and nutrition therapy. (Prerequisites: WSHN-624 and NUTR-625 and NUTR-626 and NUTR-655 or equivalent courses.
Co-requisites: WSHN-720 or equivalent course.) Internship 18 (Spring). |
6 |
| WSHN-790 | Health & Well-being Management Thesis 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-700 or thesis advisor approval or equivalent course.) Thesis 6 (Fall, Spring, Summer). |
6 |
Statistics Elective† |
3 | |
| Total Semester Credit Hours | 166 |
|
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 may be satisfied by taking STAT-614, MATH-655, or PSYC-640.
Nutritional Sciences, BS degree/Health and Well-being Management, MS degree, typical course sequence
| Course | Sem. Cr. Hrs. | |
|---|---|---|
| First Year | ||
| CHMG-141 | General and Analytical Chemistry (General Education – Natural Science Inquiry Perspective) 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). |
3 |
| CHMG-145 | General and Analytical Chemistry I Lab (General Education – Natural Science Inquiry Perspective) 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). |
1 |
| CHMG-142 | General and Analytical Chemistry II (General Education – Scientific Principles Perspective) 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). |
3 |
| CHMG-146 | General and Analytical Chemistry II Lab (General Education – Scientific Principles Perspective) 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). |
1 |
| HSPT-215 | Principles of Food Production and Service 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). |
3 |
| MATH-101 | College Algebra (General Education – Mathematical Perspective A) 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). |
3 |
| NUTR-100 | Nutrition and Dietetics as a Health Profession This course is an introduction to the professional roles and responsibilities as a dietitian/nutritionist with emphasis on careers, professional development and conduct. Dietetics practice, including the scope of the practice, the role functions of registered dietitians, and the education requirements for entry into practice will be explored and contrasted with complementary aspects for nutritionists and nutrition educators not credentialed as registered dietitians. The history of the profession of nutrition and dietetics will serve as a background for dietetics practice in today’s changing healthcare arena. Learning activities will consist of lecture, class discussion, assigned readings, and guest presentations by practicing Registered Dietitians and nutritionists. (This course is restricted to NUTRSC-BS or NUTRSC-MN students.) Lecture 1 (Spring). |
1 |
| NUTR-215 | Foundations of Nutritional Science 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. Current health and nutrition problems, nutrition misinformation, chronic diseases, performance nutrition, food safety and technology, hunger and global nutrition will be discussed. Lecture 3 (Fall, Spring, Summer). |
3 |
| NUTR-499 | Cooperative Education Experience (summer) 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). |
0 |
| PSYC-101 | Introduction to Psychology (General Education) 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). |
3 |
| YOPS-10 | RIT 365: RIT Connections 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. (This class is restricted to incoming 1st year or global campus students.) Lecture 1 (Fall, Spring). |
0 |
General Education – First-Year Writing (WI) |
3 | |
General Education – Elective |
3 | |
General Education – Social Perspective |
3 | |
| Second Year | ||
| CHMB-402 | Biochemistry I (General Education) 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). |
3 |
| CHMO-231 | Organic Chemistry I (General Education) 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). |
3 |
| CHMO-235 | Organic Chemistry Lab I (General Education) 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). |
1 |
| MEDS-250 | Human Anatomy and Physiology I (General Education) 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 or NUTRSC-BS students.) Lab 3, Lecture 3 (Fall). |
4 |
| MEDS-251 | Human Anatomy and Physiology II (General Education) 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 or NUTRSC-BS students.) Lab 3, Lecture 3 (Spring). |
4 |
| NUTR-499 | Cooperative Education Experience (summer) 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). |
0 |
| SOCI-102 | Foundations of Sociology (General Education) 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). |
3 |
| STAT-145 | Introduction to Statistics I (General Education – Mathematical Perspective B) 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. (Prerequisites: Any 100 level MATH course, or NMTH-260 or NMTH-272 or NMTH-275 or (NMTH-250 with a C- or better) or a Math Placement Exam score of at least 35.) Lecture 3 (Fall, Spring, Summer). |
3 |
General Education – Immersion |
3 | |
Open Elective |
3 | |
Undergraduate Major Electives |
6 | |
| Third Year | ||
| NUTR-333 | Nutrition Education for Health Professionals (WI-PR) Nutrition Education for Health Professionals is a 3-credit course focused on the theory and practice of providing nutrition information with specific focus on writing for nutrition communications. This course prepares students to provide effective nutrition education and counseling, and give effective presentations. The course highlights the role of technology in health and nutrition programs and the application of technology in health and nutrition program evaluation. Topics include communications methods, writing skills for the nutrition discipline, learner/ audience analysis, basic learning and behavior theory, developing counseling and training materials, as well as designing, making, and evaluating individual and group presentations using various approaches, including technology applications. (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). |
3 |
| NUTR-555 | Nutrition Throughout the Lifecycle This course emphasizes the interrelationships of social, psychological, physiological, and biochemical factors and their impact on nutrient requirements and recommendations for food intake during specific stages of the life cycle. Emphasis is given to nutrition during pregnancy, infancy, early childhood, adolescence, young and middle adulthood, and the elderly. (Prerequisites: NUTR-215 and CHMB-402 and MEDS-250 and MEDS-251 or equivalent courses and student standing in NUTRSC-BS or NUTRSC-MN.) Lecture 3 (Spring). |
3 |
General Education – Immersion |
3 | |
Undergraduate Major Electives |
12 | |
General Education – Global Perspective |
3 | |
General Education – Artistic Perspective |
3 | |
Open Elective |
3 | |
| Fourth Year | ||
| NUTR-510 | Integrative Approaches to Health 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). |
1 |
| NUTR-525 | Medical Nutrition Therapy I 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). |
3 |
| NUTR-650 | Community Nutrition 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, Lecture 2 (Spring). |
3 |
| WSHN-700 | Research Methods in Health and Well-being 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). |
3 |
General Education – Elective |
3 | |
General Education – Ethical Perspective |
3 | |
General Education – Immersion |
3 | |
Open Electives |
6 | |
Undergraduate Major Elective |
3 | |
Graduate Major Elective |
3 | |
| Fifth Year | ||
| WSHN-701 | Health and Nutrition Education and Evaluation 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). |
3 |
| WSHN-702 | Dissemination and Implementation Science for Health and Well-being 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). |
3 |
| Choose one of the following: | 3 |
|
| WSHN-797 | Health & Well-being Management Project 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-700 or project advisor approval or equivalent course.) Project 3 (Fall, Spring, Summer). |
|
| WSHN-790 | Health & Well-being Management Thesis 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-700 or thesis advisor approval or equivalent course.) Thesis 6 (Fall, Spring, Summer). |
|
| Choose one of the following: | 3 |
|
| HLTH-710 | Health Care Economics and Policy 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 Introduces population health with focus on the social determinants of health. Engages students in the concept of risk as an epidemiologic concept and the application of epidemiology to population health surveillance, population health risk assessment. Students will have the opportunity to explore the intersection of population health with public policy, and evaluate how determinants of health, epidemiological findings, health disparities, political interest, availability of resources, and accessibility influence the health and well-being of a community and population. (Prerequisites: WSHN-700 or equivalent course.) Lecture 3 (Spring). |
|
| Choose one of the following: | 3 |
|
| WSHN-790 | Health & Well-being Management Thesis 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-700 or thesis advisor approval or equivalent course.) Thesis 6 (Fall, Spring, Summer). |
|
Graduate Professional Elective |
||
Statistics Elective |
3 | |
Graduate Professional Elective |
6 | |
| Total Semester Credit Hours | 148 |
|
Please see General Education Curriculum (GE) for more information.
(WI) 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.
Admissions and Financial Aid
This program is STEM designated when studying on campus and full time.
First-Year Admission
First-year applicants are expected to demonstrate a strong academic background that 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 applicants should meet these minimum degree-specific requirements:
- A minimum of college algebra is required. Pre-calculus or calculus is preferred.
- Biology and chemistry are required.
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 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
Research
The Wegmans School of Health and Nutrition is dedicated to researching and identifying solutions to some of today’s most critical health issues–from obesity and sedentary lifestyles to smoking and other risk behaviors. The school is always seeking new ways to influence and advance the fields of health and nutrition through practical solutions that positively impact individuals and community health. Learn more about nutritional sciences research and the ways you can become a part of investigating and solving critical health and nutrition issues through undergraduate research opportunities in the Wegmans School of Health and Nutrition.
Facilities
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![3 students using a stethoscope on a dummy patient and a monitor with data readouts]()
Simulation LabThe Simulation Laboratory consists of three parts a patient room that contains a simulation mannequin, a control room where operation of the mannequin occurs, and a debriefing room where faculty interact with students after simulated medical scenarios end.
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![Student engaged in virtual reality boxing.]()
Human Movement LabThe Human Movement Lab houses state-of-the-art equipment utilized by exercise science students to gain hands-on experience conducting fitness assessments and testing.
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![Three students and a faculty member working on laptops around a table.]()
NEEDs LabThe mission of the Nutrition Education, Engineering, and Designs (NEEDs) lab is to engineer and design research and evaluation services that foster promotion and delivery of evidence-based health and nutrition education.
Related News
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September 11, 2023
![college professor drawing an upward curved line on a graph.]()
Growing accelerated degrees program gives students a leg up
A growing cohort of RIT students is enrolling in the university’s Combined Accelerated Bachelor’s/Master’s Degrees program, which provides pathways for highly focused, goal-oriented students to earn both a bachelor’s and a master’s degree in a shortened, consolidated experience.
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May 10, 2023
![researcher Brenda Abu.]()
RIT and URMC researchers study maternal nutrition and oral health for clues to childhood tooth decay
Researchers from RIT and the University of Rochester Medical Center are taking a closer look at nutritional factors during pregnancy and in infancy associated with severe tooth decay in young children.
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April 14, 2023
![Group selfie in a classroom with student athletes.]()
Monroe High School student athletes learn about sports and nutrition from RIT Athletics and the Wegmans School of Health and Nutrition
RIT Athletics and the Wegmans School of Health and Nutrition partnered with Monroe High School in the Rochester City School District to bring student athletes to campus earlier this semester for hands-on learning about sports and nutrition.
Contact
Program Contact
- Elizabeth Ruder
- School Head, Wegmans School for Health and Nutrition
- Wegmans School of Health and Nutrition
- College of Health Sciences and Technology
- 585‑475‑2402
- ehrihst@rit.edu
Offered within
the
Wegmans School of Health and Nutrition
Wegmans School of Health and Nutrition