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Syllabus

Master of Science in Applied Nutrition

APN 604: Nutrition Across the Lifespan – Starting in Fall 2026

Credits - 3

Description

Nutrition requirements and metabolism from preconception through older adulthood are examined. The impacts and effects of culture, environment, economy, and mental and physical health on nutrition status across the life cycle are explored. Metabolism of macronutrients, nutrition assessment methodologies, and specific concerns for each life cycle stage are emphasized.

Materials

Resources are included in the course or available through the UNE Library.

Learning Objectives and Outcomes

Program Objectives

  • Develop and utilize nutrition concepts and best-practices for nutrition and health promotion initiatives
  • Apply core research principles to measure the nutrition status and environment of individuals and communities
  • Develop communications and collaboration strategies with representatives from government, non-profit, community, and business entities regarding nutrition initiatives
  • Interpret and modify explanations of complex nutrition concepts for various audiences

Course Outcomes/Objectives

  • Describe the nutrition requirements from preconception through older adulthood
  • Evaluate the effects of culture and social and economic environment on nutritional status across the life cycle
  • Evaluate the effects of nutrition on mental and physical health across the life cycle
  • Describe the metabolism of macronutrients
  • Evaluate and apply nutrition assessment methodologies
  • Identify specific nutritional concerns for each lifecycle stage
  • Identify nutritional risk factors for chronic disease
  • Interpret research and communicate nutrition-related information to a specific audience
  • Make evidence-based nutrition recommendations
  • Describe governmental nutrition programs available for populations across the lifespan and the impact of government on nutrition recommendations and services
  • Locate and evaluate current research for use in nutrition practice

ACEND Competencies

  • 1.1:  Applies an understanding of environmental, molecular factors (e.g. genes, proteins, metabolites) and food in the development and management of disease.
    • 1.1.1 Analyzes the usefulness and limitations of epidemiological, clinical and other study designs and identifies trends in diet and disease. (S)
    • 1.1.2 Demonstrates general understanding of nutrition and genetics, as it relates to health conditions. (K)
    • 1.1.3 Communicates epidemiological evidence related to the relationship between diet and the development of disease. (S)
    • 1.1.5 Identifies the influence of food consumption on the development of diseases. (K)
  • 1.2 Applies an understanding of anatomy, physiology, and biochemistry.
    • 1.2.1 Analyzes the impact of food and nutrition on physiological processes. (S)
    • 1.2.2: Integrates knowledge of anatomy, physiology and biochemistry to make decisions related to nutrition care (S)
  • 1.4 Integrates knowledge of chemistry and food science as it pertains to food and nutrition product development and when making modifications to food.
    • 1.4.2 Integrates nutritional biochemistry knowledge to make informed food and nutrition decisions for optimal health. (K)
  • 1.5: Applies knowledge of patho-physiology and nutritional biochemistry to physiology, health and disease.
    • 1.5.1 Examines nutritional biochemical indicators specific to the disease process. (K)
    • 1.5.2 Interprets and analyzes the effect of diet, fluids, electrolytes and nutritional status on the development and progress of the disease process. (K)
    • 1.5.3 Interprets and analyzes the effects of disease, clinical condition and treatment on nutritional health status. (S)
  • 1.6 Applies knowledge of social, psychological and environmental aspects of eating and food.
    • 1.6.1 Formulates food and nutrition services considering psychological and social factors to meet the needs of individuals, communities and populations. (K)
  • 1.7 Integrates the principles of cultural competence within own practice and when directing services.
    • 1.7.5 Applies culturally sensitive approaches and communication skills. (K)
  • 1.10 Applies knowledge of math and statistics.
    • 1.10.3 Applies math skills to perform food and nutrition calculations. (S)
  • 1.11 Applies knowledge of medical terminology when communicating with individuals, groups and other health professionals.
    • 1.11.1 Interprets and communicates medical terminology to non-health professional audiences. (S)
  • 1.12 Demonstrates knowledge of and is able to manage food preparation techniques.
    • 1.12.2 Converts recipes and ingredients based on client/patient’s preferences or dietary needs (S)
  • 1.13 Demonstrates computer skills and uses nutrition informatics in the decision making process.
    • 1.13.4 Uses electronic databases to obtain nutrition information and evaluate credible sources in decision making. (K)
  • 1.14: Integrates knowledge of nutrition and physical activity in the provision of nutrition care across the life cycle.
    • 1.14.1: Evaluates, integrates and communicates nutritional requirements across the life cycle (K)
    • 1.14.2: Identifies nutritional risk factors across the life cycle (K)
    • 1.14.3 Teaches the benefits of physical activity across the life cycle to individuals, groups and populations. (K)
    • 1.14.4 Explains and takes into consideration how nutrients, nutritional supplements and hydration influence physical activity and wellness. (K)
  • 1.15 Applies knowledge of nutritional health promotion and disease prevention for individuals, groups and populations.
    • 1.15.1 Recognizes and communicates the cause of disease and nutrition risks. (K)
    • 1.15.2 Identifies, prioritizes and implements health risk reduction strategies for individuals, groups and populations. (S)
    • 1.15.3 Examines the influence of the determinants of health on health and wellness. (K)
  • 2.3: Utilizes the nutrition care process with individuals, groups or populations in a variety of practice settings.
    • Nutrition Assessment
      • 2.3.6 Collects, assesses and interprets anthropometric measures and body composition. (K)
      • 2.3.9: Identifies signs and symptoms of nutrient deficiencies or excesses (K)
      • 2.3.11 Determines accuracy and currency of nutrition assessment data. K)
      • 2.3.12: Identifies patient appropriate validated formula and performs calculations to determine nutritional requirements. (K)
    • Diagnosis
      • 2.3.13: Analyzes and synthesizes nutrition assessment data to inform diagnosis(es) and nutritional plan of care. (K)
      • 2.3.15 Prioritizes the nutrition diagnosis(es). (K)
    • Intervention
      • 2.3.16 Develops an individualized plan of care that addresses nutritional care needs diagnosis and client/patient nutrition goals in collaboration with the client/patient and team members. (K)
      • 2.3.22 Identifies barriers to meeting client’s/patient’s nutritional goals and makes recommendations to modify the nutrition plan of care or nutrition intervention, and communicates changes to client/patient and others. (K)
  • 2.4: Implements or coordinates nutritional interventions for individuals, groups or populations.
    • Education
      • 2.4.6 Applies education theories, adult learning, pedagogy and education principles when developing, modifying, delivering or implementing education materials. (K)
      • 2.4.8 Develops or modifies nutrition education materials or delivery methods to meet the needs of the audience. (K)
      • 2.4.10: Translates basic to advanced food and nutrition science knowledge into understandable language tailored to the audience. (K)
      • 2.4.11 Communicates complex nutrition information to broad and diverse audiences. (K)
  • 4.1 Utilizes program planning steps to develop, implement, monitor and evaluate community and population programs.
    • 4.1.2 Conducts community and population based assessments considering all relevant factors. (K)
  • 5.1 Demonstrates leadership skills to guide practice.
    • 5.1.3 Communicates at the appropriate level and understands emotions and emotional situations. (K)
  • 6.1: Incorporates critical thinking skills in practice.
    • 6.1.1 Considers multiple factors when problem solving. (K)
    • 6.1.2: Incorporates the thought process used in critical thinking models (K)
    • 6.1.3: Engages in reflective practice to promote change and continuous learning (K)
  • 6.2: Applies scientific methods utilizing ethical research practices when reviewing, evaluating and conducting research.
    • 6.2.7: Translates and communicates research findings and conclusions through a variety of media (K)
  • 6.3: Applies current research and evidence-informed practice to services.
    • 6.3.3: Integrates current research and evidence-informed practice findings into delivery of safe and effective nutrition care. (K)
  • 7.1: Assumes professional responsibilities to provide safe, ethical and effective nutrition services.
    • 7.1.2: Engages in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors. (K)
  • 7.2:  Uses effective communication, collaboration and advocacy skills.
    • 7.2.1 Applies effective and ethical communication skills and techniques to achieve desired goals and outcomes. (K)
    • 7.2.4 Selects mode of communication appropriate to the messaging to meet the needs of the audience. (K)

Assignments

Assignments: A series of case studies and short assignments designed to build the skills necessary to succeed in the key assessment

Key Assessment, Part 1: Program Overview Report

Key Assessment, Part 2: Sample Menu and Recipes

Key Assessment, Part 3: The Presentation

Discussion Board:

You will be required to participate in discussions. Initial posts are due on Sundays, and responses are due by Tuesday. If the initial post and response are not submitted within the discussion week you will be given a zero. Posts submitted after the discussion week will not be graded.

Your success in the course relies on robust discussion, critical thinking, and peer response. Weekly posts responding to prompts posed are meant to facilitate a deeper understanding of the broader themes of the course as well as enrich the readings, handouts, and lectures. Your initial response should be no less than 400 words. Peer-responses should be no less than 200 words and must be thoughtful, contain compliment as well as constructive criticism, and maintain a professional tone.

Furthermore, in regard to all assignments, please observe the following:

  • All assignments must be completed using AMA formatting where appropriate.
  • All times refer to Eastern Time (ET).
  • All questions about assignments and all questions, in general, should be sent through email.

Writing Statement

As professionals in the field, you will consistently be expected to clearly and concisely articulate advanced concepts for diverse audiences at a variety of educational levels.

Graduate students are expected to integrate and apply current scientific evidence and scholarly practice guidelines when completing assignments. Theories, ideas, concepts, and other information obtained or generated through review of the scholarly literature must be synthesized and summarized across multiple sources and correctly attributed.

Graduate students are expected to produce work that is their own and that is their best quality work. Students are expected to screen and proofread their work prior to submission for proper attribution of sources and authority, clarity, grammar, spelling, formatting, and mechanical issues.




While there is often a portion of each assignment’s rubric dedicated specifically to grammar, spelling, mechanics, and formatting, it is critical to understand that failure to submit work that has been adequately proofed may result in a reduction of points in other areas of the rubric. These may include, but are not limited to metrics rating professionalism or content knowledge and synthesis; work submitted in graduate courses should provide evidence of strategic reading, writing, and academic speaking skills essential for success in the discipline.

Please note that the Graduate Programs in Applied Nutrition, which includes the Doctor of Clinical Nutrition program, holds the position that Grammarly and other artificial intelligence (AI) writing and generative technology should not be used when completing course assignments, unless explicitly permitted by course faculty and assignment instructions. These tools do not support a student’s personal and direct capacity to develop and hone skills in creativity, logic, critical thinking, analysis, evaluation, theorization, and writing, which are central to graduate level rigor, assessment, and research. Use of these tools may result in an academic integrity infraction.

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignments45 (5 points each)
Key Assessment (Program Overview Report, Sample Menu and Recipes, Presentation)35
Discussion Board (1 @ 1 point; 8 @ 2.25 points each)19
Student Syllabus Contract1
Total100

Grade Scale

Grade Points Grade Point Average (GPA)
A 94 – 100% 4.00
A- 90 – 93% 3.75
B+ 87 – 89% 3.50
B 84 – 86% 3.00
B- 80 – 83% 2.75
C+ 77 – 79% 2.50
C 74 – 76% 2.00
C- 70 – 73% 1.75
D 64 – 69% 1.00
F 00 – 63% 0.00

Schedule

Course Dates: 9/2/2026 – 10/23/2026

Week 1: Wednesday – Tuesday
Week 2: Wednesday – Tuesday
Week 3: Wednesday – Tuesday
Week 4: Wednesday – Tuesday
Week 5: Wednesday – Tuesday
Week 6: Wednesday – Tuesday
Week 7: Wednesday – Tuesday
Week 8: Wednesday – Friday

Week One: Course Introduction and Nutrition Basics

Weekly Learning Outcomes

  • Describe dietary intake standards for macro- and micronutrients.
  • Identify nutrient categories, food sources of nutrients, and describe the basic chemical makeup of macronutrients.
  • Describe U.S. food and nutrition programs, including eligibility standards and purpose of programs.
  • Interpret and critically evaluate current dietary guidance and nutrition education tools, considering their application in real-world settings.
  • Explain and apply the components of nutrition assessment (individual, clinical, and community), and discuss the role of government and policy in shaping nutrition recommendations and public health.

Lectures

Readings

  • Scientific Report 2026 DGA, Scientific Report of the 2025 Guidelines Advisory Committee | Dietary Guidelines for Americans USDA. 2025
  • USDA Food and Nutrition Service Website 
  • Mozaffarian D. The 2025-2030 Dietary Guidelines for Americans. JAMA. 2026;335(7):575–577. doi:10.1001/jama.2026.0283
  • Williams KA Sr, Dastmalchi LN, Barnard ND. When Nutrition Science Is Ignored: Potential Public Health Cost of the 2025 Dietary Guidelines.JAMA. 2026 Jan 28. doi: 10.1001/jama.2026.0832.

Assignments

  • Food Pyramid Assessment

Discussions

Week Two: Preconception and Pregnancy Nutrition

Weekly Learning Outcomes

  • Identify critical nutrients needed in the preconception and pregnancy stages.
  • Describe how they correlate with growth and development.
  • Identify macronutrient and micronutrient recommendations for pregnant women.
  • Identify disease states and conditions that can impact conception and pregnancy.
  • Identify recommendations for pregnancy weight gain in each BMI category.
  • Describe differences in recommendations for nutrient and calorie needs for pregnant teens versus pregnant adults.
  • Identify recommended supplements that may be needed during pregnancy.
  • Translate complex nutrition science into clear, accessible language.
  • Develop consumer friendly education materials for a target population.

Lectures

Readings

  • Duarte-Gardea MO, Gonzales-Pacheco DM, Reader DM, et al. Academy of Nutrition and Dietetics Gestational Diabetes Evidence-Based Nutrition Practice Guideline. Journal of the Academy of Nutrition and Dietetics. 2018;118(9):1719-1742.
  • Garner C. Nutrition and Pregnancy: Dietary Requirements and Supplements. UpToDate. 2026. Accessed April 6, 2025. Nutrition in pregnancy: Dietary requirements and supplements – UpToDate
  • Procter SB, Campbell CG. Position of the Academy of Nutrition and Dietetics: nutrition and lifestyle for a healthy pregnancy outcome. J Acad Nutr Diet. 2014;114(7):1099-1103.
  • Stang J, Huffman LG. Position of the Academy of Nutrition and Dietetics: Obesity, reproduction, and pregnancy outcomes. J Acad Nutr Diet. 2016;116(4):677-691.

Assignments

Evaluating a Research Article

Nutrition of Interest Brochure

Discussions

Week Three: Lactation and Infant Nutrition

Weekly Learning Outcomes

  • Identify common conditions associated with breastfeeding, including conditions that contraindicate breastfeeding.
  • Assess infant formulas and determine indications for use.
  • Describe infant development and developmental milestones related to feeding.
  • Identify nutrient and energy needs in infants, including preterm infants.
  • Assess growth in infants, including plotting and interpreting growth data.
  • Discuss benefits and barriers of breastfeeding and identify strategies healthcare professionals can use to support and promote lactation in clinical and community settings.
  • Describe safe handling, storage, and preparation practices for breast milk and infant formula in healthcare environments.
  • Explain how nutritional needs vary among infants, including considerations for different health conditions and clinical situations.
  • Recognize the role of foodservice systems in ensuring accurate formula preparation and delivery.
  • Discuss the importance of sanitation and food safety practices in protecting the health of newborns.

Lectures

Readings

  • Lessen R, Kavanagh K. Position of the Academy of Nutrition and Dietetics: promoting and supporting breastfeeding. J Acad Nutr Diet. 2015 Mar;115(3):444-9.  
  • Augustin,A., AlMatawah, Y., Barry, C., Eng-Chong, M., Gittens, C., Hatzis, E., . . . Sudoma, C. (2020). Practice recommendations for handling of expressed human milk in healthcare facilities. The Canadian Journal of Infection Control, 35(3) 
  • Guideline Protecting, Promoting and Supporting Breastfeeding in Facilities Providing Maternity and Newborn Services. World Health Organization; 2017. Guideline: Protecting, Promoting and Supporting Breastfeeding in Facilities Providing Maternity and Newborn Services – NCBI Bookshelf 
  • Nutrition Pediatric Care Manual: Pregnancy and Lactation Nutrition Information for Health Care Professionals on Safe Handling of Infant Formula | FDA

Assignments

Infant Formula Preparation

Discussions

Week Four: Toddler and Preschooler Nutrition

Weekly Learning Outcomes

  • Assess growth using CDC and WHO growth charts, and identify when each should be used.
  • Make macro- and micronutrient recommendations for toddlers and preschoolers.
  • Identify key nutrients and potential nutrition problems for this life stage.
  • Identify public nutrition programs available for toddlers and preschoolers.
  • Describe feeding issues in children and make recommendations for treating feeding issues.
  • Evaluate how childhood diseases and conditions may impact nutritional intake in children.
  • Explain the Child and Adult Care food Program (CACFP) and how it supports health, nutrition and disease prevention in early childhood settings.
  • Analyze how structured meal patterns influence eating behaviors, food access, and environmental influences in toddlers and pre-school aged children.
  • Interpret federal nutrition regulations and meal pattern standards and describe how they reflect population level nutrition needs and policy priorities. 
  •  

Lectures

Readings

  • Ellyn Satter Institute Website
  • Satter, EM. The feeding relationship. J Am Diet Assoc. 1986;86:352-356.
    Academy of Nutrition and Dietetics. Position of the Academy of Nutrition and Dietetics: Benchmarks for nutrition in childcare. J Acad Nutr Diet. 2018;118(7):1291-1300.
  • Child and Adult Care Food Program | Food and Nutrition Service
  • Kinderknecht KL, Zimmer M, Mozaffarian R, Kenney EL. Contribution of Meals and Snacks Provided Through the Child and Adult Care Food Program on Young Children’s Total Dietary Intake. Journal of the Academy of Nutrition and Dietetics. Published online March 2, 2026.
    Riley LK, Rupert J, Boucher O. Nutrition in toddlers. Am Fam Physician. 2018 Aug 15;98(4):227-233

Assignments

CACFP Meal Patterns

Discussions

Week Five: Child, Preadolescent, and Adolescent Nutrition

Weekly Learning Outcomes

  • Define physiological and cognitive changes that occur during childhood and preadolescence.
  • Identify common nutrition-related concerns and key nutrients for this stage of life.
  • Describe public nutrition programs available for children in these age groups.
  • Identify nutrient needs in childhood diseases and chronic conditions.
  • Evaluate recipe components and their alignment with nutritional guidelines and implementation strategies in foodservice settings
  • Analyze cultural inclusive, diversity  and student food preferences as they relate to social eating patterns and menu planning
  • Explain how growth and development pattern inform age-appropriate menu evaluations and foodservice decision making

Lectures

Readings

  • Herpertz-Dahlmann B. Adolescent eating disorders. Child Adol Psych Cl. 2015;24(1):177-196.
  • Hayes D, Contento IR, Weekly C. Position of the Academy of Nutrition and Dietetics, Society for Nutrition Education and Behavior, and School Nutrition Association: Comprehensive Nutrition Programs and Services in Schools. Journal of the Academy of Nutrition and Dietetics. 2018;118(5):913-919. 
  • Nutrition ICN. USDA Recipe Standardization Guide for School Nutrition Programs. Culinary Institute of Child Nutrition. 
  • USDA. National School Lunch Program Meal Pattern | Food and Nutrition Service. www.fns.usda.gov. Published July 1, 2024. 
  • Bitler M, Currie J, Hoynes H, Ruffini K, Schulkind L, Willage B. Effects of school meals on nutrition: Evidence from the start of the school year. Food Policy. 2025;134. 
  • Soares, P., Suellen, S. M., Melgarejo, L., Cavalli, S. B., & Davó-Blanes, M. C. (2017). Using local family farm products for school feeding programmes: Effect on school menus. British Food Journal, 119(6), 1289-1300. doi:https://doi.org/10.1108/BFJ-08-2016-0377 
  • Kirk S, Ogata B, Wichert E, Handu D, Rozga M. Treatment of pediatric overweight and obesity: Position of the Academy of Nutrition and Dietetics based on an umbrella review of systematic reviews. J Acad Nutr Diet. 2022;122(4):848-861.

Assignments

Nutrition Menu Analysis

Key Assessment, Part One: Program Overview Report

Discussions

Week Six: Adult Nutrition

Weekly Learning Outcomes

  • Identify and discuss nutrition-related risk factors in adults.
  • Discuss external factors that can impact health and nutritional status.
  • Estimate energy and macro-/micronutrient needs for adults in different disease states.
  • Evaluate existing public nutrition programs for adults.
  • Explain the role of Food is Medicine programs and the use of meal planning in the management of various disease states.
  • Describe hospital food service systems and therapeutic diets, and how they support clinical care.
  • Identify and utilize local and national resources to connect individuals with nutrition and food access services.
  • Discuss the role of dietitians in developing and implementing medically tailored meals.
  • Communicate evidence-based nutrition information effectively to non-nutrition healthcare professionals.

Lectures

Readings

  • Raynor HA, Champagne CM. Position of the Academy of Nutrition and Dietetics: interventions for the treatment of overweight and obesity in adults. J Nutr Diet. 2016;116(1):129-147. 
  • The Medically Tailored Meal Sustainability Blueprint. Food is medicine Coalition Website. 2026.  
  • Bank A. Food Is More Than Just Medicine. Health Affairs (Project Hope). 2025;44(4):429-432. :https://doi.org/10.1377/hlthaff.2025.00164
  • Steiber A, Handu D, Mantinan H, et al. Academy of Nutrition and Dietetics’ Food As Medicine Strategic Roadmap. Journal of the Academy of Nutrition and Dietetics. 2025;125(10):1601–1610. 
  • Thibault R, Abbasoglu O, Ioannou E, et al. ESPEN guideline on hospital nutrition. Clinical nutrition  (Edinburgh, Scotland). 2021;40(12):5684-5709. 

Assignments

Therapeutic Diets

Key Assessment, Part Two: Sample Menu and Recipes

Discussions

Week Seven: Older Adult Nutrition

Weekly Learning Outcomes

  • Identify nutrition programs for older adults and describe their purpose.
  • Describe physical changes that occur in the older adult population.
  • Identify tools available to assess nutrition status in older adults.
  • Describe risk factors for poor nutrition in older adults.
  • Identify critical nutrients and nutrition recommendations for older adults.
  • Make recommendations for nutrition interventions to manage health conditions and disease states in older adults.
  • Gain an introduction to the causes and risk factors for malnutrition in older adults. 
  • Describe and apply the use of oral nutrition supplements and when they are appropriate in acute care settings. 
  • Explain altered texture diets including indications for use and considerations for safe and adequate nutrition.

Lectures

Readings

  • Dorner B, Friedrich EK. Position of the Academy of Nutrition and Dietetics: individualized nutrition approaches for older adults: long-term care, post-acute care, and other settings. J Acad Nutr Diet. 2018 Apr;118(4):724-735.
  • Malnutrition. Nutrition Care Manual. 2019. Accessed May 6, 2026. Overview – Nutrition Care Manual
  • Loman BR, Luo M, Baggs GE, et al. Specialized High‐Protein Oral Nutrition Supplement Improves Home Nutrient Intake of Malnourished Older Adults Without Decreasing Usual Food Intake. JPEN Journal of parenteral and enteral nutrition. 2019;43(6):794-802.
  • Heidenreich PA, Bozkurt B, Aguilar D, et al. 2022 AHA/ACC/HFSA guideline for the management of heart failure: a report of the American College of Cardiology/American Heart Association Joint Committee on Clinical Practice Guidelines. Circulation. 2022;145(18):e895-e1032.

Assignments

Case Study Video Presentation

Key Assessment, Part Three: Presentation

Discussions

Week Eight: End of Life Care, Introduction to Nutrition Support

Weekly Learning Outcomes

  • Assess the progress you have made in the course.
  • Identify nutrition support modalities and indications/contraindications for use.
  • Consider ethical concerns for the use of artificial nutrition and hydration in end-of-life care.
  • Consider nutrition challenges and barriers for residents in long-term care facilities

Lectures

Readings

  • Ireton-Jones C, Russell MK, . Food and Nutrient Delivery. In: Mahan LK, Raymond JL, eds. Krause’s Food & the Nutrition Care Process. 14th ed. Elsevier; 2017:209-225.
  • Academy of Nutrition and Dietetics. Position of the Academy of Nutrition and Dietetics: Ethical and legal issues in feeding and hydration.J Acad Nutr Diet. 2013;113:828-833. 
  • Druml C, Ballmer PE, Druml W, et al. ESPEN guideline on ethical aspects of artificial nutrition and hydration. Clin Nutr. 2016;35:545-556. 
  • Marcolini EG, Putnam AT, Aydin A. History and perspectives on nutrition and hydration at the end of life. Yale J Biol Med. 2018;91(2):173-176.
  • Schwartz D.B., Barrocas A., Annetta M.G., Stratton K., McGinnis C., Hardy G., et al.: Ethical aspects of artificially administered nutrition and hydration: an ASPEN position paper . Nutr Clin Pract 2021; 36 (2): pp. 254-267.
  • Keller HH, Syed S, Dakkak H, Wu SA, Volkert D. Reimagining Nutrition Care and Mealtimes in Long-Term Care. Journal of the American Medical Directors Association. 2022;23(2):253-260.e1.

Assignments

Reflecting on the Course and Portfolio Piece

Discussions

Student Resources

Online Student Support

Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Library

UNE Student Academic Success Center

The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:

Information Technology Services (ITS)

Students should notify their student success team member and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week

Phone: Mon-Fri: (207) 602-2487

After Hours/Weekends: 1-877-518-4673

Accommodations

Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.

Online Peer Support

Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.

Information Technology Services (ITS)

Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.

ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.

Career Ready Program

The College of Professional Studies supports its online students and alumni in their career journey!

The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.

Policies

AMA Writing Style Statement

In keeping with the requirements of the Journal of the Academy of Nutrition and Dietetics and the Journal of Nutrition Education and Behavior, the American Medical Association (AMA) Manual of Style, 11th edition is the required writing format for this course and is available at both UNE libraries under the title "AMA Manual." Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.

Online resources: AMA Style Guide

Turnitin Originality Check and Plagiarism Detection Tool

The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.

Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in AMA citation and academic writing.

You can learn more about Turnitin in the guide on how to navigate your Similarity Report.

Generative AI Use Statement

Generative AI (GenAI) applications (e.g., ChatGPT, Claude, Gemini, CoPilot, and similar tools) are increasingly used in academic and professional workspaces. In the MSAN program, AI tools may be used in limited and transparent ways that support learning. They may not substitute for independent critical thinking, scientific reasoning, writing, analysis, or demonstration of mastery of course learning outcomes.

The use of AI in academic work falls under the MSAN Academic Integrity policy and must align with our commitment to honest, responsible, and professional scholarship. Additionally, the Academy of Nutrition and Dietetics Code of Ethics spotlights the value of integrity and the ethical principle of behaving in a trustworthy manner. 

Students should always be able to demonstrate the originality of submitted work if improper use of AI is suspected.

In situations where AI tools are used as a resource, students must:

  • Ensure that all submitted academic work demonstrates their own learning and mastery of course objectives.
  • Acknowledge every instance of AI use in-text at the point where it was used. AI use should not ONLY be listed in the References section. If a paper was run entirely through Grammarly or other AI-related tools, a general acknowledgment is needed.
  • Include a brief description of how the AI tool was used, followed by the AI tool name, model/version (if available), manufacturer/owner, and date used in parentheses. Students should consult the AI citation section of the AMA Style Guide for additional details.
  • Take full responsibility for the accuracy, interpretation, and conclusions presented in their work.
  • Critically evaluate AI output for errors, bias, and potential risks to vulnerable or underrepresented populations.
  • Follow any additional course or assignment-specific AI restrictions provided in assignment instructions.

Failure to acknowledge AI use in submitted work constitutes a violation of academic integrity and will be treated as plagiarism under the MSAN Academic Integrity Policy and Student Handbook.

Penalties for AI misuse will follow the MSAN program’s academic integrity escalation structure. A first offense of academic integrity will result in a zero on the assignment with an opportunity to resubmit resulting in a 20% reduction. A second instance of academic integrity will result in a zero for the assignment/s. A third instance may result in course failure and/or referral for program-level review, which may include dismissal from the program.

Late Policy

Assignments and Quizzes: Assignments or quizzes submitted after the due date and time will receive a deduction of 10% of the total possible grade for each day it is late. After three days, the assignment or quiz will not be accepted. No assignments or quizzes will be accepted after the course ends.

Discussion posts: If the initial post is submitted late, acceptance of the discussion board is at the discretion of the faculty. Any posts submitted after the end of the Discussion Board week will not be graded (does not apply to practicum).

Students are encouraged to make every effort ahead of time to contact their instructor and their student support specialist if they are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.

Technology Requirements

Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements

Course Evaluation Policy

Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.

Attendance Policy

6- to 8-week courses: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Sunday at 11:59 pm ET of the first week of the term. Reinstatement is at the purview of the Dean's Office.

10+ -week courses: Students taking online graduate courses through the College of Professional Studies will be administratively dropped for non-participation if a graded assignment/discussion post is not submitted before Friday at 11:59 pm ET of the second week of the term. Reinstatement is at the purview of the Dean's Office.

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Professional Studies. It is each student's responsibility to know the contents of this handbook.

UNE Online Student Handbook

UNE Course Withdrawal

Please contact your Enrollment and Retention Counselor if you are considering dropping or withdrawing from a course. Tuition charges may still apply. Students are strongly urged to consult with Student Financial Services, as course withdrawals may affect financial aid or Veterans benefits.

Academic Integrity

The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.

Academic dishonesty includes, but is not limited to the following:

  1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
  2. Fabrication or falsification of data, results, or sources for papers or reports.
  3. Action which destroys or alters the work of another student.
  4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
  5. Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.

Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.