Abstract
A valid and reliable credentialing mechanism may advance the practice of the dietetic educator. Efforts to accomplish this have been thwarted by the complex variety of roles assumed by dietetics professionals, especially dietetic educators. Research in higher education provides insight that can be useful in our pursuit of the characteristics and skill sets that define advanced-level practice in dietetic education. Particularly useful is the "meta-profession" of teaching paradigm. This reconceptualization of college teaching provides a framework from which dietetic educators can begin to define levels of practice and the core value of their professional activity.