Syllabus

Schedule

Course Dates: 8/27/25 – 12/12/25

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 – Tuesday
Week 9: Wednesday – Tuesday
Week 10: Wednesday – Tuesday
Week 11: Wednesday – Tuesday
Week 12: Wednesday – Tuesday
Week 13: Wednesday – Tuesday
Week 14: Wednesday – Tuesday
Week 15: Wednesday – Tuesday
Week 16: Wednesday – Friday

Please note:  Weeks 1 and 16 will only open after the course surveys have been completed.

Week 1: What is Applied Nutrition Research?

Learning Outcomes

Students will be able to:

• Understand the expectations of doctorate level research and DCN program research requirements.
• Differentiate applied research from basic research.
• Appreciate the iterative nature of visioning a high-quality, rigorous research study.

Lectures and Multimedia

See course for required and supplemental media.

Required Readings

• Davis AM, Vogelzang JL, Affenito SG. The shortage of registered dietitians or nutritionists with a terminal degree: a call to action for the profession opens in new window. J Acad Nutr Diet. 2023;123(4):569-573,574-575.
• Longe B. Basic vs applied research: 15 key differences. opens in new window Formplus. May 7, 2020.

See course for supplemental resources.

Assignments

• Student Syllabus Contract – Must be completed prior to accessing the materials in Week 1

Discussions

• Week 1 Discussion: Research Background and Experience

Week 2: Establishing a Research Mindset

Learning Outcomes

Students will be able to:

• Inventory one’s personal strengths and areas for growth related to the research process and research methods.
• Build resiliency in giving and receiving constructive feedback and engaging in iteration to develop and refine elements of the research process.
• Develop a network of colleagues that can provide mentorship and collaboration throughout the research process.

Lectures and Multimedia

See course for required and supplemental media.

Required Readings

• The Top 5 Qualities of Every Good Researcher opens in new window. Elsevier. Published 2024. Accessed July 2025.

See course for supplemental resources.

Assignments

• Week 2 Assignment: Researcher Self-Reflection

Week 3: Research Methods and Secondary Data Analysis

Learning Outcomes

Students will be able to:

• Distinguish secondary research methods from other types of research.
• Evaluate the strengths, limitations, and opportunities of secondary data analysis as a viable and acceptable means to answer a novel research question and advance scientific knowledge.

Lectures and Multimedia

See course for required and supplemental media.

Required Readings

• Sullivan LM. Essentials of Biostatistics in Public Health. 3rd Ed. Jones and Bartlett Learning; 2017. — Please read Chapters 1 and 2
• University of Minnesota Libraries. Understanding research study designs. Updated July 8, 2022.
• Wickham RJ. Secondary Analysis Research. J Adv Pract Oncol. 2019;10(4):395-400. doi:10.6004/jadpro.2019.10.4.7 
•  

See course for supplemental resources.

Assignments

• Week 3 Assignment: Evaluation of a Secondary Data Analysis Research Study

Week 4: Types of Data, Data Sets, and Research Questions

Learning Outcomes

Students will be able to:

• Distinguish among types of quantitative data (continuous vs categorical) and sources of data.
• Explore quantitative data (variables) within an available data set as the foundation for generating a novel research question.
• Propose testable and appropriate applied nutrition research questions aligned with data (variables) within a publicly available dataset.

Required Readings

• Laerd Statistics. Types of Variable. Published 2018. Accessed July 2025.
• Echevarria IM, Walker S. To make your case, start with a PICOT question. Nursing. 2014;44(2):18-19.
• UNE Library Services . PICO Clinical Questions. Available at: https://library.une.edu/research-help/help-with/evidence-based-practice/pico/

Discussions

• Week 4 Discussion: Proposing Research Questions

Week 5: Refining the Research Question

Learning Outcomes

Students will be able to:

• Generate a single novel and testable applied nutrition research question aligned with quantitative data (variables) available in an existing public dataset.
• Utilize constructive feedback to iterate and refine a focused research question.

Lectures and Multimedia

See course for supplemental resources.

Discussions

• Week 5 Discussion: Refining the Research Question

Week 6: Systematically Reviewing the Literature

Learning Outcomes

Students will be able to:

• Plan and execute a structured, systematized literature search to identify primary background literature related to a proposed research question.

Lectures and Multimedia

See course for required and supplemental media.

Required Readings

• Aromataris E, Riitano D. Systematic reviews: Constructing a search strategy and searching the evidence. Am J Nurs. 2014;114(5):49-56.
• McKeever L, Nguyen V, Peterson SJ, Gomez-Perez S, Braunschweig C. Demystifying the search button: A comprehensive PubMed search strategy for performing an exhaustive literature review. JPEN J Parenter Enteral Nutr. 2015;39(6): 622-635.

See course for supplemental resources.

Assignments

• Week 6 Assignment: Literature Search and Selection

Week 7: Research Ethics

Learning Outcomes

Students will be able to:

• Synthesize the principles of responsible conduct of research in alignment with fulfilling CITI training requirements.
• Design research protocols that demonstrate competence in ethical data management, informed consent, participant confidentiality, and risk minimization to protect the health, safety, and well-being of human subjects.
• Foster a research environment committed to ethical practice, regulatory compliance, and scientific rigor.

Lectures and Multimedia

See course for required and supplemental media.

Assignments

Week 8: Identifying Gaps in the Literature

Learning Outcomes

Students will be able to:

• Critically evaluate methods and outcomes across related primary literature to identify gaps and opportunities for future research.
• Synthesize findings across the body of literature to generate a compelling and defensible need for a secondary data analysis research study.

Required Readings

• UNE Library Service. Gaps in the Literature. Accessed July 2025.
• Miles DA. A taxonomy of research gaps:  Identifying and defining the seven research gaps. 2017. — Please note that this resource provides excellent examples of how to write compelling narrative related to the need for a study, including what past research has explored, where gaps lie, and how proposed research can address gaps. 

Assignments

• Week 8 Assignment: Draft Literature Review Summary Table and Gap Analysis

Week 9: Defending the Need for the Study

Learning Outcomes

Students will be able to:

• Construct coherent and evidence-based rationale for a secondary data analysis research study that effectively addresses the problem, what is known, what remains unknown, and how the study can address the problem.
• Articulate the significance of a proposed research study to advance theoretical understanding, improve practice and/or patient outcomes, or inform policy.
• Demonstrate professional graduate level scientific and academic writing skills.

Lectures and Multimedia

See course for required and supplemental media.

Required Readings

• Swaen B, George T. What is a conceptual framework? Tips and examples. Scribbr. Published September 2024. Accessed August 2025.

Assignments

• Week 9 Assignment: Summary Table and Need for Study

Week 10: Statistics Part 1 – Hypothesis Testing, Errors, P-Value, Power

Learning Outcomes

Students will be able to:

• Analyze and interpret the results of hypothesis testing in the context of complex research designs, with a focus on the implications of p-values and effect sizes for scientific inference.
• Differentiate between Type I and Type II errors and evaluate their potential consequences on the validity and generalizability of research findings.
• Construct logically consistent null and alternate hypotheses that align with the research question and study methods.

Required Readings

• Saracino G, Jennings LW, Hasse JM. Basic statistical concepts in nutrition research. Nutr Clin Pract. 2013;28(2):182-193.
• Harris JE, Zoellner J. Pointers and pitfalls in interpreting nutrition and dietetics research: The importance of statistical and clinical significance . J Acad Nutr Diet. 2022;122(4):709-721.
• Faber J, Fonseca LM. How sample size influences research outcomes. Dental Press J Orthod. 2014; 19(4):27-29.

Week 11: Statistics Part 2 – Descriptive Statistics

Learning Outcomes

Students will be able to:

• Evaluate the quality and distribution of data prior to inferential analysis.
• Generate evidence-based conclusions with clear, accurate, and interpretable summaries.

Lectures and Multimedia

See course for required and supplemental media.

Assignments

• Week 11 Assignment: Analytical Plan Part 1: Descriptive Data

Week 12: Statistics Part 3 – Inferential Statistics

Learning Outcomes

Students will be able to:

• Select appropriate statistical tests based on the research question and type of variables.
• Perform a prior sample size calculation (power analysis).

Required Readings

• Nayak BK, Hazra A. How to choose the right statistical test? Indian J Ophthalmol. 2011;59(2):85-86.
• Kang H. Sample size determination and power analysis using the G*Power software. J Educ Eval Health Prof. 2021;18:17. 

Assignments

• Week 12 Assignment: Analytical Plan Part 2: Inferential Analysis

Week 13: Drafting the Research Plan

Learning Outcomes

Students will be able to:

• Reflect upon their learning and feedback received throughout the course to draft a complete Secondary Data Analysis Research Plan.
• Revise writing to improve clarity and create a compelling and feasible Secondary Data Analysis Research Plan.

•  

Assignments

• Week 13 Assignment: Draft Research Plan

Week 14: Research Plan Work Week

Learning Outcomes

Students will be able to:

• Receive and reflect upon constructive feedback with a growth mindset.
• Critically evaluate and integrate feedback to enhance the clarity, rigor, and coherences of scientific writing and research deliverables.

Lectures and Multimedia

See course for required and supplemental media.

Week 15: The Final Research Plan

Learning Outcomes

Students will be able to:

• Generate a compelling, defensible scientific research plan for a novel secondary data analysis research study.

Assignments

• Week 15 Assignment: Final Research Plan

Week 16: Course Reflection

Learning Outcomes

Students will be able to:

• Reflect upon their professional growth and development in research methods and scientific writing.

Assignments

• Week 16 Assignment: Course Reflection and E-Portfolio Piece

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, resources to support academic success, technology concerns, or personal emergencies.

Questions? Visit the Student Support Applied Nutrition page

UNE Libraries

The University of New England Library Services are central to the intellectual life of the University community and an essential resource for doctorate students across didactic, residency, and research coursework and experiences.

UNE Library Services may be accessed through OKTA or by visiting https://library.une.edu/. 

• Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
• Nutrition Resources
• Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.

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.

You can learn more about Turnitin here: Understanding the Similarity Score for Students.

Submission of Coursework for Publication or Presentation

Students interested in submitting a manuscript or other work completed in the course for publication or presentation external to UNE must obtain written approval from the course instructor and DCN Program Director prior to submission. The student should contact the course instructor or DCN Program Director to obtain a copy of the DCN Permission to Publish/Present Form which must be completed by the student per the form's instructions. Failure to follow these steps and complete the form prior to submission for publication/presentation or abide by the requirements therein will result in a professionalism violation. If granted permission to publish or present, the student is expected to indicate that the manuscript or other work was prepared as part of course and degree requirements while a student in the Doctor of Clinical Nutrition at the University of New England. University affiliation for publications, abstracts, posters, or other presentations should be listed as "Graduate Programs in Applied Nutrition, College of Professional Studies, University of New England." Please contact the DCN Program Director for UNE templates and logos that must be used for posters and presentations.

Technology Requirements

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

Students are responsible for ensuring continuous access to computer and technology requirements throughout their program of study. Course faculty will not routinely accept computer or other technology issues as an excuse for assignments that are not submitted per instructions, that are submitted late, or are missing a submission.

Course Participation Policy

Courses within the DCN Program are demanding and exacting. Students are expected to be present in course discussions and group activities, prepared for class, and actively engaged as evidenced by critical thinking and meaningful participation. Students are expected to schedule their personal and/or professional obligations and their course registrations so as to maintain continuous and complete participation throughout courses. Any absence from course activities will impede learning. However, circumstances may arise that cause students to be absent from active course participation on either a preplanned or an emergency basis.

Active course participation is defined as engaged participation in group activities, fulfilling discussion requirements within the published timeline, and submitting assignments within the published timeline. Absence is defined as lacking engaged participation in group activities and not fulfilling discussion requirements within the published timeline, and/or not submitting assignments within the published timeline.

Both preplanned and emergency absences are to be kept to a minimum and should not exceed, cumulatively, 10% of the assignments in a course. Exceeding this limit may result in grade reduction for the course or failing the course. Students are to make arrangements in advance of the absences with the instructor for submission of assignments and discussion participation, in accordance with specifications communicated in the course syllabus. An emergency absence is one that students do not know about in advance and often involves situations such as health issues. In this case, students are to notify the instructor as soon as possible and make arrangements for submission of assignments and discussion participation in accordance with specifications communicated in the course syllabus.

Late Policy

Assignments: Assignments 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 will not be accepted. No assignments 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.

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.

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.