A. Centrality to institutional mission statement and planning priorities

Substantial Modification to Existing Programs in Nutrition & Integrative Health to add three Areas of Concentration in Human Clinical Nutrition, Community Nutrition Education and Herbal Medicine The purpose of this proposal is to submit a substantial modification request to the MS program in Nutrition and Integrative Health by adding three new Areas of Concentration in Human Clinical Nutrition, Community Nutrition Education and in Herbal Medicine to the existing core program. Our first two classes of graduates have now completed their coursework. Enrollment has consistently exceeded our expectations. Based upon a market review and student requests, we therefore propose to expand this program by adding three concentrations; Human Clinical Nutrition, Community Nutrition Education, and Herbal Medicine. A. Centrality to institutional mission statement and planning priorities The mission ofmaryland University ofintegrative Health is: A distinctive community ofscholars, researchers, practitioners, and advocates, Maryland University ofintegrative Health promotes whole person, relationship-centered hea!thcare. Through discovery and exploration, we deliver progressive educational programs, advance innovative clinical models, build mutually beneficial partnerships, andprovide opportunities for fulfilling careers. Our vision: Serving as a leader in the global transformation ofhealth and wei/ness, we integrate healing traditions and contemporary science, acknowledge the wisdom ofthe body and nature as a teacher, and focus on the interconnection ofmind, body, and spirit. Our work enables people to thrive through the cycles oflife. Maryland University of Integrative Health (MUIH) is the pre-eminent institution in the U.S. for the study of health and wellness. Programs integrate healing traditions and contemporary science and acknowledge the wisdom of the body and nature as a teacher to educate diverse and erudite health-care professionals for today and tomorrow. In keeping with its mission and vision, MUIH currently offers graduate programs in areas related to natural medicine such as acupuncture, herbal medicine, health and wellness coaching, nutrition, and yoga therapy. MUIH has been a pioneer and driving force in the national movement toward well ness, disease prevention, and relationship-centered health care. As an anchoring academic institution for the emerging well ness system in America, MUIH has trained over 1,500 wellness professionals and has a current, annual enrollment of over 750 graduate students. Graduates not only help frame the healthcare options in the U.S. and abroad, but also are instrumental in encouraging people to switch to more natural lifestyle choices that improve their overall health and wellness. 1

The Master of Science in Nutrition and Integrative Health offers an innovative approach to the study of nutrition. The program emphasizes the vital and interrelated physiological, medicinal, psychosocial, cultural, and spiritual roles of food in our lives. The program is available and approved for online learning. As graduates of this program, students will be uniquely positioned to fill the growing demand for clinical nutritionists in individual and community settings. The M.S. in Nutrition and Integrative Health consists of 29 core nutrition credits covering organic chemistry, biochemistry, foundations of health and wellness, physiology, statistics, nutrition, and whole foods cooking. To better prepare our graduates, we propose to add the following three Areas of Concentrations: Human Clinical Nutrition, Community Nutrition Education and in Herbal Medicine. Area of Concentration in Human Clinical Nutrition The Area of Concentration in Human Clinical Nutrition replaces the current Master of Science in Nutrition and Integrative Health, which offers a biochemical and physiological understanding of the complex role of food and nutrition in human health, combined with a rich personal learning process that enables a student to cultivate sustainable change in himself/herself and others. The program also meets requirements for the Certification Board for Nutrition Specialists (CBNS). Students gain practical skills by cooking in whole foods cooking labs, participating in faculty-directed coaching sessions, and by completing an individualized clinical, research, or community-based practicum. In addition to the 29 core nutrition credits, students in the Human Clinical Nutrition AOC will complete coursework in the areas of advanced biochemistry, pathophysiology, applied clinical nutrition, clinical skills, and mindful eating and nourishment. Students in this AOC will also complete a clinical experiential learning course to hone their nutrition assessment, treatment planning, and counseling skills to allow them to work effectively with clients one-on-one in clinical practice after graduating. Graduates will serve as leaders in clinical nutrition working with clients to improve health using a holistic, food as medicine approach. Area of Concentration in Community Nutrition Education We are adding a new Community Nutrition Education Area of Concentration to the MS in Nutrition and Integrative Health program. During the 2.5 years of this program, it has been noted that over 50% of our students have requested non-clinical program options specifically in Community Nutrition Education programs or Nutrition Policy. Existing courses in the MS in Health Promotion program can be used for this AOC. The proposed MS in Nutrition and Integrative Health with an AOC in Community Nutrition Education provides graduate level education for nutrition professionals to develop and implement health and wellness education programs that optimize behavior change. The program will position graduates to pursue opportunities as nutrition educators in alignment with the Society for Nutrition Education and Behavior (SNEB) and the option of also meeting requirements for the Certification Board for Nutrition Specialists (CBNS). In addition to the core 29 core nutrition credits, students in the Community Nutrition Education AOC complete coursework in health behavior, health education, food systems and policy, research methods, public health nutrition, nutrition education, and mindful eating and nourishment. Students in 2

this AOC also complete a community based practicum or a thesis to gain experience with developing, implementing, and evaluating effective nutrition programs. Graduates serve as leaders in nutrition education through multiple venues including activities at the individual, community, and policy level. Area of Concentration in Herbal Medicine Students are currently adding courses from our Master of Science in Therapeutic Herbalism to their nutrition program on their own. Adding an Area of Concentration in Herbal Medicine to the MS in Nutrition and Integrative Health program allows students an opportunity to take a cohesive set of courses in this area rather than the aggregate of electives as they are currently taking. The job market analysis for nutritionists is broader than for herbalists. A nutrition degree opens the possibility of state licensure, which is not available to graduates who have only an herbal degree. Students therefore want to combine the learning outcomes in both areas to augment their nutritional knowledge. The Master of Science in Therapeutic Herbalism at Maryland University of Integrative Health completed a program review that included a comprehensive graduate survey in 2009, involving an extensive questionnaire and personal conversations with alumni. Fifty of the then 64 graduates responded providing significant material for program assessment and potential redesign. Results of the survey demonstrated that although alumni were engaged in the emerging herbal medicine profession, income for graduates was disproportionately low in relation to the financial cost of the program. The survey also demonstrated that many graduates were working in non-clinical settings, including the natural products industry and educational arenas. In response to these findings, Maryland University of Integrative Health commissioned an external, comprehensive analysis of the job market for Herbal Medicine graduates and has used the results of this second report, in conjunction with the results of the graduate survey, to modify the existing curriculum. The market analysis showed that clinical opportunities for herbal graduates were strongest for those with parallel education in the field of nutrition. In addition to the 29 core nutrition credits, students in the Herbal Medicine AOC will complete coursework in the areas of herbal medicine, advanced biochemistry, applied clinical nutrition, and clinical skills. Students in this AOC will also complete a clinical experiential learning course to hone their nutrition assessment, treatment planning, and counseling skills to allow them to work effectively with clients one-on-one in clinical practice after graduating. Graduates will serve as leaders in clinical nutrition working with clients to improve health using a holistic, foodand-herbs as medicine approach. This Area of Concentration in Herbal Medicine will be delivered in both online and campusbased formats. The current MS in Therapeutic Herbalism (from which the Herbal Medicine Area of Concentration will be drawn) and the current MS in Nutrition and Integrative Health have both been previously recommended by MHEC for online learning. 3

B. Adequacy of curriculum design and delivery to related learning outcomes consistent with Regulation.10 of this chapter Course of Study Leading to the Master of Science in Nutrition & Integrative Health with an Area of Concentration in Human Clinical Nutrition Educational Objectives: Prepare graduates to take leadership roles in the field of clinical nutrition Prepare graduates to sit successfully for national nutrition board certification exams, including the Certified Nutrition Specialist (CNS), and Certified Clinical Nutritionist (CCN) exams. This Masters ofscience in Nutrition program does NOTprepare students to sit for the ADA dietetics exam. Teach students the principles, knowledge and application of integrative nutrition in the areas of physiology; nutritional biochemistry; biochemical individuality; macronutrients; micronutrients; role of whole foods; nutrition through the life cycle; food, drug, supplement and herbal interactions; use of clinical laboratory evaluations; clinical nutrition; community nutrition; food as medicine; and how personal values and culture affect food choices and eating behavior Provide experiential training in a clinical setting, community setting, or by creating and implementing a research project. Teach students to cook with whole foods to maintain health and management of disease. Prepare students to educate others about holistic nutrition, lifestyle, wellness, and healthy living in clinical, community, and educational settings. _ Enable students to effectively position their services and offerings to clients, clinics and other practitioners in order to earn a livelihood as a nutrition professional. To embrace the principles of interconnection, holism, transformation, diversity, and resilience in life and in the field of nutrition. Student Learning Outcomes Students who complete this program will: Teach the philosophy of well ness as the foundation upon which optimum health is achieved Prepare students in the area of developing a "healing presence" as a basic interactive approach with clients Complete an in-depth study of integrative nutrition in the areas of human physiology; digestion; biochemical individuality; food, vitamin, drug, and herbal interactions; clinical nutrition; community nutrition; integrated weight management approaches; the role of social systems; food as a medicinal agent; behavioral approaches to food; and social promotion (marketing) of food Educate others about holistic nutrition, lifestyle, wellness, and healthy living Have the ability to instruct and cook with whole foods to address health conditions Apply lifestyle and nutritional assessment techniques to assist clients in understanding how they perceive and relate to food as part of their lives 4

Advocate for well ness and healthy lifestyle adoption in the community and throughout the country Course of Study Leading to the Master of Science in Nutrition & Integrative Health with an Area of Concentration in Community Nutrition Education Educational Objectives: Prepare graduates to take leadership roles in the field of nutrition education and behavior change in a variety of settings including individual, community, and policy Prepare graduates to sit successfully for national nutrition board certification exams, including the Certified Nutrition Specialist (CNS), and Certified Clinical Nutritionist (CCN) exams. This Masters ofscience in Nutrition program does NOTprepare students to sit for the Commission on Dietetic Registration dietetics exam. Teach students the principles, knowledge and application of integrative human nutrition with a broad range of coursework including: core sciences, principles of biochemical individuality; macronutrients; micronutrients; therapeutic diets; nutrition through the life cycle; food, drug, supplement and herbal interactions; use of clinical relevant laboratory evaluations; community nutrition; food as medicine; and how personal values and culture affect food choices and eating behavior Assess population needs, assets, and capacity for nutrition education Provide experiential training in a community setting Cook with whole foods to maintain health and management of disease Prepare students to educate others about holistic nutrition, lifestyle, wellness, behavior change, and healthy living in clinical, community, and educational settings Enable students to effectively position their services in order to earn a livelihood as nutrition professional. Apply the principles of interconnection, holism, transformation, diversity, and resilience in life and in the field of nutrition Student Learning Outcomes Students who complete this program will: Teach the philosophy of wellness as the foundation upon which optimum health is achieved Prepare students in the area of developing a "healing presence" as a basic interactive approach with clients Locate, comprehend, and utilize primary and secondary literature relevant to the field of human nutrition and nutrition education Demonstrate proficiency in areas of human nutrition in the areas of physiology and pathophysiology; nutritional biochemistry, biochemical individuality; food, vitamin, drug, and herbal interactions; human nutrition, community nutrition; integrated weight management approaches; the role of in social systems; food as a medicinal agent; behavioral approaches to food; and social promotion (marketing) of food Design and implement educational programs that address identified nutrition, health and wellness needs of target populations Teach students to cook with whole foods to address health conditions 5

Apply lifestyle and nutritional assessment techniques to design and implement programs for nutrition and behavioral change Be prepared to take leadership roles in the areas of nutrition education, behavior change, and nutrition policy Course of Study Leading to the Master of Science in Nutrition & Integrative Health with an Area of Concentration in Herbal Medicine Educational Objectives: Prepare graduates to take leadership roles in the as nutrition professionals and herbalists Prepare graduates to sit successfully for national nutrition board certification exams, including the Certified Nutrition Specialist (CNS), and Certified Clinical Nutritionist (CCN) exams. This Masters ofscience in Nutrition program does NOTprepare students to sit for the Commission on Dietetic Registration dietetics exam. Teach students the principles, knowledge and application of integrative human nutrition with a broad range of coursework including: core sciences, principles of biochemical individuality; macronutrients; micronutrients; therapeutic diets; nutrition through the life cycle; food, drug, supplement and herbal interactions; use of clinical relevant laboratory evaluations; community nutrition; food as medicine; and how personal values and culture affect food choices and eating behavior Prepare students to work as nutritionists with a strong complementary background in herbal medicine through comprehensive study of: herbal pharmacology, herbal pharmacy (herbal preparation), principles of herbal therapeutics Provide supervised clinical experience in clinical nutrition and herbalism Teach students to cook with whole foods to maintain health and management of disease. Prepare students to educate others about holistic nutrition, lifestyle, wellness, behavior change, and healthy living in clinical, community, and educational settings Enable students to effectively position their services in order to earn a livelihood as nutrition professional. Apply the principles of interconnection, holism, transformation, diversity, and resilience in life and in the field of nutrition Student Learning Outcomes Students who complete this program will: Teach the philosophy of wellness as the foundation upon which optimum health is achieved Prepare students in the area of developing a "healing presence" as a basic interactive approach with clients Locate, comprehend, and utilize primary and secondary literature relevant to the fields of human nutrition and herbalism Demonstrate proficiency in areas of human nutrition and herbalism in the areas physiology and pathophysiology; nutritional biochemistry, digestion; biochemical individuality; food, vitamin, drug, and herbal interactions; human nutrition, community nutrition; integrated weight management approaches; the role of in social systems; food as a medicinal agent 6

Apply principles of Western herbalism in clinical practice Demonstrate and understanding of basic phytochemistry and its relevance to traditional and modern understandings of herbal therapeutics Apply knowledge of raw materials, formulation and herbal pharmacy for product development purposes Cook with whole foods to address health conditions Be prepared to take leadership roles in the areas of nutrition education, behavior change, and nutrition policy Core Master of Science in Nutrition and Integrative Health Curriculum (applies to each AOC) 29 Core Credits Course# Course Name Credits ISci 522 Foundations of Organic Chemistry 3.0 ISci 626 Nutritional Biochemistry 3.0 ISci 632a Foundations of Health & Wellness I 1.5 ISci 632b Foundations of Health & Wellness II 1.5 ISci 547A Physiology I: Healthy Function 3.0 ISci 647B Physiology II: Movement Away From Health 3.0 ISci 701 Introduction to Statistics, Research Design And Information 3.0 Literacy in Integrative Health NUTR 601 Redefining Nutrition 1.0 NUTR 612 Human Nutrition II: Micronutrients 3.0 NUTR 614 Human Nutrition I: Macronutrients 2.0 NUTR 641 Life Cycle Nutrition 3.0 NUTR 681 Cooking With Whole Foods Lab I 0.5 NUTR 682 Cooking With Whole Foods Lab II 0.5 Choose 2 ofthe following cooking Jabs NUTR 683 Cooking With Whole Foods Lab III 0.5 NUTR 684 Cooking With Whole Foods Lab IV 0.5 NUTR 685 Cooking With Whole Foods Lab V 0.5 NUTR 686 Cooking With Whole Foods Lab VI 0.5 RES 511 Fundamentals of Research 0 Master of Science in Nutrition and Integrative Health: Area of Concentration in Human Clinical Nutrition The Master of Science in Nutrition and Integrative Health offers an innovative approach to the study of nutrition. The program emphasizes the vital and interrelated physiological, medicinal, psychosocial, cultural, and spiritual roles of food in our lives. As a graduate of this program, students will be uniquely positioned to fill the growing demand for nutritionists and health educators. 7

The program offers a solid biochemical and physiological understanding of the complex role of food and nutrition in human health, combined with a rich personal learning process that enables a student to cultivate sustainable change in himself/herself and others. Students will also gain practical skills by cooking in whole foods cooking labs, participating in faculty-directed coaching sessions, and by completing an individualized clinical, research, or community-based practicum. The 50-credit program is offered in both face-to-face and online options. Graduates are qualified to become Certified Nutrition Specialists through the Certification Board for Nutrition Specialists (CNBS) and licensed to practice nutrition in many states. MS in Nutrition and Integrative Health Human Clinical Nutrition Area of Concentration 50 credits consist of: 29 Core Credits 21 Area of Concentration in Human Clinical Nutrition Credits: Course# Course Name Course Credits NUTR 622 Advanced Biochemistry, Pathophysiology, and Assessment 3.0 NUTR 635 Applied Clinical Nutrition I 2.0 NUTR 636 Applied Clinical Nutrition II 2.0 NUTR 651A Clinical Skills I 2.0 NUTR 651B Clinical Skills II 2.0 NUTR 672 Mindful Eating and Nourishment 2.0 NUTR 654C Clinic 1.5 NUTR 6540 Clinic 1.5 OR NUTR 656C Clinical Strategies in Nutrition Care 1.5 NUTR 6560 Clinical Strategies in Nutrition Care 1.5 Elective Credits 5.0 Total AOC Credits 21 Electives for the Human Clinical Nutrition Area of Concentration Course# Course Name Course Credits APP 600A School of Philosophy and Healing in Action (SOPHIA) Intensive 3.5 HRB 600 Fundamentals of Herbal Medicine 3.0 HRB 604 Frequently Used Herbs 3.0 HRB 618 Herbs for Home Use: Living in Harmony with the Seasons 3.0 HRB 622 Herbal Pharmacy: Evaluating and Manufacturing Quality Herbal Prod. 3.0 HRB 633 Medicinal Plants and Cultures 2.0 IHED 618 Health Education Leadership, Resource Development, and Management 2.0 IHED 620 Foundations of Health Behavior and Health Education 2.0 IHED 621 Transformative Communication Strategies in Health Education 2.0 IHED 622 Assessing Needs and Planning Health Educational Programs 2.0 IHED 625 Research Methods in Health Education: Quantitative and Qualitative 3.0 ISci 615 Mind Body Science 3.0 8

ISci 620 Life Sciences 3.0 ISci 630a Health Promotion: Integrative Health and Wellness Practices 3.0 NUTR 634 Diabetes Education: An Integrative Approach 1.0 NUTR 661 Practice Management 1.0 NUTR 662 Energetics of Food 1.0 NUTR 663 Sports Nutrition 1.0 NUTR 664 Food Systems and Policy 2.0 NUTR 665 The Dynamics of Food and Healing 1.0 NUTR 667 Marketing for Health Professionals 1.0 NUTR 668 Culinary Herbs in the Kitchen and Beyond 1.0 NUTR 671 Food and Culture 1.0 NUTR 675 Chinese Nutrition Therapy 2.0 NUTR 699 a, b, c, d Independent Study 0.5, 1.0, 2.0, 3.0 NUTR 722 Advanced Laboratory Assessment 2.0 Master of Science in Nutrition and Integrative Health: Area of Concentration in Community Nutrition Education The Master of Science in Nutrition and Integrative Health offers an innovative approach to the study of nutrition. The program emphasizes the vital and interrelated physiological, medicinal, psychosocial, cultural, and spiritual roles of food in our lives. As a graduate of this program, students will be uniquely positioned to fill the growing demand for nutritionists and nutrition educators. The program offers a solid biochemical and physiological understanding of the complex role of food and nutrition in human health, combined with a rich personal learning process that enables a student to cultivate sustainable change in himself/herself and others. Students also gain practical skills by cooking in whole foods cooking labs, participating in faculty-directed coaching sessions, and by completing an individualized clinical, research, or community-based practicum. The Community Nutrition Education Area of Concentration is designed to prepare nutrition education specialists in the area of health education with an emphasis in integrative health practices. Nutrition educators are professionally trained to promote wellness in individuals and communities. Specifically, they are trained to assess needs, plan, implement, and evaluate programs. Nutrition educators promote individual and community health in a variety of settings including workplaces, schools hospitals, clinics, and local, stat~, and federal government agencies. Students learn to assess population needs, assets, and capacity for nutrition education and complete a 3 credit practicum or thesis to demonstrate proficiency and gain experience in the field. The new courses included in the Area of Concentration are drawn from already existing courses in MUIH's Master of Science in Health Promotion. The 50-credit program is offered on campus and in online formats as recommended by MHEC. Graduates are qualified to become Certified Nutrition Specialists through the Certification Board for Nutrition Specialists (CNBS) and licensed to practice nutrition in many states. 9

Curriculum: MS in Nutrition and Integrative Health Community Nutrition Education Area of Concentration 50 Credits consist of: 29 Core Credits 21 Area of Concentration in Community Nutrition Education: Course# Course Name Course Credits IHEd 620 Foundations of Health Behavior and Health Education 2.0 IHEd 625 Research Methods in Health Education: Quantitative and Qualitative 3.0 NUTR 643 Public Health Nutrition 2.0 NUTR 664 Food Systems and Policy 2.0 IHED 622 Assessing Needs & Planning Health Educational Programs 3.0 IHED 623 Health Education Program Evaluation 2.0 NUTR 672 Mindful Eating and Nourishment 2.0 NUTR 691C Nutrition Practicum 1.5 NUTR 691D Nutrition Practicum 1.5 Or NUTR 692C Thesis 1.5 NUTR 692D Thesis 1.5 Elective Credits 2.0 Total AOC Credits: 21 Electives for Community Nutrition Education Area of Concentration IHEd 621 Transformative Communication Strategies in 2.0 Health Education IHEd 618 Health Education Leadership, Resource Development, and 2.0 Management NUTR 671 Food and Culture 1.0 NUTR 634 Diabetes Education: An Integrative Approach 1.0 NUTR 622* Advanced Biochemistry, Pathophysiology, and Assessment 3.0 *This course is a requirement for CBNS certification. MS in Nutrition and Integrative Health: Area of Concentration in Herbal Medicine The Master of Science in Nutrition and Integrative Health offers an innovative approach to the study of nutrition. The program emphasizes the vital and interrelated physiological, medicinal, psychosocial, cultural, and spiritual roles of food in our lives. As a graduate of this program, 10

students will be uniquely positioned to fill the growing demand for nutritionists with knowledge of the health promoting power of herbs. The program offers a solid biochemical and physiological understanding of the complex role of food and nutrition in human health, combined with a rich personal learning process that enables a student to cultivate sustainable change in himself/herself and others. Students will also gain practical skills by cooking in whole foods cooking labs, participating in faculty-directed coaching sessions, and by completing an individualized clinical or research-based capstone experience. The Herbal Medicine Area of Concentration prepares graduates to work as nutritionists with a strong complementary background in herbs through a comprehensive study of: Herbal pharmacology, herbal pharmacy (herbal preparation), and principles of herbal therapeutics. As a capstone project, students will apply their skills with clients in a 3 credit clinical or thesis course, where they will work with clients under the direction of qualified supervisors or professors. The 58-credit program is offered in on-campus and online formats and recommended by MHEC. Graduates are qualified to become Certified Nutrition Specialists through the Certification Board for Nutrition Specialists (CNBS) and licensed to practice nutrition in many states. Curriculum MS in Nutrition & Integrative Health Area of Concentration Herbal Medicine 58 credits consist of: 29 Core Credits 29 Area of Concentration in Herbal Medicine Credits: Course# Course Name Course Credits HRB 600 Fundamentals of Herbal Medicine (formerly HRB 530) 3.0 HRB 604 Frequently Used Herbs: Understanding for the Health Care Professional or 3.0 HRB 618 Herbs for Home Use: Living in Harmony with the Senses 3.0 HRB 620a Herbal Therapeutics I 3.0 HRB 620b Herbal Therapeutics II or 3.0 HRB 654b Herbal Pharmacology and Phytochemistry 3.0 HRB 622 Herbal Pharmacy: Evaluating & Manufacturing Quality Herbal Products 3.0 NUTR 622 Advanced Biochemistry, Pathophysiology, and Assessment 3.0 NUTR 635 Applied Clinical Nutrition I 2.0 NUTR 636 Applied Clinical Nutrition II 2.0 NUTR 651A Clinical Skills I 2.0 NUTR 651B Clinical Skills II 2.0 NUTR 655A Nutrition/Herbal Therapeutics Clinic 1.5 11

NUTR 6558 Nutrition/Herbal Therapeutics Clinic 1.5 or NUTR 656C Clinical Strategies in Nutrition Care 1.5 NUTR 6560 Clinical Strategies in Nutrition Care 1.5 Total AOC Credits: 29 COURSE DESCRIPTIONS NUTRITION & INTEGRATIVE HEALTH PROGRAMS (AIIAOCs) Core Curriculum (includes curriculum for all areas of concentration) HRB 600 Fundamentals of Herbal Medicine 3.0 credits This survey course begins by looking at the history and use of herbal medicine around the world, exploring how these traditional systems influence modern herbal practice in the United States. The second part of this course introduces the foundational sciences relevant to researching and understanding herbal remedies. Students learn taxonomy and hands-on botanical identification during visits to Jim Duke's Green Pharmacy Garden. Classroom work will provide an introduction to materia medica, phytochemistry, pharmacology, ethnobotany, clinical trials, posology (the study of dosage), herbal preparations, and safety issues. HRB 604 Frequently Used Herbs: Understanding for the Health Professional 3 credits This course investigates approximately 30 of the most commonly used herbal medicines and related supplements in the US. Each herb is discussed from the ethnobotanical perspective as well as the modern phytotherapeutic perspective, with a focus on pharmacological understanding and relevant clinical trials. Special emphasis is placed on topics relevant to the contemporary clinician, including quality control, interactions, and other safety parameters of each herb covered. This course provides the student with the necessary skills to effectively research herbs not covered in the class HRB 618 Herbs for Home Use: Living in Harmony with the Seasons 3 credits This course looks in depth at approximately thirty herbs that are most appropriate for self-care and use in the home. Taking a seasonal approach, the course will cover herbs such as ginger for winter use and hibiscus for the summer. Each herb is discussed in terms of quality assessment, traditional use and modern research perspectives. Time is spent tasting each herb and discussing incorporation into beverages and foods. Traditional herbal formulation is also covered, with a focus on creating seasonal blends. 12

HRB 620a Herbal Therapeutics I 3 credits In this continuation of Herbal Therapeutics I, traditional and modern approaches to compensating for pathophysiological processes are discussed. Further emphasis is placed on issues of formulation, dosage, appropriate preparation and safety. Critical thinking is emphasized as students learn to develop a deeper understanding of the dynamic and individualized nature of herbal therapeutics. HRB 620b Herbal Therapeutics II 3 credits In this continuation of Herbal Therapeutics I, traditional and modern approaches to compensating for pathophysiological processes are discussed. Further emphasis is placed on issues of formulation, dosage, appropriate preparation and safety. Critical thinking is emphasized as students learn to develop a deeper understanding of the dynamic and individualized nature of herbal therapeutics HRB 622 Herbal Pharmacy: Evaluating and Manufacturing Quality Herbal Products 3 credits This is primarily a hands-on course providing techniques for harvesting and drying herbs, and incorporating them into herbal products and medicinal foods. It provides the basic theory and skills required to manufacture high-quality medicinal herb products for oral and topical application. Students learn the foundational principles of extraction, the properties of common solvents (e.g., water, alcohol and oils) and the solubility of various herbal constituents. Students apply their learning by creating herbal foods and extracts for display at a community herbal products show. In addition to making their own kitchen pharmacy preparations, students learn how to evaluate the quality of the wide range of herbal products manufactured by the natural products industry. HRB 633 Medicinal Plants and Cultures This course will expose students to plant healing systems and cultures locally and globally. Through the exploration of a few select cultures and systems of herbal medicine students will develop of skills and techniques for understanding and applying the relevant aspects of health and disease philosophy from other cultures to our own system of herbal medicine. HRB 654b Herbal Pharmacology & Phytochemistry 3 credits In this course you will learn a unique version of pharmacology - one that emphasizes traditional classifications based on energetics, as well as modern pharmacological principles and the active chemical constituents in herbal medicines. Understanding plant chemistry has important implications for both the therapeutic use of herbs and in herbal pharmacy/preparation techniques. In addition, we will also cover less conventional aspects of pharmacology including the concepts of synergy and hormesis, and new frontier sciences such as pharmacogenomics. 13

IHEd 620 Foundations of Health Behavior & Health Education 2 credits This course introduces students to behavior-change theories & models, the building blocks of health education programs. Students learn how to develop relevant goals and objectives based on theory. This course provides an overview of program planning, implementation and assessment. Additionally, students will examine approaches to behavior change used in traditional systems of healthcare. The many roles played by health education specialists are discussed in detail, as well as the future of this field. IHEd 622 Assessing Needs & Planning Health Educational Programs 3 Credits Students plan a health education program from start to finish. Based on specific health topics and populations, students conduct epidemiological and health education needs assessments, utilize theory-based strategies on assessment, evaluate applicable policy, identify barriers and assets, and design a health education program. The latter part of the course provides students with an opportunity to apply qualitative and quantitative data to support the design of a health education program. This course also provides students with tools to work with specific populations, including a framework to apply when working with specific cultures or age groups. Prerequisite: IHEd 620 (Foundations of Health Behavior & Health Education). IHEd 623 Health Education Program Evaluation 2 Credits Students become familiar with evaluation strategies and theories for health education programs and policies. The course reviews logic models, and impact, outcome, and process evaluations. In addition, students gain skills needed to understand and critique published evaluation literature. Prerequisites: IHEd 622 (Assessing Needs & Planning Health Education Programs) and IHED IHED 625 Research Methods in Health Education: Quantitative and Qualitative 3 credits This course provides a brief introduction to various forms of research methods, both quantitative and qualitative. An overview is presented of quantitative and qualitative research methods and designs applicable to research of health educational programming and interventions. Scientific problem-solving will be emphasized to include observational techniques and measurement tools, coding, analytic strategies, and reporting of research. The course will encourage students to focus on research that has been used in the health promotion field. This course will help in preparing students for their health education program evaluation course and will facilitate understanding of research in later work as a practitioner in the field. Prerequisite: ISci 701 (Introduction to Statistics, Research Design, and Information Literacy in Integrative) 14

NUTR 601 Redefining Nutrition 1 Credit This course redefines the assumptions of "nutrition." It sets a foundation of thinking and language from which students can build a philosophical framework for this program. Students are invited to explore new ways of thinking about food and health. Reductionism and (w)holism are addressed. The concept of nourishment is explored. Students investigate the impact of food choices on the health of the planet, the community, and the individual's mindbody-spirit. NUTR 612 Human Nutrition II: Micronutrients 3 Credits This course covers structure, function, and food sources of the micronutrients (vitamins, minerals, trace minerals, and various phytochemicals). The complex function of each nutrient is reviewed, along with interactions, excesses, deficiencies, supplementation, and nutrient synergy. The effects of food processing, fortification and agricultural practices on micronutrient density of foods will be explored. Students use a variety of methods to compare the micronutrient content of diets and will review safety and toxicology of dietary supplements, drug-nutrient, and nutrient-nutrient interactions. Prerequisite: Isci 626 Nutritional Biochemistr-Y, Isci 547A Health and Wellness Physiology or equivalent NUTR 614 Human Nutrition I: Macronutrients 2 Credits This course covers the macronutrients - carbohydrates (including fiber), lipids (including essential fatty acids), proteins; along with water and hydration. Macronutrients are considered from digestion, absorption, and transport to metabolism and storage. Energy metabolism and dietary reference intakes are reviewed. Students will examine macronutrients within the context of a whole foods diet, analyze case study data, and conduct comparative analyses of macronutrients in a variety of diets. Students become proficient in a variety of diet analysis methods, including food frequency, diet history questionnaires, and diet analysis software. NUTR 622 Advanced Nutritional Biochemistry, Pathophysiology, and Assessment 3 Credits This course builds on the foundation of Nutritional Biochemistry (ISci 626), exploring more advanced and complex issues surrounding normal and abnormal metabolism of nutrients. Students will view a variety of pathological states at the molecular and biochemical level, including impaired detoxification, cancer, neurodegenerative diseases, and autism. The impact of dietary additives and environmental toxins on human health will be explored. Students will demonstrate competence in the selection and interpretation of laboratory assessments for nutrients, enzyme assays, abnormal metabolites, loading tests, and challenge tests. Prerequisite: ISci 626 (Nutritional Biochemistry), ISci 547A (Health and Wellness Physiology I 15

NUTR 635 Applied Clinical Nutrition I 2 Credits Within the biopsychosocial model of health and well ness, condition specific nutrition therapy for a wide range of medical conditions are covered, including heart disease, blood lipid dysregulation, diabetes, chronic inflammatory, auto-immune, and atopic conditions, fertility and reproductive disorders, and stress response. Therapeutic approaches will incorporate whole food and nutritional supplementation within the broader context of health inputs. The pathophysiology, epidemiology, and conventional approach to each condition are reviewed. Prerequisite: NUTR 612 (Human Nutrition II: Micronutrients),!Sci 646B (Health and Wellness Physiology I), NUTR 622 (Advanced Nutritional Biochemistry and Assessment) NUTR 636 Applied Clinical Nutrition II 2 Credits Within the biopsychosocial model of health and well ness, condition specific nutrition therapy for a wide range of medical conditions are covered, including gastrointestinal disorders, food allergies and sensitivities, autism spectrum disorders, neurodegenerative disorders, osteoporosis, cancer, obesity, eating disorders, and food addiction. Therapeutic approaches will incorporate whole food and nutritional supplementation within the broader context of health inputs. The pathophysiology, epidemiology, and conventional approach to each condition are reviewed. Prerequisite: NUTR 612 (Human Nutrition II: Micronutrients),!Sci 646B (Health and Wellness Physiology I), NUTR 622 (Advanced Nutritional Biochemistry and Assessment) NUTR 641 Life Cycle Nutrition 3 Credits This course explores the changes in human nutrition through the life cycle stages from preconception through the elder years. Students will examine biopsychosocial health inputs at each stage of development, along with the impact of diet. Federal, state, and local programs that provide support for food or nutrition education at various life cycle stages will be considered, as well as the effect of food availability on various populations in the US. Students will learn to design diets to meet needs during various life cycle stages and to address practical issues of food access. Case studies, menu planning, and diet assessment will be incorporated. Prerequisite: NUTR 612 (Human Nutrition II: Micronutrients) NUTR 651 A Clinical Skills I 2 Credits While continuing to cultivate their healing presence, students develop essential skills such as active listening and motivational interviewing in order to educate and empower clients toward health behavior changes. Clinical assessment techniques are explored within the framework of patient-centered health care, including interviewing skills, health questionnaires, anthropometries and physical examination. Through practical application, the developing practitioner incorporates observational skills to assess nutritional health and constitution of a client. 16

NUTR 6518 Clinical Skills II 2 Credits The practitioner continues to hone interpersonal and observational skills and apply knowledge to real-life clinical situations and practice sessions. Students will delve deeper into clinical strategies, skills, and assessment taught in Clinical Skills I. Ethics of practice, professionalism and the logistics of clinical nutrition practice and business management are reviewed. Prerequisite: NUTR 651 A Clinical Skills I) NUTR 654C Clinic 1.5 Credits Clinic is designed to give students hands-on practice in nutritional counseling and the opportunity to hone their clinical skills in order to practice nutrition effectively and competently. The Student Teaching clinic provides students with a supportive environment that builds their confidence and proficiency so they are well-prepared to begin independent practice upon graduation. Students apply all their learning-from biochemistry to assessment-to becoming a healing presence. Round table discussions provide students with feedback from supervisors as well as the opportunity to collaborate on client care and further develop their critical thinking skills. Students are evaluated individually and have a group experience of learning with their classmates. Prerequisites: NUTR 612 (Human Nutrition II: Micronutrients),!Sci 6478 (Health and Wellness Physiology I) NUTR 6540 Clinic 1.5 Credits Clinic is designed to give students hands-on practice in nutritional counseling and the opportunity to hone their clinical skills in order to practice nutrition effectively and competently. The faculty-supervised clinic provides students with a supportive environment that builds their confidence and proficiency so they are well-prepared to begin independent practice upon graduation. Students apply all their learning-from biochemistry to assessment-to becoming a healing presence. Round table discussions provide students with feedback from supervisors as well as the opportunity to collaborate on client care and further develop their critical thinking skills. Students are evaluated individually and have a group experience of learning with their classmates. Prerequisites: Clinic NUTR654A or C NUTR 655A Nutrition/Herbal Therapeutics Clinic 1.5 Credits Clinic is designed to give students hands-on practice in herbal and nutritional counseling and the opportunity to hone their clinical skills in order to practice effectively and competently. The faculty-supervised clinic provides students with a supportive environment that builds their confidence and proficiency so they are well-prepared to begin independent practice upon graduation. Students apply all their learning-from biochemistry to assessment. Round table discussions provide students with feedback from supervisors as well as the opportunity to collaborate on client care and further develop their critical thinking skills. Students are 17

evaluated individually and have a group experience of learning with their classmates. Prerequisites: NUTR 651A (Herbal Therapeutics), ISCi 647 8( Health and Wellness Physiology II: Movement away from Health), NUTR 651A (Clinical Skills I), NUTR 635 Applied Clinical Nutrition NUTR 6558 Nutrition/Herbal Therapeutics Clinic 1.5 Credits Clinic is designed to give students hands-on practice in herbal and nutritional counseling and the opportunity to hone their clinical skills in order to practice effectively and competently. The faculty-supervised clinic provides students with a supportive environment that builds their confidence and proficiency so they are well-prepared to begin independent practice upon graduation. Students apply all their learning-from biochemistry to assessment. Round table discussions provide students with feedback from supervisors as well as the opportunity to collaborate on client care and further develop their critical thinking skills. Students are evaluated individually and have a group experience of learning with their classmates. Prerequisites: NUTR 651A (Herbal Therapeutics), ISCi 647 8( Health and Wellness Physiology II: Movement away from Health), NUTR 651A (Clinical Skills I), NUTR 635 Applied Clinical Nutrition NUTR 656C Clinical Strategies in Nutrition Care 1.5 Credits This course is designed to give students practice in nutritional assessment and counseling. The course also allows students the opportunity to hone their clinical skills in order to practice nutrition effectively and competently. Clinical skills case studies and peer-mock counseling sessions provide students with a supportive environment that builds their confidence and proficiency so they are well-prepared to begin independent practice upon graduation. Students apply all their learning-from biochemistry to assessment-to becoming a healing presence. Clinical Strategies discussions will provide students with feedback from faculty as well as the opportunity to collaborate on care plans and further develop their critical thinking skills. Prerequisites: NUTR 612 (Human Nutrition II: Micronutrients), ISci 6478 (Health and Wellness Physiology I) NUTR 6560 Clinical Strategies in Nutrition Care 1.5 Credits This course is designed to give students practice in nutritional assessment and counseling. The course also allows students the opportunity to hone their clinical skills in order to practice nutrition effectively and competently. Clinical skills case studies and peer-mock counseling sessions provide students with a supportive environment that builds their confidence and proficiency so they are well-prepared to begin independent practice upon graduation. Students apply all their learning-from biochemistry to assessment-to becoming a healing presence. Clinical Strategies discussions will provide students with feedback from faculty as well as the opportunity to collaborate on care plans and further develop their critical thinking skills. Prerequisites: NUTR 612 (Human Nutrition II: Micronutrients), ISci 6478 (Health and Wellness Physiology I) 18

NUTR 664 Food Systems and Policy 2 Credits This student-directed course addresses current topics in food, nutrition, public health and environmental sustainability including: access to food, food systems, influence offood/nutrition policies on the individual and planet, cost of foods. Influences on food selection, food safety, nutrition-related health challenges. These issues will be explored from the local, national and global perspectives. NUTR 672 Mindful Eating and Nourishment 2 Credits This course is designed for the student to explore personal relationship to food from a psychospiritual perspective, cultural and familial messages that influence food choices, and to identify personal patterns around eating. Students will explore the concept of mindful eating and learn tools and techniques for guiding patients and groups in mindfulness practices. NUTR 681 Cooking with Whole Foods Lab I 0.5 Credits The Cooking with Whole Foods lab involves food preparation and discussion of shopping, preparing, and cooking whole foods. Each class makes recipes for tasting and includes discussion of food properties for health. Lab I covers essential food service skills, sanitation, equipment, measuring, stocking your pantry with healthy, quality and sustainable ingredients. This course also covers basic techniques of cooking grains, greens, and beans. NUTR 682 Cooking with Whole Foods Lab II 0.5 Credits Lab II will cover whole foods cooking with a focus on balancing flavor and incorporating the 6 tastes in meal planning (salty, sweet, sour, pungent, bitter, and astringent). Students will learn how to prepare nutritious food with minimal use of salt, sugar, and artificial sweeteners. The class will discuss how to adjust favorite recipes to minimize processed ingredients and optimize flavor/taste. Prerequisite: NUTR 681 (Cooking with Whole Foods Lab I) NUTR 683 Cooking with Whole Foods Lab III 0.5 Credits Lab III guides students in preparing traditional foods including healing broths, soups, organ meats, cultured beverages, and fermented vegetables and fruits. Sustainable sources for animal products are reviewed. Prerequisite: NUTR 682 (Cooking with Whole Foods Lab II) NUTR 684 Cooking with Whole Foods Lab IV 0.5 Credits Lab IV covers feeding the individual with food allergies and/or sensitivities. Best techniques for replacing allergens are explored and special focus is given to gluten-free and dairy-free shopping, cooking, and food preparation. Prerequisite: NUTR 682 (Cooking with Whole Foods Lab II) 19

NUTR 685 Cooking with Whole Foods Lab V 0.5 Credits Through exploring raw food preparation, medicinal and healing food preparations, Lab V expands the student's "food,pharmacy." Student's build their confidence improvising and adapting to a variety of client populations, through a mystery basket activity. The developing practitioner will expand their repertoire of meals and snacks, meal modifications that transition clients to healthier eating. Prerequisite: NUTR 682 (Cooking with Whole Foods Lab II) NUTR 686 Cooking with Whole Foods Lab VI 0.5 Credits Lab VI facilitates the final transition to "culinary educator". Students become competent in helping clients modify existing recipes and translate dietary recommendations into healthy recipes and meal ideas. Students build resources and strategies for teaching clients to navigate the grocery store and prepare simple, healthy foods. Each student demonstrates his/her cooking skills by designing and implementing a whole foods cooking demonstration for a group. Prerequisite: Must have completed 2 credits of Whole Foods Cooking Labs NUTR 691C Practicum 1.5 Credits Students may propose an alternative community/education practicum in place of practicing in the Student Teaching Clinic. The purpose of a practicum is to allow students to gain practical field experience in an organization, agency, or community off-campus. It is designed primarily to focus on the delivery of nutrition-related services to support health promotion, planning, education and other nutritional services in a community setting. If the proposal is approved the student may do a community or education-based practicum under faculty supervision. Prerequisites: NUTR 612 (Human Nutrition II: Micronutrients), ISci 6478 (Health and Wellness Physiology I), NUTR 622 (Advanced Nutritional Biochemistry and Assessment), NUTR 652 (Practitioner Skills II): Corequisites: NUTR 635 (Applied Clinical Nutrition 1) and NUTR 653 (Practitioner Skills III). NUTR 6910 Practicum 1.5 Credits Students may propose an alternative community/education practicum in place of practicing in the Student Teaching Clinic. The purpose of a practicum is to allow students to gain practical field experience in an organization, agency, or community off-campus. It is designed primarily to focus on the delivery of nutrition related services to support health promotion, planning, education and other nutritional services in a community setting. If the proposal is approved, the student may do a community or education-based practicum under faculty supervision. Prerequisite: Practicum NUTR 691A or C, NUTR 635 (Applied Clinical Nutrition 1) and NUTR 653 (Practitioner Skills III). 20

NUTR 692C Thesis 1.5 Credits The master's thesis provides an opportunity for students to expand their understanding of the complexities of the issues involved in a specific topic within nutrition and integrative health. The purpose of this course is to demonstrate the student's ability to address an appropriately phrased research question by studying a problem and utilizing the resources available to develop a practical approach based on sound nutritional methodology. Students identify and focus on a topic and conduct a rigorous review and analysis of the relevant theoretical and/or empirical literature. Those working on the Master's thesis work under the supervision of the thesis director. Prerequisite: NUTR 612 (Human Nutrition II: Micronutrients), ISci 647B (Health and Wellness Physiology I), NUTR 622 (Advanced Nutritional Biochemistry and Assessment); Corequisite: Isci 703A (Applied Statistics). NUTR 6920 Thesis 1.5 Credits The master's thesis provides an opportunity for students to expand their understanding of the complexities of the issues involved in a specific topic within nutrition and integrative health. The purpose of this course is to demonstrate the student's ability to address an appropriately phrased research question by studying a problem and utilizing the resources available to develop a practical approach based on sound nutritional methodology. Students identify and focus on a topic and conduct a rigorous review and analysis of the relevant theoretical and/or empirical literature. Those working on the Master's thesis work under the supervision of the thesis director. Prerequisite: Thesis NUTR 692A or C; Isci 703A (Applied Statistics) NUTR 699A, 699B, 699C, and 6990: Independent Study 0.5, 1, 2 and 3 Credits Students may undertake a research or clinic-oriented project for academic credit. These projects are to be completed by the students working on an independent basis with guidance from a faculty advisor. Students must write a proposal and secure approval from the program director and the faculty advisor they wish to work with. ISci 626 Nutritional Biochemistry 3 Credits This course presents an overview of nutritional biochemistry. Students will become acquainted with biochemical individuality and genetic uniqueness, and the basics of molecular biology. Bioenergetics, energy metabolism, advanced metabolism of carbohydrates, lipids and proteins, and detoxification (Phases I, II, and III) will be reviewed. The influence of nutrients in these reactions is emphasized. Students also will become acquainted with current concepts, knowledge, and strategies for understanding nutritional genomics, as well as become aware of specific food components that alter gene structures or expression. Prerequisite: ISci 521 Foundational Chemistry for Health Sciences, ISci 522 Foundations in Organic Chemistry, or equivalent. 21

ISci 632A Foundations of Health and Wellness 1.5 Credits This course addresses modern, historical and cross-cultural perspectives on health, wellness, and sickness. Health and well ness of the individual is discussed in a context ranging from the societal to the molecular level. Emphasis is placed on understanding the biological basis of health and wellness practices as well as the use of language in creating health-supportive narratives. As part of this course, students will engage in their own health-supportive practices and develop a deeper personal commitment to wellness. ISci 6328 Foundations of Health and Wellness II This one-weekend course builds upon the learning in ISci 632a and emphasizes the biological basis and scientific evidence for health and wellness practices (e.g. physical activity, mindfulness and eating a low-processed diet). The course also provides an introduction to the principles and practice of health behavior change. Prerequisite: ISci 632a ISci 522 Foundations in Organic Chemistry 3 Credits This course is designed for the student who has never taken a basic college level chemistry course and is useful as a review for the returning student. The general chemistry portion covers categories of energy, atom composition, periodic table, chemical bonding, acids and bases, thermodynamics and kinetics. The organic chemistry portion covers isomers and the structure and functions of organic functional groups. The biochemistry portion introduces the structure, function, and metabolism of macronutrients (carbohydrates, lipids, and proteins). ISci 547A Physiology I: Healthy Function 3 Credits This course supports the Nutrition and Integrative Health programs. In this course, students will learn the physiological theories supporting the practice of competent, safe, and effective nutritional medicine within the context of a biopsychosocial health and well ness model. Students will become familiar with foundational physiological processes and relevant anatomy including: digestion and assimilation, biotransformation and elimination, circulation, protection and defense, tissue repair and maintenance, and information flow. Physiological processes will be understood in relationship to behavioral and environmental inputs such as physical activity, social networks, diet, and sunlight. Circadian and seasonal patterns in physiology also will be discussed along with a review of the life cycle. ISci 6478 Physiology II: Movement away from Health 3 Credits Building on Physiology I, this course explores key physiological processes involved in movement away from organ system and whole body health. Fundamental processes to be explored include: inflammation, oxidative stress, neuro-hormonal dysregulation, immune dysregulation, impaired detoxification, impaired digestion, and malabsorption. These processes will be 22

understood in relationship to behavioral and environmental inputs such as xenobiotics, microorganisms, diet, and overall coping strategies. Stress physiology also is discussed with an emphasis on the concepts of allostasis and allostatic load. Clinical trials with herbs are utilized to develop information literacy and demonstrate how an understanding of physiology facilitates greater understanding of the effects of herbs and diet. ISci 701 Introduction to Statistics, Research Design, and Information Literacy in Integrative Health 3 Credits This course supports critical analysis of a wide-range of integrative health studies. It provides future integrative medicine professionals with the foundational knowledge and skills to identify and evaluate research design and basic statistics. Students develop skills in searching databases as well as critical reading and utilization of basic, clinical, epidemiological, and related research. Students will find and evaluate published information on health topics then summarize and share their findings. Course Descriptions for Elective Courses Specific to Human Clinical Nutrition Area of Concentration APP 600 School of Philosophy and Healing in Action (SOPHIA ) Intensive Course 3.5 Credits Based on the cycles of nature, this intensive course introduces the philosophical underpinnings of the Institute and includes the experience of Qi, the rhythms of nature, life skills, language, and theory. HRB 600 Fundamentals of Herbal Medicine 3 Credits This survey course begins by looking at the history and use of herbal medicine around the world, exploring how these traditional systems influence modern herbal practice in the United States. The second part of this course introduces the foundational sciences relevant to researching and understanding herbal remedies. Students learn taxonomy and hands on botanical identification during visits to Jim Duke's Green Pharmacy Garden. Classroom work will provide an introduction to materia medica, phytochemistry, pharmacology, ethnobotany, clinical trials, posology (the study of dosage), herbal preparations, and safety issues. This elective is not available to students in the PBC or MS Herbal programs HRB 604 Frequently Used Herbs: Understanding for the Health Professional 3 Credits This course investigates approximately 30 of the most commonly used herbal medicines and related supplements in the US. Each herb is discussed from the ethnobotanical perspective as well as the modern phytotherapeutic perspective, with a focus on pharmacological understanding and relevant clinical trials. Special emphasis is placed on topics relevant to the contemporary clinician, including quality control, interactions, and other safety parameters of each herb covered. This course provides the student with the necessary skills to effectively 23

research herbs not covered in the class This elective is not available to students in the PBC or MS Herbal programs HRB 618 Herbs for Home Use: Living in Harmony with the Seasons 3 Credits This course looks in depth at approximately thirty herbs that are most appropriate for self-care and use in the home. Taking a seasonal approach, the course will cover herbs such as ginger for winter use and hibiscus for the summer. Each herb is discussed in terms of quality assessment, traditional use and modern research perspectives. Time is spent tasting each herb and discussing incorporation into beverages and foods. Traditional herbal formulation is also covered, with a focus on creating seasonal blends. This elective is not available to students in the PBC or MS Herbal programs HRB 622 Herbal Pharmacy: Evaluating and Manufacturing Quality Herbal Products 3 Credits This is primarily a hands-on course providing techniques for harvesting and drying herbs, and incorporating them into herbal products and medicinal foods. It provides the basic theory and skills required to manufacture high quality medicinal herb products for oral and topical application. Students learn the foundational principles of extraction, the properties of common solvents (e.g., water, alcohol and oils) and the solubility of various herbal constituents. Students apply their learning by creating herbal foods and extracts for display at a community herbal products show. In addition to making their own kitchen pharmacy preparations, students learn how to evaluate the quality of the wide range of herbal products manufactured by the natural products industry. This elective is not available to students in the PBC or MS Herbal programs NUTR 634 Diabetes Education: An Integrative Approach 1 Credit This course provides an overview of diabetes mellitus. It explores history, trends, and social impact; disease process and progression, clinical manifestations, and diagnosis; influence of nutrition, lifestyle, and environmental factors; and research-based recommendations for prevention and treatment. Treatment interventions from both allopathic and holistic perspectives will be reviewed, with emphasis on patient-focused functional care strategies for glycemic control and other positive health outcomes. Prerequisites: Isci 547 A (Health and Well ness Physiology) or equivalent, and one of the following Macronutrient courses: NUTR 611 or NUTR 614. NUTR 661 Practice Management 1 Credit Students will develop a practical approach to managing a clinical practice. Topics addressed include promotional skills and materials, networking strategies, business planning and best practices, managing finances and ethical considerations in business matters. Students will gain a diverse array of tools and techniques for building and maintaining a successful practice. 24

NUTR 662 Energetics of Food 1 Credit Using readings from Chinese Medicine and other ancient healing systems, students will explore the inherent qualities of food and how these impact the eater's physical, emotional, and spiritual well-being. Students will explore concepts of yin/yang, "qi" energetic systems, 8 principles and the Ayurvedic concept of Sattva. These energetic dimensions will provide a framework for understanding modern dietary habits and individualizing patient recommendations. NUTR 663 Sports Nutrition 1 Credit This course examines diets that support effective athletic performance. Macronutrient mix, hydration, timing of meals, and support of the immune system for endurance athletes will be considered. Gender-specific nutritional conditions and risks related to athletic endeavors will be reviewed. Prerequisites: Isci 547A (Health and Well ness Physiology) or equivalent, and one of the following Macronutrient courses: NUTR 611, NUTR 614. NUTR 664 Food Systems and Policy 2 Credits This course addresses current topics in food, nutrition, public health and environmental sustainability: including: access to food, food systems, influence of food/nutrition policies on the individual and planet, cost of foods, influences on food selection, food safety, nutrition-related health challenges. These issues will be explored from local, national and global perspectives. NUTR 665 The Dynamics of Food and Healing 1 Credit This course offers a framework, supported by systems and complexity theories, for understanding the relationship between food/nutrition and health. This relationship is not fixed, but rather is a flowing interchange of energies that keeps changing as people change. The practitioner will combine a biochemical understanding of food with practical approaches to balancing acid/alkaline and expansive/contractive foods. The Five-Phases model based on the Chinese theory will also be briefly explored. NUTR 667 Marketing for Health Professionals In order to sell your services to others, you must first build your marketing engine. The first part of the class will teach the step-by-step on and off-line marketing steps essential to position yourself and your value in your target market; the second part will teach you how to use your marketing platform to close business and build a thriving business for the long-term. You will clarify your business vision and niche, learn how to attract and keep clients, and build your relationships so that you are successful. Students will walk away with a marketing action framework/plan, and a selling method for taking their marketing efforts to the next step... closing business and finding work! 25

NUTR 668 Culinary Herbs in the Kitchen and Beyond 1 Credit The purpose of this course is to help students develop a working relationship with the individual culinary herbs used as flavor enhancers in culinary practice and as remedies in herbal practice. The course will help students to evaluate their own knowledge and to think critically and analytically about the role of culinary herbs in diet. This course supports students who seek to integrate culinary herbs in different dishes based on nutritional science to enhance their personal life and it will empower them to use this knowledge in their future careers as health professionals. NUTR 671 Food and Culture 1 Credit In this course, students study the relationship of people, food, and health around the globe and throughout history (using the research of Weston Price and cultural anthropologists) and in various traditional systems (including Traditional Chinese Medicine and Ayurveda). The energetics of foods is explored. NUTR 675 Chinese Nutrition Therapy 2 Credits This course explores the theory and practice of Chinese nutritional therapy. We will examine basic concepts of Chinese medical theory and diagnosis, and the energetic nature of food from a traditional Chinese medical perspective. Topics include the influence of the five flavors, the thermal nature of foods, the influence that diet/nutrition have on the organ/meridian systems, and the effects of different cooking and preparation methods. Basic diagnostic skills using tongue and other key signs and symptoms are covered, giving students the ability to make basic nutritional recommendations for particular conditions. Experiencing the different food energetics, through tasting, is included! NUTR 722 Advanced Laboratory Assessment 2 Credits This elective course allows the advanced Nutrition student to delve deeper into laboratory and biochemical assessments that assist the multi-dimensional and integrative nutrition practice. Through the exploration of blood, tissue and genomic testing, students will deepen their understanding of mitochondrial dysfunction, detoxification and biotransformation, hormone and neurotransmitter imbalances, digestive and immune dysfunction, and nutritional genomics. Students will be challenged to critically interpret and analyze clinical findings. Prerequisites: NUTR 622 for MSNIH students, NUTR 721 for PMC students 26

ISci 611 Introduction to Science Writing 1.5 Credits This course offers students an introduction to science writing - the writing of factual prose for the general reader or professional scientists. The focus will be on using evidence based information and data pertaining to health and wellness. Students will turn in writing or editing assignments each class session. The experience will improve their ability to make complex scientific research understandable. ISci 615 Mind Body Science 3 Credits As modern neuroscience reveals more about the nervous system, we are developing new ways of looking at concepts such as emotion, cognition, spirituality and mind-body medicine. This course will focus on discussion of current scientific discoveries and the role they may play in our ever-shifting understanding of the human mind. ISci 620 Life Sciences 3 Credits This course provides an overview of basic sciences that support the study of health and medicine. Relevant topics in chemistry, biology, and physics will be presented to serve students entering health disciplines. ISci 630 Health Promotion: Integrative Health & Wellness Practices 3 Credits This course is designed to foster the development of an informed health education specialist who is capable of creating integrative health and well ness plans for communities. Students learn how to apply health and information literacy skills to analyze and evaluate the impact of a variety of health-related behaviors on mind, body and spirit. While this course addresses common self-care practices such as exercise, dietary choices and smoking cessation, it also addresses practices from traditional and complementary medicine (e.g., meditation, acupuncture, hatha yoga, use of herbs). Course Descriptions for Elective Courses Specific to Community Nutrition Education Area of Concentration IHEd 618 Health Education Leadership, Resource Development, and Management 2 credits This course teaches students the skills needed to administer and manage programs in health education careers. Topics such as fiscal management, leadership skills, and consultancy are addressed. 27

IHEd 621 Transformative Communication Strategies in Health Education 3cred~, This course examines theories, models, and best practices in health communication, including the use of technology, media, and imagery in health communication campaigns. Students will create and tailor messages, select appropriate communication channels, and pilot test messages. This overview introduces students to the many ways that health education specialists may reach and communicate with communities, going beyond teaching groups and mass media campaigns to new forms of communication such as social media, 'edutainment' and 'gameification' of health education messages. NUTR 622 Advanced Biochemistry, Pathophysiology, and Assessment 3 credits This course builds on the foundation of nutritional biochemistry, exploring more advanced and complex issues surrounding normal and abnormal metabolism of nutrients. Students will view a variety of pathological states at the molecular and biochemical level, including impaired detoxification, cancer, neurodegenerative diseases, and autism. The impact of dietary additives and environmental toxins on human health will be explored. Students will demonstrate competence in the selection and interpretation of laboratory assessments for nutrients, enzyme assays, abnormal metabolites, loading tests, and challenge tests. Prerequisite: ISci 626 (Nutritional Biochemistry),!Sci 547a (Physiology I: Healthy Function) NUTR 634 Diabetes Education: An Integrative Approach 1 credit This course provides an overview of diabetes mellitus. It explores history, trends, and social impact; disease process and progression, clinical manifestations, and diagnosis; influence of nutrition, lifestyle, and environmental factors; and research-based recommendations for prevention and treatment. Treatment interventions from both allopathic and holistic perspectives will be reviewed, with emphasis on patient-focused functional care strategies for glycemic control and other positive health outcomes. Prerequisites: Isci 547A (Health and Wellness Physiology) or equivalent, and one of the following Macronutrient courses: NUTR 611 or NUTR 614. NUTR 671 Food and Culture 1 Credit In this course, students study the relationship of people, food, and health around the globe and throughout history (using the research of Weston Price and cultural anthropologists) and in various traditional systems (including Traditional Chinese Medicine and Ayurveda). The energetics of foods is explored. 28

General, Non-Academic Program Requirements: Complete the 0 credit Serv-Safe course from the National Restaurant Association before starting the second year. This course must be taken face to face. It will be offered once a year on the MUIH campus but may be taken at any accredited institution that offers it. Participate in three (3) nutrition-counseling sessions in our Natural Care Center Student Clinic or with a MUIH approved nutrition practitioner as a client. Identify any specialized accreditation or graduate certification requirements for this program and its students. The curriculum has been developed to meet the requirements of the Certification Board of Nutrition Specialists (www.cbns.org). As such, our graduates are eligible to be licensed as nutritionists by the Maryland Board of Dietetic Practice and in 11 other states. Specific academic requirements include: 9 credit hours in nutrition; 3 credit hours in physiology; and 12 credit hours in clinical, life or physical sciences. We have developed relationships with three (3) additional national board certification programs. Graduates are also eligible to sit for board certification exams through the Clinical Nutrition Certification Board (www.cncb.org), and the Holistic Nutrition Credentialing Board. Graduates who also hold a Chiropractic license are eligible to sit for board certification through the Chiropractic Board of Clinical Nutrition (www.cbcn.us.) C. Critical and compelling regional or Statewide need as identified in the State Plan In the 2009 Maryland State Plan for Postsecondary Education, two of the stated goal areas are relevant to the Master of Science in Nutrition and Integrative Health program and the Post Master's Certificate in Nutrition and Integrative Health and the request to offer online options. Quality and Effectiveness Goal 1 of the 2009 Maryland State Plan for Postsecondary Education is to maintain and strengthen a system of postsecondary education institutions recognized nationally for academic excellence and effectiveness in fulfilling the educational needs of students and the economic and societal development needs of the state and the nation. The modifications to the Nutrition & Integrative Health program supports the State's goal of helping individual citizens expand their knowledge base and support the personal and intellectual enrichment that the pursuit of learning provides them. MUIH has been a pioneer and driving force in the national movement toward well ness, disease prevention, and relationship-centered health care. Students will learn from faculty who are world-renowned experts in their fields. In research and academia, credentials are a prerequisite for teaching opportunities and employment. As an anchoring academic institution for the emerging wellness system, MUIH is uniquely positioned to provide national leadership and training for the elite corps of health and wellness leaders, teachers, nutritionists, practitioners, and researchers that will be needed to support the future of health care and a national system of wellness. By offering the proposed changes to our programs, MUIH continues to produce visionary programs that establish Maryland as the national leader in the health care industry. 29

Economic Growth and Vitality Goal 5 of the 2009 Maryland State Plan for Postsecondary Education is to promote economic growth and vitality through the advancement of research and the development of a highly qualified workforce. "An educated citizenry that has the ability to adapt to changes in the global market has become the number one resource in attracting new business and in maintaining a healthy economy." Our Master of Science in Nutrition and Integrative Health meets the intent of this goal by providing state of the art curriculum and education in nutrition by providing students with areas of concentration in Human Clinical Nutrition, Herbal Medicine, and Community Nutrition Education. Nutrition has been identified as a high growth area for employment over the next decade. The integrative health field is projected to continue growing. Its growth may even accelerate due to the coming changes in healthcare. A metastudyl by Patricia Herman, MS, ND, PhD, found cost effectiveness and savings using complementary and integrative medicine in more than two dozen high-quality studies. There is an increased need for health care professionals in hospitals and clinics to be trained in nutrition and healthy food preparation, and who have the ability to educate patients in healthy eating on a budget. In 2009, Maryland was at the national average for obesity at 25.2% of its population. In 2011 this has jumped to 28.3%. Obesity rates have consistently risen for 5 years consecutively. State-estimated annual obesity related expenditures were in 2009 $3,032,000,000. Obesity in children in Maryland, and throughout the nation, is a growing problem that sets children up for a lifetime of chronic illnesses and increased health-care costs. The estimated annual health cost due to obesity in the State of Maryland is over 1.5 billion dollars (Finkelstein, Fiebelkorn & Wang, 2004). Obesity in Maryland's children, and throughout the nation, is a growing problem that sets children up for a lifetime of chronic illnesses and increased health-care costs. The need for nutrition education in the primary care setting is staggering, in particular, for lower income families that may not have discretionary funds to see a nutritionist out of pocket. Statewide, the Department of Health and Mental Hygiene has instituted a "healthiest Maryland Businesses" program to promote a "culture of well ness" so that making healthy choices comes naturally. The initiative raises awareness about how important it is to promote health, wellness, and disease prevention in the workplace. 2 In Howard County, we have the "Healthy Howard" initiative to build health and wellness models throughout the community on physical, spiritual, and mental levels. 3 They work to educate people how to improve lifestyle choices to improve health and prevent disease. Programs focus specifically on nutrition by working with restaurants to create menus with healthier options. They have enrolled 56 "Certified Healthy Schools" in the county with a focus on physical activity 1 Are complementary therapies and integrative care cost-effective? A systematic review of economic evaluations, Herman, Poindexter, Witt, Eisenberg, BMJ, 2012 2 Department of Health and Mental Hygiene, Maryland State Government. http://dhmh.maryland.gov/healthiest/sitepages/faqs.aspx Assessed June 13, 2013. 3 Healthy Howard, http://www.healthyhowardmd.org/healthy-howard Accessed June 13, 2013 30

and nutrition programs. They are also providing workplace wellness initiatives, in which nutrition plays a large role. Graduates from our program can help fill leadership and teaching roles. We currently have interns placed in local schools, summer camps, clinics, writing health newsletters, and providing community education through didactic training and cooking demonstrations. The new national health laws, developed under the Patient Protection andaffordable Care Act, will cover preventive services that make up the core of integrative health care practices. Our graduates will not only be capable of using herbal medicine, nutrition counseling, and nutrition education, but also trained to apply the larger principles of integrative healthcare. The later in particular, remains a nascent industry in the state, but with tremendous potential for growth. The federal government is attempting to address this problem through national research grant funding through the National Institutes of Health (NIH) as well as the Healthy, Hunger-Free Kids Act of 2010. Other private foundations funding nutrition and integrative health research programs are the Kellogg Foundation, the Robert Wood Johnson Foundation, the American Cancer Society, the Susan G. Komen Foundation, and the Cancer Treatment Research Foundation, to name a few. These foundations are focusing millions of grant dollars on funding educational programs on the impacts of diet, lifestyle, and obesity on our health. Graduates of the Master of Science in Nutrition and Integrative Health from all three Areas of Concentration will be uniquely qualified to conduct research correlating our current nutritional and lifestyle habits with the rise in chronic disease and health-care costs. Research such as this will bring more grant dollars to fund Maryland's higher education programs and establish our state as the front-runner in solving the health-care problem in America. Graduates of the human clinical nutrition, herbal medicine and community nutrition Areas of Concentration can also conduct research identifying lifestyle choices using natural alternatives to pharmaceutical treatment with greater efficacy in treating chronic disease, while simultaneously reducing health-care costs. According to the Academy of Dietetics and Nutrition, knowledge of nutrition and nutrition education is essential for most health care professionals. Physicians, nurse practitioners, physician's assistants, physical therapists, occupational therapists, and other health care professionals are not required to take courses in nutrition as part of their curriculum. This program fills an important gap for many clinicians. Maryland University of Integrative Health has attracted health professionals to our Master of Science in Nutrition and Integrative Health program. Currently, 25.4% of our enrolled nutrition students have another Master's degree and 34.0% currently work or have worked in health care. In addition, we have had numerous requests from health professionals for advanced standing in the MS in Nutrition and Integrative Health program. Since September 2013, 2 medical doctors and 2 chiropractors have entered our MS program in Nutrition and Integrative Health and numerous others in our Post Master's Certificate in Nutrition and Integrative Health. Nutrition behaviors are an important component in educating adults and children at risk for Type 2 diabetes. Providing educational and behavioral strategies on nutrition and physical activity through the Master of Science in Nutrition and Integrative Health, Community Nutrition 31

Education Area of Concentration are foundational interventions for those practicing in the primary care setting (Whittemore, Melkus, Wagner, Northrup, Dziura & Gray, 2009). As public consumption of dietary and herbal supplements grows, it is imperative that health professionals become more aware of clinical assessment, safety, supplement quality, proper dosing, as well as health positive and health negative nutrient-drug interactions. Adding an herbal component to our program will help to meet this need more fully. The Nutrition Business Journal estimates that in 2010 US supplement sales increased another 7% to $28.7 billion in yearly sales. According to the Center for Disease Control, herbal and dietary supplement use has increased across all demographics in the United States. Over one half of the US population used dietary supplements in 2003-2006. This increased from 40% in 1988-1994 (Gahche, Bailey, et al, 2011). In a survey of physicians practicing in Colorado, 84% stated that their knowledge of complementary and alternative medicine (CAM) was not adequate to deal with patient concerns and questions (Corbin Winslow & Shapiro, 2002). The launch of Maryland University of Integrative Health's MS in Nutrition and Integrative Health program in September of 2011 has been met with great enthusiasm from prospects and students. The program currently has 329 students and graduates, more than tripling our projected enrollment for the first two years. Our first two cohorts of students finished their coursework in August 2013, and the second in December 2013 respectively. Informal and formal student feedback about the quality of the program (through course and faculty evaluations, student focus groups, surveys and personal communication) has been extremely positive. D. Quantifiable and reliable evidence and documentation of market supply and demand in the region and State Demand for Integrative Health Therapies In 2009 the National Center for Complementary and Alternative Medicine reported that in 1997 $34 billion was being spent on alternative therapies, with 300 million annual visits to chiropractors, massage therapists and other non-physician caregivers. 4 They also reported that 38% of adults use some type of alternative or complementary care. This represents a huge increase from the 13.7 billion dollars initially reported in 1993 by Eisenberg.s Based on interest from the public, government, and health professionals it is likely that this growth as continued. From analyzing medical-care expenditure growth from 2003 to 2007 Federal Reserve Bank of San Francisco 6 observed that, "Spending for preventive treatment increased at an extremely rapid rate over the four-year sample period. Growth in the percentage of enrollees getting preventive treatment, that is, episodes per enrollee, drove half this increase. That indicates people are seeking preventive care at an increasing rate." 4 2007 National Health Interview Survey, National Center for Complementary and Alternative Medicine 5 Unconventional Medicine in the United States-- Prevalence, Costs, and Patterns of Use, Eisenberg, New England Journal of Medicine, 1993 6 What's Driving Medical-Care Spending Growth?, Shapiro, 2013, Federal Reserve Bank of San Francisco 32

Career Outlook for Nutritionists and Health Educators The Bureau of Labor Statistics Occupational Outlook Handbook reports employment projections for dietitians and nutritionists to rise by 20% between 2010 and 2020, a growth of 12,700 jobs with a median pay of $53,250. 7 They also project a 37% increase in the need for Health Educators, with 23,200 positions. 8 They also have broken this projection down into categories, recognizing that 60% of all health educators will be needed in social assistance programs, health care organizations, educational services (state, local, and private), and in government agencies. In the February 2010 edition of the Career Guide to Industries, the Bureau of Labor Statistics reports that health care the fastest growing labor industry, projected to generate 3.2 million new wage and salary jobs between 2008 and 2018 and ten of the 20 fastest growing occupations are health care related. There are no separate statistics for Nutrition Educators separate from Health Educators. According to the U.S. Department of Labor, Bureau of Labor Statistics (BLS): 5 out of 10 health educators work in health care and social assistance and an additional 2 out of 10 work in state and local government. A bachelor's degree is the minimum requirement for entry-level jobs, but many employers prefer to hire workers with a master's degree. 2012 Median Pay for Health Educators and Community Health Workers was $41,830 annually Rapid job growth is expected, as 63,400 jobs in 2010 for Health Educators was listed, with a projected growth rate of 37% for the 10-year timeframe between 2010 and 2020. The average growth rate for all occupations is 14 percent. The Association of Schools of Public Health (ASPH) reports that there is a current shortage in the public health workforce and 250,000 more public health workers, including health education specialists, will be needed by 2020 to fill job vacancies. Over 20% of today's public health workforce is currently eligible to retire. To replenish the workforce, schools will need to train three times the current number of graduates over the next decade 9 According to Maryland's Department of Labor, Licensing and Regulation, "Maryland's Employment Situation- May 2014", Maryland has added 16,200 of 49,600 jobs since April 2013 in the Education, Health Care, and Social Assistance sector. This sector has grown 1.4% in this same period, compared to 1.0% of all nonfarm sectors 10 The United States 7 Bureau of Labor Statistics, (2012-2013) U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Dietitians and Nutritionists, on the Internet at http://www.bls.gov/ooh/healthcare/dietitians-andnutritionists.htm (visited June 13, 2013). 8 Bureau of Labor Statistics, (2012-2013_U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Health Educators, on the Internet at http://www.bls.gov/ooh/community-and-social-service/healtheducators.htm (visited June 13, 2013). 9 Retrieved February 9, 2014, from www.asph.org/userfiles/workforceshortage2010final.pdf 10 Maryland's Employment Situation- April 2014. Retreived May 20, 2014 from http://www.d II r.state. md.us/1 mi/em ploymentsituation/ 33

Census Bureau projects "Other educational services" and "Offices of health practitioners" among the fastest growing industries for the period 2008-2018. Interest in natural and holistic health is increasing as well, with rapid growth expected in the health care industry as a whole-22.5 percent between 2008 and 2018, at a time when employment is growing.. According to the Bureau of Labor Statistics (U.S. Dept. of Labor, Bureau of Labor Statistics, "Occupational Outlook Handbook, 2010-11 Edition" April 2010), "Job growth will result from an increasing emphasis on disease prevention through improved dietary habits. A growing and aging population will boost demand for nutritional counseling and treatment in hospital~ residential care facilities, schools, prisons, community health programs, and home health-care agencies. Public interest in nutrition and increased emphasis on health education andprudent lifestyles also will spur demand, especially in food service management...applicants with specialized training, an advanced degree, or certifications beyond the particular State's minimum requirement should enjoy the best job opportunities." As of February 27, 2014, the demand for nutrition-related jobs was high, as noted below. February 27, 2014 at Indeed.com, there were 184 job postings for nutritionists, 585 for registered dietitians, and 178 for health educators. Fifty Seven (57) of these positions are available in Maryland. Job listings for Dietitian/Nutritionists positions on CNN Money and Monster.com included 2709 jobs under the search for "nutritionists" within 50 miles of Maryland University of Integrative Health (February 27,2014). This includes 369 positions for Registered Dietitians. Graduates of all three AOCs in the MS degree program in Nutrition & Integrative Health at Maryland University of Integrative Nutrition are eligible to sit for the board certification exam through the Certification Board for Nutrition Specialists. Passage of the exam and 1000 hours of supervised experience, enables our graduates to be licensed to practice in Maryland and 12 other states. With a license, our graduates are eligible to be hired for many of the positions that require a licensed nutritionist or dietitian. Graduates of the Community Nutrition Education AOC are also eligible to become members of the Society for Nutrition Education and Behavior. (www.sneb.org) According to the National Center for Education Statistics, in 2011 128 people graduated with an MS in clinical nutrition, and another 128 graduated with an MS in Dietetics from all programs nationally. 11 We graduated 40 students from Maryland University of Integrative Health in 2013, and anticipate another 75 in 2014. We also have 13 current Post Masters Certificate Students. Our graduates will take leadership roles in the local area, region, and nationally. Our curriculum differs from most in that we focus on a whole foods perspective for use in clinical practice. Nationally 92% of Registered Dietitians work in institutional settings including hospitals, longterm care facilities, school lunch programs, in food service settings, and government organizations. This leaves few to provide wellness-based on-on-one counseling in medical clinics, private practices, and community settings. 11 National Center for Education Statistics (2013) "Bachelor's master's, and doctor's degrees conferred by degreegranting institutione by sex of student and discipline", Digest of Education Statistics, http://nces.ed.gov/programs/digest/dll/tables/dtll 290.asp, Accessed 6-13-2013. 34

An informal survey of our upcoming graduates indicates that many people are already using nutrition in their current positions. One is a health teacher in a public school. She has received a grant to build a teaching kitchen and has implemented an enhanced nutrition curriculum in her school's health classes. Another is an oncology nurse, who is adding more nutrition into his work at a hospital. Several are personal trainers, and are adding nutritional education programs to their services. One works in private practice already as a nutritionist in New Jersey where there are no licensing laws. She regularly gets referrals from a local physician and specializes in nutritional counseling for people who have cancer. Two students currently are working with local physicians providing nutritional counseling. Another is implementing nutrition programs in her church; several are teaching nutrition in local schools. When queried about what they hope to be doing after graduation, many have lined up positions to provide nutritional counseling and nutrition education programs with local physicians, others in health clubs, and still others with government agencies and community organizations. Several expressed an interest in opening their own offices. The Affordable Care Act includes interventions to move toward wellness initiatives in the following areas: improvement in nutrition, increased physical activity, decreased use of tobacco and alcohol, and promotion of healthy lifestyles. This is felt to be so important that employees will be incentivized to attend these programs and to make lifestyle changes. 12 The Secretary of Health and Human Services will plan and implement policies and programs that will educate our diverse population about disease prevention and health promotion. These programs are charged to use media to educate about healthier lifestyle choices nutrition, exercise, tobacco cessation, obesity reduction, and prevention of heart disease, cancer, stroke, respiratory disease, and Alzheimer's disease. A second educational prong will focus on healthier dining outside of the home. Restaurant owners and vending machine owners will be required to post nutrient and calorie information. Qualified nutritionists can help in all of these initiatives. Certainly, there is great opportunity to expand the field of nutrition by emphasizing wellness and long-term quality of life. With a more holistic philosophy that includes the study of wellness, our graduates will be able to establish individual practices, work in institutional and corporate settings; practice within an integrative health-care setting; consult; teach health and self-care; complete research; and work with schools, non-profits, and community groups. Our graduates will be able to educate large groups and individuals about food and its role in a healthy lifestyle and create environments for changing behaviors that will address the obesity epidemic and its resulting chronic illnesses that increase health-care costs. Holistic nutritionists have the knowledge and tools to conduct an in-depth diet and lifestyle evaluation, to promote healthy eating habits, and recommend dietary modifications for those seeking optimum health. Nutritionists work in conjunction with health-care professionals, such as doctors, chiropractors, acupuncturists, physical and mental health therapists, and at wellness or recovery centers and integrative clinics, providing personal, community, and clinical nutrition services. The current M.S. in Nutrition and Integrative Health program that began in 2011 is focused on clinical nutrition and trains students to work effectively with individuals in the nutrition care process following the Dietitians in Integrative and Functional Medicine (DIFM) nutrition care process which involves client assessment, diagnosis, intervention, monitoring and evaluation. 12 United States Department of Labor (2013) "Fact Sheet" the Affordable Care Act and Wellness Programs", http://www.dol.gov /ebsa/newsroom/fswellnessprogram.html Assessed 6-13-2013. 35

The DIFM model also takes into account the client's lifestyle, symptoms, biomarkers, core imbalances and metabolic pathways to deliver individualized client care. The current program has not changed but will be renamed the "Human Clinical Nutrition" Area of Concentration in order to reflect the focus of this curriculum on individualized clinical nutrition practice. Additionally, the Herbal Medicine AOC is based on the Human Clinical Nutrition curriculum in terms of focusing on preparing students to enter clinical nutrition practice, but also gives students a strong foundation in the use of herbs to promote and restore health. The new Community Nutrition Education Area of Concentration in the Master of Science Nutrition and Integrative Health program, qualifies graduates to design, deliver, and evaluate programs for businesses, government, educational institutions, insurance companies, health associations, hospitals, and other non-profit organizations. Many nutrition educators also administer and manage programs, advocate for policies that promote health, train students and professionals, and serve in consultancy roles. All of the AOCs help individuals establish healthy lifestyles that contribute to greater health in the state of Maryland and that have the potential to lower health care costs and decrease the rates of preventable disease in the state. Focus on Wellness According to the US Department of Labor, implementing worksite well ness programs improves health and help to control rising health care costs. The Affordable Care Act includes interventions to move towards wellness initiatives. Well ness programs are cost effective and help to improve morale, reduce risk of disease, help with disease management, and prevent absenteeism 13 A recent meta-analysis of workplace wellness programs reports that medical costs drop by $3.27 for every dollar that is spent on wellness programs; absenteeism costs fall another $2.73 for each dollar spent. In a survey of large manufacturers, 77% provide some sort of well ness programs on-site. However these programs are currently underutilized. With implementation of the Affordable Care Act, worksite well ness programs will be an integral part of the national public health strategy 14 It has been shown that well ness programs can reduce health-care risks while lowering healthcare costs. A study commissioned by the Robert Wood Johnson Foundation conducted a systematic review of workplace well ness programs. They reviewed papers from 1985 through 2010. They conclude that there is a major shortage of people who can deliver public health oriented programs 13 Certainly, there is great opportunity to expand the field of nutrition and herbal medicine by emphasizing wellness and long-term quality of life. With a more holistic philosophy that includes the study of wellness, our graduates are able to establish individual practices, work in institutional and corporate settings; practice within an integrative health-care setting; consult; teach health and self-care; complete research; and work with schools, non-profits, and 13 van Dongen JM, Proper KI, van Wier MF, van der Beek AJ, Bongers PM, van Mechelen W, van Tulder MW. Systematic review on the financial return of worksite health promotion programmes aimed at improving nutrition and/or increasing physical activity. Obes Rev. 2011 Dec;12 (12):1031-49. doi: 10.1111/j.1467-789X.2011.00925.x. Epub 2011 Aug 25. 14 About the Affordable Care Act. Retreived May 20, 2014 from http://www.hhs.gov/healthcare/rights/ 36

community groups. Our graduates are able to educate large groups and individuals about herbs and their role in a healthy lifestyle. Nutritionists and herbalists work in conjunction with healthcare professionals, such as doctors, chiropractors, acupuncturists, physical and mental health therapists, and at wellness or recovery centers and integrative clinics, providing personal, community, and clinical nutrition services. Herbal Products Industry Growth The global herbal products industry is a $60 billion dollar business. Conservative estimates from a 2013 Wall Street Journal's Market Watch article suggest that global sales will reach $107 billion by 2017. According to aggregated market statistics calculated by Nutrition Business Journal sales of herb and botanical dietary supplements in the United States increased an estimated total of 4.5% in 2011. At the 2013 Natural Products Expo West conference, Nutrition Business Journal (NBJ) Editor-in-Chief Marc Brush, forecasted that dietary supplements sales would continue to rise. The herbal supplement industry is part of a larger dietary supplement sector of the economy. Many of the same skills acquired in our degree programs are applicable there as well. The NPFDSIB study also reported that the total annual economic contribution of the dietary supplement industry to the U.S. economy is more than $61 billion dollars and 450,000 jobs. According to a 2009 report by the Natural Products Foundation - Dietary Supplement Information Bureau (NPFDSIB), The Economic Contributions ofthe Dietary Supplement Industry, spending in the dietary supplement sector continues at a rate of over 1% of total U.S. national health care expenditure. The Occupational Outlook Handbook (OOH) lists the health care as one of the top 5 sectors of the economy in both wage and employment growth (2010-2020). As the health care sector grows, the herbal supplement sector is expected to expand along historical trends. The Bureau of Labor Statistics does not maintain a category specific to herbal medicine. However, projected job growth in several sectors listed in the OOH represent areas where graduates of MUIH Master's program would be expected to gain employment, including 17% in post-secondary education, 36% in health educators and 16% in manufacturers sales reps. Robust job growth is also expected in areas that are similar alternative health care disciplines, such as nutritionists and massage therapists (20%) and pharmacy techs (30%). Additional data on jobs was found at the American Herbal Products Association (AHPA) jobs site, which lists over 1100 jobs nationally. AHPA is the only national trade association focused primarily on herbs, botanicals and herbal products. Hiring managers listed in AHPA's member database were interviewed, along with the local companies listed below. More than 75% of the companies were currently hiring for positions that were applicable to MUIH grads. Job search site Indeed.com lists 170 positions nationally. 37

Employment Opportunities for Nutrition and Herbal Medicine Area of Concentration Graduates The employment market place in the herbal supplement arena is diverse, including retailing, manufacturing, education, regulation, research, and integrative wellness clinics. Maryland based job opportunities that are available to those who complete our programs include: Federal Students with the M.S. in Nutrition and Integrative Health (Herbal Medicine Area of Concentration) are eligible for positions in the federal government that require the follow job skills: Summarizing traditional knowledge and evidence based research to substantiate safety, efficacy and new ingredient claims; to provide research support for food and phytonutrient research; to support botanical requirements; and to create technical educational material and training courses as a subject matter expert. Specific agencies for employment include: FDA, Center for Food Safety and Nutrition Veterans Affairs, pharmacy technician USDA, research labs National Arboretum US Botanical Gardens Trade Group A close relationship with American Herbal Products Association has led to the establishment of internships for students in the herbal graduate programs. Companies Opportunities in the herbal products industry include work as QC manager, brand manager, production associate, QA manager, stability specialist, batching/blending specialist, and analytical scientist associate, product development and substantiation claims specialist; in development of educational materials; in sales and customer support (sales representatives, wholesale and manufacturing, technical and scientific products earned a median annual wage of $70,200 in 2008 www.bls.go0. US Pharmacopoeia Spherix Consulting McCormick Pfizer Mars Botanicals Honest Tea Emerson Ecologies Eurofins Terraessentials Quten 38

Several of these companies have already been contacted and have indicated a need for our graduates. Education Faculty positions at community colleges and other teaching institutions provide an opportunity for graduates with well-developed critical thinking skills and advanced knowledge in integrative health literacy. Notre Dame School of Pharmacy Howard County Community College Prince Georges Community College Ann Arundel Community College Montgomery College These schools have been contacted and currently offer programs for which our graduates would qualify in teaching positions. Integrative Health Practices Alumni serve as clinical staff in a variety of types of private medical practices: Consulting directly with patients, working in partnership with primary care, developing educational services and consulting advice to related practitioners. Market analysis 15 ' 16 also showed that clinical opportunities for nutrition graduates with a Herbal Medicine Area of Concentration were strongest for those with parallel education in the field of nutrition. Below is a list of locations where MUIH alumni are employed, which shows the range of jobs our graduates are able to enter. Crossroads Apothecary Sky House Yoga, Silver Spring Community herbal clinics MUIH- faculty members Mortar and Pestle, Baltimore Department of Neurogenetics, Kennedy Krieger Institute Johns Hopkins Vermont Center for Integrative Herbalism, www.vtherbcenter.org/about-vcih/staffdirectory/ Farmacopeia Integrative Herbal Practice, Chatanooga, TN QC for Traditional Medicinals New Chapter Columbus Herbal Clinic, Columbus Ohio The Pennsylvania State University School of Nursing www.geosjoy.com, www.holisticmaryland.com 15 Wall Street Journal's Market Watch, http://www.marketwatch.com/story/global-herbal-supplementsand-remedies-industry-2013-05-08. 16 DaVanzo, J.E. et al. (2009) The Economic Contributions of the Dietary Supplement Industry. Natural Products Foundation Dietary Supplement Information Bureau. p. 39

E. Reasonableness of program duplication In Maryland, three colleges or universities offer postsecondary programs in nutrition. Of these, only two offer programs leading to a graduate degree. There are none that offer a program in integrative nutrition, even though wellness plays an important role in preventative care medicine. The majority of programs focus on the disease-centric, science of nutrition, not the various roles food plays in our lives and its use in creating good health. All programs are campus-based. At the present time, none offer distance learning programs. Morgan State University o Nutritional Science (Undergraduate) Prepares students to sit for National Registration Examination to become a registered dietician (RD). University of Maryland - College Park o Dietetics (Undergraduate) Leads to an RD The course of study is intended to provide the foundational knowledge and skills required by the American Dietetic Association to become a RD. o Food Science (Undergraduate and Graduate) Focuses on science and engineering to better understand the complex and heterogeneous materials recognized as food. o Nutritional Science (Undergraduate and Graduate) Focuses on the physiological and biological aspects of foods and nutrients. Johns Hopkins Bloomberg School of Public Health o Master of Science in Public Health with a component in Human Nutrition There is a significant difference between a "dietician" and a "nutritionist," and a further distinction between a "nutritionist" and an "integrative nutritionist." Dieticians approach food from a "particle" oriented approach identifying proteins, carbohydrates, fats, etc. in diets. They then construct diets for institutional or client groups based on scientific theories of particles and assimilation, not on the human experience of food in the body. Alternately, nutritionists view food as a part of the person's overall lifestyle and incorporate an individual's goals into a recommended, everyday approach to diet. Integrative nutritionists emphasize that food, as nutrition, is only one part of its role in our lives. Food plays a social, therapeutic, medicinal, and spiritual role in our lives as well, and it is not until we understand and acknowledge its multidimensionality that we can change our approach to food in our lives. The Master of Science in Nutrition and Integrative Health is not intended to lead to an RD. Some nutritionists are Registered Dietitians and continue their education by pursuing a graduate level degree in nutrition, which allows them to pursue certification as nutrition specialists (CNS). The focus of integrative nutrition is wellness, self-care, and combining the multiple roles that food plays in our lives to create harmony in our bodies that culminates in overall good health. Integrative nutrition utilizes coaching for lifestyle changes rather than a discussion of food as a mixture of scientific elements in isolation from the rest of our daily health picture. Another important distinction is Maryland University of Integrative Health's program is the only curriculum of its kind to include lab courses in healthy cooking skills and 40

techniques. We strongly believe that cooking nutritiously is an important part of a nutritionist's education. A nutritional professional needs to be able to provide practical recommendations about using "super foods" and other "whole foods" in daily meal preparation. F. Relevance to Historically Black Institutions (HBI) The MUIH nutrition programs are unique with no potential impact on the implementation or maintenance of high-demand programs at HBI's, nor the uniqueness and institutional identities and missions of HBis. G. If proposing a distance education program, please provide evidence of the Principles of Good Practice. Not applicable H. Adequacy of faculty resources (as outlined in COMAR 138.02.03.11) The Master of Science in Nutrition and Integrative Health and the three Areas of Concentration in Human Clinical Nutrition, Community Nutrition Education and in Herbal Medicine have been developed with a highly qualified core team of program instructors. All courses are taught by faculty with a master's degree or higher with significant experience teaching similar coursework. Guest lecturers and adjunct faculty are subject to the same high standards of education and experience All courses in these three Areas of Concentration have been taught previously at Maryland University of Integrative Health in response to student requests for both clinical and non-clinical specialties in the current master's degree. Oscar Coetzee, MSHN After earning his graduate degree with distinction in Human Nutrition at the University of Bridgeport, Mr. Coetzee started his clinical professional career as a drug/alcohol abuse counselor and intervention specialist at Fair Oaks Hospital in NJ. After his internship he started a private sports performance enhancement consulting business working on both nutritional and psychological components for the enhancement of sport performance. In 2003 he established a practice focusing on therapeutic integrative nutritional interventions for metabolic syndrome, obesity and general chronic conditions. In his Master's thesis titled "Reversing of Metabolic Syndrome through the MSRP - Case Series Trail" he received award for best research study at the University of Bridgeport Faculty Research Day in Health Sciences. His integrative protocol designs are based on blending the Holistic Model and Evidence Based Nutrition. Oscar served on the board of the National Association of Nutritional Professionals for two years as the Legislative Chair. His practice achieved the designation of a "Center of Excellence" through Metagenics Labs. Oscar has been a speaker at various conferences on health and psychology, been on various local television and radio shows. Camille Freeman, M.S., CNS, LON, RH{AHG) Associate Professor Camille Freeman received a master's degree in Herbal Medicine from Tai Sophia Institute in 2004 and is a professional member of the American Herbalists Guild. Ms. Freeman is certified as a nutrition specialist through the American College of Nutrition and is a licensed nutritionist in the state of Maryland. She holds a Master of Science in Physiology and Biophysics at Georgetown University. Her primary clinical focus is in reproductive health and endocrinology. 41

Ms. Freeman is passionate about promoting sustainability in healthcare and helping women of all ages deepen their understanding of the body's many cycles. Liz Lipski, Ph.D., CCN, CHN, CNS Director of Academic Development, Nutrition and Integrative Health Dr. Lipski is the Director of Academic Development of the Nutrition and Integrative Health programs at Maryland University of Integrative Health (MUIH). She has been working in the fields of nutrition, holistic health, herbology, and lifestyle management for more than 30 years. Prior to joining MUIH, she served as Director of Doctoral Studies and Educational Director at Hawthorne University. She has been extensively published in many academic journals and is the author of four books, including Digestive Wei/ness and The Digestive Connection. Dr. Lipski speaks nationally and internationally, is on faculty at the Institute for Functional Medicine, and serves on advisory boards for the Ceres Foundation and the Autism Help Alliance. She received her doctorate in clinical nutrition from the Union Institute with a specialization in functional medicine, is board certified in clinical nutrition (CCN) and holistic nutrition (CHN), and is a certified nutrition specialist (CNS). Maya Maroto, Ed.D, MPH, RD Director of Academic Programs, Nutrition and Integrative Health Dr. Maroto is an experienced health professional with more than 14 years of experience in nutrition, food policy, advocacy, research, program management, and communications. She has carried out a successful research, writing, external funding, and presentation agenda related to food insecurity, whole foods nutrition, and health. Dr. Maroto has published on a number of nutrition and health topics and is a reviewer for Jones and Bartlett Learning and the Hunger and Environmental Nutrition Post She has presented nationally on nutrition-related topics and is an active member of the Society for Nutrition Education and Behavior. Prior to joining MUIH, she served as a full-time faculty member and academic administrator at both the university and the community college level. Dr. Maroto holds a Bachelor of Science in Nutrition and Food Science from Auburn University, a Master's of Public Health Nutrition from the University of North Carolina at Chapel Hill, and a Doctorate of Education in Educational Leadership from Morgan State University. She is also a Registered Dietitian. James Snow, M.A., RH{AHG), Interim Academic Director, Integrative Health Science James Snow is the Interim Director of the Integrative Health Sciences Department at Maryland University of Integrative Health (MUIH) and has also served as Director of MUIH's Master of Science in Herbal Medicine program. He has been working in the field of herbal medicine since 1986, completing the herbal residency program at the Southwest School of Botanical Medicine in 1991. Mr. Snow is a professional member of the American Herbalist Guild, practicing as a clinician and/or training clinical students since 1994. He has conducted and published research on the cognitive effects of rosemary, is a contributing author to the Gastrointestinal Nutrition Desk Reference and serves as a reviewer for the American Herbal Pharmacopoeia. He is currently working to develop research tools in the field of well ness. 42

Bryan Walsh, N.D. Instructor Dr. Bryan P. Walsh graduated from the University of Bridgeport College of Naturopathic Medicine. He combines a passion for nutritional biochemistry and functional medicine, yet maintains a broad view of wellness, believing in the infinite capacity for the body to heal itself given the appropriate conditions and environment. He is a guest lecturer at the University Of Maryland School Of Medicine, has been a presenter at national conferences, lectures nationally tohealth care professionals, and has been an advisor to a number of well ness companies. Bevin Clare, M.S., CNS, LON, RH(AHG) Associate Professor Bevin Clare is the clinical division chair of the Herbal Medicine program. A clinical herbalist and nutritionist with a deep love of plants and food, Ms. Clare holds a M.S. in Infectious Disease from the London School of Hygiene and Tropical Medicine, with her thesis research conducted at the National Institute on Aging (a part of the National Institutes of Health). She earned her B.S. in Ethnobotany at Lesley University. Ms. Clare has studied herbal medicine around the world, and blends her knowledge of traditional uses of plants and foods with modern science and contemporary healthcare strategies. She also serves on the faculty of the Massachusetts College of Pharmacy, is on the board of directors of United Plant Savers, is co-director of the Herbal Clinic for All, and lectures nationally. She is a professional member of the American Herbalists Guild and has served on their governing council since 2002. Heidi Most, MAc, LAc, DipiAc, (NCCAOM) Associate Professor Heidi Most received her Masters of Acupuncture from the Traditional Acupuncture Institute (now Maryland University of Integrative Health), and her diplomate status in Acupuncture from the National Certification Commission for Acupuncture and Oriental Medicine (NCCAOM). As an Associate Professor at MUIH, she has developed and taught courses for the Acupuncture, Integrative Sciences, and Nutrition programs, lectures in the Health and Wellness Coaching Program, and has served on the Acupuncture Curriculum Committee from its inception. She chairs the Faculty Senate, chairs its Faculty Development and Assessment Sub-Committee, and is a member of the Information Research and Scholarship Committee and its Research subcommittee. Heidi has studied with Jeffrey Yuen, an internationally recognized master of Chinese medicine, since 2000, and holds certificates from him in Advanced Acupuncture, Chinese Herbs, Chinese Dietary Therapy, Chinese Medical Aromatherapy, and Healing with Gems and Stones. She co-created the acupuncture protocol and was a practitioner in a pilot study of acupuncture, physical therapy and low back pain for the Baltimore VA Hospital. Eleonora Gafton, MS, HHC Cooking Lab Coordinator Eleonora is a licensed nutritionist in the state of Maryland. Since 2009, Ms. Gafton has been practicing a combination of conventional, holistic, functional and complimentary nutrition and health coaching. Specializing in those with chronic disease, such as but not limited to gastrointestinal problems, diabetes, cardiovascular and vascular diseases, depression, arthritis, allergies and weight issues. Ms. Gafton currently holds private practice and treats patients nutritionally and as a health coach with all levels of illness in Alexandria. Ms. Gafton holds monthly nutritional workshops at Maple Avenue Market in Vienna. As an herbal medicine practitioner and health Coach Ms. Gafton is proficient in the use of herbs, whole foods, and dietary supplements. Growing up on an organic farm and winery in Romania, Ms. Gafton 43

developed a passion for natural foods. She completed her chef training at Ministerul Turismului International in Bucharest, Romania and went on to work in a three-star hotel, becoming the first female executive chef in a communist country. Ms. Gafton later received a bachelor's degree in hotel management from Cornell University, and worked in the hotel industry in Washington, DC for 20 years. Ms. Gafton also holds a master's degree in herbal medicine and clinical studies from Maryland University of Integrative Health, and a certificate in health coaching from the Institute for Integrative Nutrition in NY. Susan Testa, M.S., RD, LON Manager of Experiential Programming Susan Testa earned her Bachelor of Science degree in Nutrition from the State University of New York at Buffalo and completed her clinical work at the University of Maryland Medical System. She attained her advanced degree in Nutrition Education at the University of Chicago Medical School. Ms. Testa has served as adjunct lecturer for the University of Maryland at College Park and Associate Professor at Capital University of Integrative Medicine in Washington, DC, where she taught coursework in holistic nutrition to physicians. Ms. Testa has also provided single lectures at Johns Hopkins University, Kennedy Krieger Institute, and other institutions. Currently, Ms. Testa speaks to group audiences nationally and internationally. Ms. Testa has developed and implemented The Integrative Transitional Program in Baltimore, Maryland, for individuals who are interested in transitioning at a comfortable pace to better health, diminishing undesirable symptoms, and reducing risk to future disease over a 12-month period. Ms. Testa is a licensed nutritionist in the state of Maryland. Since 1991, she has been practicing a combination of conventional, holistic, functional, and complementary nutrition. Adjunct Faculty Karen Buchsbaum, MA Karen Buchsbaum has a passion for service, community, food security, and sustainability issues. She has served in the environmental field for more than seven years, including work on a CSA farm, and as an extension educator, curriculum developer, and community garden founder and coordinator. Ms. Buchsbaum is the founder and director of Community Fare, where she collaborates with students, government officials, farmers, and the general public to improve civic engagement and community access to fresh, local foods. She also serves on the Frederick County Extension Advisory Council and the Frederick County Sustainability Commission. Ms. Buchsbaum holds a Bachelor of Arts in Biology and a Master of Science in Environmental Education, and is currently pursuing a doctoral degree in Environmental Studies at Antioch University New England, with a focus on sustainable food systems. Leah Butler, Ph.D., M.Ac. Dr. Butler previously served as a research advisor for the universities Herbal Medicine Program. Prior to her work at the university, Dr. Butler was the director of Human-Technology Integration and Assessment for the Potomac Institute for Policy Studies (PIPS) and an adjunct senior fellow at the PIPS Center for Neurotechnology Studies. She is the co-editor and author of numerous publications in various human systems engineering-focused journals, books, conferences, and magazines. She holds a doctoral degree in Industrial Engineering and Management Systems from the University of Central Florida. 44

Susan Duggan, M.Ac. Susan Duggan is a graduate of Skidmore College with a specialization in Health and Human Services, has practiced bodywork since 1986 and taught at the Potomac Massage Therapy Institute in Washington, DC. She holds a Master of Acupuncture degree from the Traditional Acupuncture Institute (now Maryland University of Integrative Health) and teaches classes on the arts of living and dying. Prior to her studies of acupuncture and bodywork she coordinated educational programs at the Johns Hopkins Medical Institutions. Susan is an alumna of the Academy for the Love of Learning. Masha Fox-Rabinovich, MA, RD, LON, CDE Masha Fox-Ravinovich received a combined BS and MS as a combined Dietetic Internship in Family and Consumer Services with a concentration in foods and nutrition from Appalachian State University. She is currently an out-patient dietitian and Certified Diabetes Educator at Sodexo: Washington Adventist Hospital Center. She is an adjunct faculty member at Montgomery College, and a lecturer at University of Maryland, College Park: Shady Grove campus. Cheryl Harris, MPH, RD, CWC, CLC For over twelve years Cheryl Harris has been a Registered Dietitian and nutritionist and is a Certified Breastfeeding Counselor through the Center for Breastfeeding. Ms. Harris received her Master's Degree in Public Health Nutrition from the University of California, Berkeley and a BS in Nutritional Sciences from Cornell University. She also is certified as a Health and Wellness Coach through Wellcoaches. Cheryl has been honored as the Virginia Dietietics Association Dietetics Leader of the Year for 2012 and received a Leadership Award from Department of Health in DC in 2005. She was a board member for the Celiac Sprue Association for 2012 and she is a board member and Nutrition Advisor for DC Metro Celiac Association 2006-the present. Deanna Minich, PhD, FACN, CNS Dr. Minich has developed a unique approach to clinical medicine called Food & Spirit based on a combination of physiology and psychology (www.foodandspirit.com). She has trained in functional medicine for the past decade with the "father of functional medicine," Dr. Jeffrey Bland. She has served on the Nutrition Advisory Board for the Institute of Functional Medicine. Her academic background is in nutritional science, including a Master's Degree in Human Nutrition and Dietetics from the University of Illinois at Chicago, and a Ph.D. in Medical Sciences (Nutrition) from the University of Groningen in The Netherlands. In conjunction with her academic degrees and extensive teaching experience at the university level, she is both a Fellow (F.A.C.N.) and a Certified Nutrition Specialist (C.N.S.) through the American College of Nutrition and has received education in functional medicine through the Institute of Functional Medicine. Currently she leads educational outreach as Vice President of Education at the Personalized Lifestyle Medicine Institute, along with her role as adjunct faculty at the University of Western States, Bastyr University, Institute for Functional Medicine, and the Maryland University of Integrative Health. Author of five books on nutrition, well ness, and psychology, and is passionate in helping others to live well using therapeutic lifestyle changes. Lauren Mirkin, MS, CNS, BFRP Lauren is a certified nutrition specialist who received her Master of Science in Clinical Community Counseling from the Johns Hopkins School of Education and a Bachelor of Science in Nutrition and Human Ecology from Cook College of Rutgers University. She earned her Certified Nutritionist designation from American Health Science University. Lauren is also a Bach Flower Registered Practitioner and holds a diploma in homeopathy from Westbrook 45

University. She has worked both for an integrative medicine physicians' group and in private practice collaborating to help manage patients' acute and chronic health conditions. Miriam G. Zacharias, MS, LPSN Miriam Zacharias is the creator of From Prospect to Patient@, a breakthrough marketing and sales method for health and wellness professionals. A former sales and marketing executive in corporate America, Miriam decided to take what she knew and apply it within the field of holistic health, making her one of the most sought after marketing advisor, speaker, and teacher. She is currently the CEO of Competitive Fitness Group, Chief Nutrition Officer and Marketing Strategist at TriathlonExperts.com, marketing instructor for the Dr. Sears Wellness Institute, and serves as Vice President of the National Association of Nutrition Professionals, the leading holistic nutrition association in the United States. Adjunct Faculty (Cooking Labs) Monica Corrado, MA, CNC Monica Corrado is a chef and holistic nutrition educator, teaching "REAL Food" cooking classes throughout the United States. A leading activist for real, fresh, local, sustainable food, Ms. Corrado was a founding member of one of the first CSA (Community Supported Agriculture) organizations in the Washington, DC area in 1998, which provided biodynamic food and milk to families. From 2000 to 2005, she owned and operated The Basic Feast, the only organic catering company in the Washington, DC area that offered nourishing food from local, organic, and sustainable farms. In addition to teaching, Ms. Corrado is a member of the honorary board of the Weston A. Price Foundation. She has been featured in the Washington Post as an expert in traditional fermentation techniques, and is currently involved in the White House "Chefs Move to Schools" initiative. She is the author of With Love from Grandmother's Kitchen. Cheryl Diane, CNC, AANC, NAT Cheryl Diane is a chef and nutritionist, practicing and teaching natural foods classes at her wellness center in Annapolis, MD. She has been in private practice for more than 19 years and travels around the country as a guest speaker on nutrition, raw foods, and natural health. She trained at the New York School of Cookery and the Tree of Life School of Cookery. Ms. Diane is a certified nutritional consultant and earned a Master in Health Science and Integrative Medicine at the Capital University of Integrative Medicine. She was appointed by the governor of Maryland to be a delegate for the Commission on Complementary Healthcare for the state. Christina Pirello, MFN, MS Ms. Pirello is the Emmy Award-winning host of the Christina Cooks/television series/ which airs weekly on more than 200 national public television stations nationwide and has aired in 50 foreign countries on Discovery Health. In 2008, Ms Pirello founded The Christina Pirello Health Education Initiative/ a nonprofit organization dedicated to changing America's relationship with food through community outreach, media programs, and several in-school programs designed to teach kids to make healthier choices. She is the author of six cookbooks, including Cooking the Whole Foods Way, named the healthiest cookbook of the decade by Physicians Committee for Responsible Medicine in 2010. Her recently released book, I'm Mad as Hell and I'm Not Going to Eat ItAnymore/ provocatively explores the quality of modern food, and includes luscious recipes to help readers get started cooking and eating healthfully. Ms. Pirello holds a master's degree in Fine Arts and was awarded a master's degree in Nutrition from Drexel University in 2003. 46

Distinguished and Guest Lecturers Annemarie Colbin, Ph.D. Distinguished Lecturer Dr. Annemarie Colbin, an award-winning teacher, lecturer, writer, and consultant, is a pioneer in the field of natural health. Dr. Colbin is founder and director of the Natural Gourmet Institute for Health and Culinary Arts in New York City, which offers the Chef's Training Program for careers in the health-supportive culinary arts. She has authored several books, including The Book ofwhole Meals, The Natural Gourmet Food and Healing, and The Whole-Food Guide to Strong Bones: A Holistic Approach. She writes a regular column for the magazine New York Spirit(formerly Free Spirit) on "Food and Your Health," and produced an instructional videotape ~ (now a DVD), "Basics of Healthy Cooking," which the New York Times called "encyclopedic- a must for every health-conscious kitchen." Dr. Colbin earned her doctorate in Wholistic Nutrition in 2002 through the Union Institute & University in Cincinnati. The recipient of the 1986 Maharishi Award, the 1987 Pacesetter award in Education from the Roundtable for Women in Foodservice, and the 1993 Women of Enterprise Award from Avon and the Small Business Administration, she has served as a faculty member at Empire State College, the Institute of Integrative Nutrition, and the Natural Gourmet Institute. Dr. Colbin is widely known and highly regarded in the U.S. and abroad for her ongoing efforts to elucidate the relationship between food and individual health. Michael Greger, MD Guest Lecturer Dr. Greger is a physician, author, and internationally recognized professional speaker on a number of important public health issues. Currently Dr. Greger serves as the director of Public Health and Animal Agriculture at the Humane Society of the United States. Dr. Greger also is licensed as a general practitioner specializing in clinical nutrition and was a founding member of the American College of Lifestyle Medicine. His latest two books are Bird Flu: A Virus ofour Own Hatching and Carbophobia: The Scary Truth Behind America's Low Carb Craze. Dr. Greger is a graduate of the Cornell University School of Agriculture and the Tufts University School of Medicine. Sally Fallon-Morell, M.A. Guest Lecturer Ms. Fallon-Morel! is a chef, nutrition researcher, homemaker, and community activist. She is founding president of the Weston A. Price Foundation and editor of the Foundation's quarterly magazine. Ms. Fallon-Morel! is owner of NewTrends Publishing and founder of A Campaign for Real Milk (www.realmilk.com). She is author of the best-selling Nourishing Traditions: The Cookbook That Challenges Politically Correct Nutrition and the Diet Dictocrats and Eat Fat Lose Fat co-authored with Mary Enig. Her recipes and teachings have been inspiring readers for years. She is trained in French and Mediterranean cooking and received her master's Degree in English from UCLA. 47

Paul Pitchford, MS Guest Lecturer Mr. Pitchford studied and apprenticed with masters of pre-revolutionary Traditional Chinese Medicine, nutrition, Tai Ji, and meditation. His landmark book, Healing with Whole Foods: Asian Traditions and Modern Nutrition (published in seven languages, including a forthcoming Chinese translation), forms the foundation of his unique dietary teachings, which unify Eastern and Western therapies. His work has become a primary impetus behind the concept of "whole foods nutrition." Best-known for his teachings on foundational healing, Mr. Pitchford emphasizes awareness practices; mindful exercises, such as yoga and Tai Ji; and regenerative nutrition. Nichole Ferrigno, Chef Nichole earned her undergraduate degree in psychology from the University of Wisconsin Madison. Then, after living a short time in Florence, Italy, she was compelled to abandon psychology and pursue a future in cooking. She first worked as a Pastry Chef in Madison, Wisconsin. Wanting more formal training, she then attended the Pastry Arts program at L'Academie de Cuisine. She first worked at Butterfield 9 before arriving at Chef Geoff's in 2002, where she spent four and a half years as Executive Pastry Chef and then Corporate Pastry Chef, overseeing pastry operations at Chef Geoff's, Chef Geoff's Downtown, and Lia's. Nichole taught kids cooking classes for Tiny Chefs, and in January 2008 launched Paisley Fig, a boutique, specialty baking operation which crafts desserts for Cork Wine Bar and Room 11 in Washington D.C. Nichole remained an operating partner of Paisley Fig until May of 2010. Her new venture takes her into the realm of nutrition; she recently completed a certification program in holistic nutrition at the Institute of Integrative Nutrition in New York City. Jill Burns, Chef Ms. Gusman is a veteran chef instructor and lecturer at the Natural Gourmet Institute in New York City. She combines her passion for Eastern and Western healing ways, and cooking with whole, natural foods through teaching and consulting. She is the author of Vegetables from the Sea: Everyday Cooking with Sea Greens. Ms. Gusman has taught at the Henry Ford West Bloomfield Hospital in Detroit and created "Kids in the Kitchen," a live cooking show for Mount Sinai, Children's Hospital in New York City. As an avid gardener and wild food enthusiast, she enjoys the great outdoors as often as possible. Myra Kornfeld, Chef Myra Kornfeld teaches classes in ethnic, classic, and vegetarian cooking at The Natural Gourmet School of Health and Culinary Arts and the Institute of Culinary Education in New York City. She is a veteran restaurant chef, recipe developer and editor, private chef, menu consultant, and author of several cookbooks, including The Healthy Hedonist; More than 200 Delectable Flexitarian Recipes for Relaxed Daily Feasts, and The Voluptuous Vegan: More than 200 Sinfully Delicious Recipes for Eggless, Meatless, and Dairy-Free Meals. Ms. Kornfeld is the head chef and content manager of www.myfoodmyhealth.com, a food and healing website. She is a frequent contributor to Vegetarian Times and has contributed articles to Natural Health and Organic Style. Ms. Kornfeld has been a guest instructor at numerous schools, including Classic Thyme in New Jersey, and at Sur Ia Tables around the country. Ms. Kornfeld specializes in preparing nutrient-dense food for people with special eating requirements and/or preferences. 48

I. Adeguacy of library resources Cas outlined in COMAR 138.02.03.12) MUIH has a total library collection of over 10,000 titles in health and wellness. A current shelf analysis of in-house, print materials specifically in support of the nutrition programs includes over 535 resources. Electronic resources augment the number of nutrition materials available. The Library's computerized systems and, where applicable, licensing agreements with vendors permit access to open source journals and other free Internet resources, as well as selected journal articles from individual subscriptions and from the Library's EBSCO host databases. The Library uses the National Library of Medicine's Docline service for document delivery. When the Library does not own an article, it can be obtained in a timely manner for faculty and students due to the Library's use of Docline. The Library is in the process of joining an interlibrary loan network for book borrowing. The University's library has expanded and will continue to expand to support online learning and moderate enrollment growth. In FY 2013, the library expanded its hours and added staff to support the additional hours. In FY 2014, the University will support online faculty and students with a newly purchased a significantly enhanced integrated library system plus a discovery tool that permits online searching in the library catalog and articles database. The University also plans to hire an electronic/digital resources manager in October, 2013 to support the online programs. All online courses will contain a link to the University library. The link will be placed in a prominent place in the online classrooms. MUIH also plans to pilot the "embedded librarian" concept in several of its courses allowing specially assigned librarians to follow students in a class to assist with just-in-time needs as they appear in discussion forums, questions, and chat rooms. J. Adeguacy of physical facilities, infrastructure and instructional eguipment (as outlined in COMAR 138.02.03.13) MUIH's 12-acre campus contains a 32,500 sq. foot, two-story building, herbal medicine teaching garden, parking for all students, and ample space for additional buildings to be built in order to accommodate our growth. Over 300 people can be accommodated in the current building's large event space, which totals 2,750 sq. ft. The current building serves as the primary home for all of MUIH's programs, and includes: Eight classrooms on the first floor with a ninth, multipurpose space located on the second floor; An herbal dispensary; Space for faculty offices on the first and second floors; A second floor faculty kitchen; A student lounge with an adjacent kitchen on the first floor; A bookstore/cafe that includes seating; A library; and 22 treatment rooms on the second floor. 49

All 22 rooms are assigned to the Student Teaching Clinic and are specifically for use by students during the clinical phase of the Master of Acupuncture, Master of Oriental Medicine, Master of Science in Therapeutic Herbalism, and Master of Science in Nutrition and Integrative Health programs. All classrooms have access to voice and data communications and WIFI is available throughout the building. Two large, dividable classrooms are equipped with ceiling mounted data projectors and screens, as well as an integrated sound system. A portable sound system, TV, laptops, and overhead and LCD projectors are available for use in classrooms as needed. Given our growth in developing new programs, and our growing enrollment, MUIH is choosing a deliberate and consultative approach to space planning in order to make an informed decision about whether to lease or build additional space to accommodate the growing number of academic programs and to determine when in the academic rollout plan is the most optimal time to address the facility needs. Our online courses are hosted by Learning' House and therefore sit on their server. No additional physical facilities are needed for the online degrees and programs. MUIH is able to accommodate students taking cooking labs by leasing space at Reservoir High School in Howard County. MUIH began this relationship in August 2011 and continues to lease the home economics space of the school which consists of both lecture space and a fully functional teaching kitchen which can accommodate up to 30 students at a time. MUIH has also recently developed online cooking labs for students enrolled in the online M.S. in Nutrition and Integrative Health program. Projected Enrollments: Total for Program/Each Area of Concentration Year 1 Year2 Year3 Year4 YearS Human 200/80 250/105 300/125 350/145 400/165 Clinical Nutrition Community 200/80 250/105 300/125 350/145 400/165 Nutrition Education Herbal 200/40 250/40 300/50 350/60 400/70 Medicine ' 50

- -.,~.=<:-<-~'' --~--- --~~- --- --- C> u ~---,~- K. Adequacy of financial resources with documentation Cas outlined in COMAR 138.02.03.14) Please note: The added Areas of Concentration will not require additional or external resources. We are currently teaching the courses that will be aggregated into the AOCs. Master of Science in Nutrition and Integrative Health {All AOCs),----- -~ - -- --- --- -- ~-~="~ c--- -----------~ TABLE 1: RESOURCES: ----------------1 Resourc~ Catcgories Ycarl Year2 Ycar3 Ycar4 YearS --- - ------+--- --... J. Reallocated Funds _...--.. -~---- ~,.,.,. '- -~-~ - 2. Tuition/Fee Rcvenue 3,580,000 4,700,000 51925,000 7,262,500 8,720,000 jc +g below). a. Number off/t Stttdents b. A.ni-ilial Tuition/Fee Rate ------ -- ------- -~- 200 250 300 350 400 -, -------- 17J900 18,800 19,750 20,7501 211800 - t -- -'--~,_., I c. Total FIT Revenue (ax,580,000 4,700,000 5,925,000 7,262,500 8,720,000 b) ~.,.-_--,- ~::._.dli d. Numb'e1 o"fpit Students e. Credit Hour Rate ~ - '""'' - f. Annual Credit}Iour Rate ----~"- -- -----~-'- ~----- g. Total PIT Revenue (d xex f)':--:--,---i ------~--- - --~---- - 3. Gnmts, Confracts &Other External Sources ---- -..,~-,---~~ -- 4. Other Sources,;---- --- TOTAL (Add ~~~4) 3,580,000 4,700,000 5,925,000 7,262,500 8,720,000 - -- - ------------- -------------- ' : 51

--~---- -----~- - -~~-~-- ~-- -- -~- TABLE 2: EXPENDITURES: -~~-.-~----- - ',_,,. '... L Expenditure" Categories Year 1 Year2 vear3 Year4 Year 5 Fac~TfY-(b-Tc.l)efo~v) ----- - 162,250 206,500 236,000 295,000 309,750 ~ ' - -- -------- --------~- -" a. #FTE. - -.-f- ------. -------- - h. Total Salary c. Total lleneiits 2. Admiri.-st"aif(b + c below) 4 5 5 6 6 137,500 175,000 200t000 250,000 2621500. ~~------ --- --- - - - --'-'~-- a.# FTE b. Total Salary c. Total Benefits 3. Support Staff (b + c below) a. 7iFTE b. Total Salary c. Total Benefits. ----- -- -------- 24,750 31,500 36,000 45,000 47,250 141,600 145,848 150,215 154,722 1591365 4 5 5 5 5 - - - ------ -~~-~-- 120,000 123,600 127,300 131,120 135,055 ---- ------ ' -' I" -~, 21,600 22,248 22,915 23,602 24,310-1, -. ----- ' --~------- '""~ -- 4. Equipment!-;------~------------ - ''"" 5. Libnwy 6. New or Renovated Space 7. Other Expenses TOTAL (Add 1 '7) - ----- -. ----- ------- 10,000 10,000 10,000 10,000 10,000 - - ~ -~.,_" 895,000 1,175,000 1A811250 1,815,625 2,180,000 1,208,850 1,537,348 1,877,465 2,275,347 2,659,115 - - -_ -.. ----------------- - -- 52

L. Adequacy of provisions for evaluation of program (as outlined in COMAR 138.02.03.15) Since its establishment, Maryland University of Integrative Health (MUIH) has nurtured a culture of assessment and feedback. Expected student learning outcomes are clearly stated at the course and programmatic levels and these outcomes are well designed to align with the Institute's Mission, as well as the standards of the relevant fields and higher education, in general. Learning outcomes assessment is multilevel and predominantly utilizes a 360-degree design. At the course level, outcome measures are consonant with the specific subject matter and achievement of outcomes is documented from both the faculty and student perspectives. Programmatic outcomes that emerge from the integrated learning environment and are not course specific are assessed through capstone exams and projects, clinical evaluations, portfolios, licensure examinations, consensus meetings, retention rates, and graduate surveys. Within the university, the Assistant Provost of Assessment and the Provost/Executive Vice President for Academic Affairs provide guidance to the curriculum committees, subject matter experts (SME), Clinic Director, Academic Directors, and the faculty responsible for designing, delivering, and assessing learning outcomes in both gathering and interpreting assessment results. The Learning Outcomes Assessment Team (LOAT) serves as an umbrella committee to incorporate these results in curriculum design and to guide and facilitate assessment initiatives. In 2011, MUIH piloted and then adopted the IDEA system as the course and faculty evaluation system. It meets the needed and desired criteria for a sustainable course evaluation system as identified by the LOAT Committee. Further, the IDEA system has 26 years of research on which it is based and allows the institution to compare faculty performance within similar disciplines and among 400+ other universities. Faculty members are compared to all faculty members in the IDEA center database, as well as faculty within their respective disciplines. The IDEA form can be completed electronically and will be imbedded as a link in all online courses. M. Consistency with the State's minority student achievement goals (as outlined in COMAR 138.02.03.05 and in the State Plan for Postsecondary Education Maryland University of Integrative Health seeks qualified applicants who have the maturity, commitment, and preparation necessary to take full advantage of the specialized studies offered by MUIH in each of our programs of study. MUIH is committed to being, communicating, and educating in ways that recognize and honor the full range of human diversity. Each student, faculty, staff, and board member strives to use language and manifest behavior that promotes inclusiveness. Further, each student and faculty, staff, and board member is responsible for creating an atmosphere that supports all in growth and movement toward inclusiveness and the acceptance of diversity. MUIH is committed to broadening the diversity of student body, staff, administration, and board members. MUIH is an equal opportunity institution. Applicants for admission, employment, and financial aid are considered based on individual merit. No person is excluded from participation in, denied the benefits of, or subject to discrimination in any program or activity of MUIH on the basis of race, color, national or ethnic origin, gender, gender identity, sexual orientation, marital status, pregnancy, age, religion, disability, or any other characteristic protected by law. 53

MUIH does not specifically recruit or advertise to any race, color, national or ethnic origin, gender, gender identity, sexual orientation, marital status, pregnancy, age, religion, or disability group, however, we find that the nature of our programs draws students from all races and backgrounds and countries. N. Relationship to low productivity programs identified by the Commission Not Applicable 54