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Syllabus

APN 520: Foundations of Nutrition Care and Medical Nutrition Therapy

Credits - 3

Description

Foundations in Nutrition and Medical Nutrition Therapy provides a comprehensive survey of nutrition science. This course will review key concepts including macronutrient and micronutrient biochemistry, digestion and metabolism, nutrition across the lifecycle, and the gut microbiome. Students will apply nutrition science to the prevention and management of disease through Medical Nutrition Therapy (MNT) and the Nutrition Care Process (NCP), including ADIME documentation and PES statement construction using eNCPT terminology. The course integrates community nutrition, food service management, ethics, food labeling, sustainability, and sports nutrition to reflect the full scope of modern nutrition practice. Medical terminology is embedded throughout the first five weeks to build clinical communication proficiency. Evidence-based practice is central to all course activities, with an emphasis on critically appraising the scientific literature and translating research findings into professional nutrition practice.

This is a 16-week course.

Materials

Required for purchase:

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020. ISBN: 9780357391808
  • Brown AC. Understanding Food: Principles and Preparation. 6th ed. Cengage; 2019. ISBN: 9780357691540

  • A Drug Nutrition Interactions subscription is required.

    • Select the Student Plan and use the code UNE202608555 at checkout for a discounted rate.

Free through UNE Library:

  • Academy of Nutrition and Dietetics. Nutrition Terminology Reference Manual (eNCPT): Dietetics Language for Nutrition Care. 
  • Nutrition Care Manual.
  • Niedert KC, Richmond K. Nutrition Care of the Older Adult. Fourth edition. Academy of Nutrition and Dietetics; 2025.

Recommended:

AMA Manual of Style: A Guide for Authors and Editors (11th edition)

Learning Objectives and Outcomes

Students in this course will learn how to:

  • Demonstrate graduate-level understanding of macronutrients and micronutrients and their roles in health and disease. 
  • Analyze, synthesize, and critically evaluate peer-reviewed nutrition literature using appropriate study design criteria.
  • Apply the Nutrition Care Process (NCP) to develop evidence-based Medical Nutrition Therapy plans and produce ADIME-formatted clinical documentation.
  • Construct correctly structured PES statements using eNCPT terminology. 
  • Identify and apply nutrition care strategies across the lifecycle, including infancy, childhood, adolescence, adulthood, and older adulthood.
  • Apply food service management principles in institutional, community, and government program contexts.
  • Identify major federal community nutrition programs. 
  • Interpret food labels and dietary supplement claims for clinical accuracy and regulatory compliance.
  • Explain ethical principles and scope of practice in nutrition professions and apply them to common professional practice dilemmas.
  • Identify the principles of Motivational Interviewing and how they are used in nutrition counseling and health coaching.
  • Describe strategies used to plan and deliver effective group nutrition education. 
  • Use correct medical terminology in written and verbal clinical communication.

Ascend Competencies

Unit 1: Foundational Knowledge

1.1 Apply foundational sciences and knowledge in food and nutrition

1.1.1 Describe nutrient metabolism, including the integration and regulation of macro- and micro-nutrition
1.1.2 Apply organic chemistry and biochemistry knowledge to make informed food and nutrition decisions for medical nutrition therapy and optimal health
1.1.3 Apply an understanding of social, physical, and behavioral factors that impact food and nutrition across the lifespan
1.1.4 Integrate knowledge of molecular factors, including genes, proteins, and metabolites, in the development and management of disease
1.4 Integrate research methods and principles into evidence-based practice

1.4.3 Evaluate research to support evidence-based decision-making and draw valid conclusions

Unit 2: Community Services

2.2 Design and implement a program that addresses nutrition needs for health, wellness, and disease prevention

2.2.2 Provide evidence-based education to address nutrition misinformation in a manner that supports informed decision-making

Unit 3: Leadership

3.1 Apply critical thinking to make ethical and evidence-based decisions

3.1.1 Make decisions based on evidence-based practice and ethical principles
3.1.2 Define the problem and determine steps for resolution
3.1.3 Identify fundamental research concepts that inform evidence-based practice

3.2 Demonstrate ethical and professional behaviors

3.2.1 Apply knowledge of the professional Code of Ethics
3.2.2 Maintain confidentiality and security when sharing, transmitting, storing, and managing protected health information
3.2.3 Perform self-reflection to identify skills, strengths, knowledge, and experiences, and develop goals for self-improvement
3.2.5 Practice in a manner that respects patient/client needs

3.3 Apply leadership skills to guide practice

3.3.1 Apply knowledge of leadership and management theories
3.3.2 Gain an understanding of social cues and group dynamics to facilitate desired outcomes

Unit 4: Nutrition Care Process and Medical Nutrition Therapy for Individuals

4.2 Conduct a nutrition assessment to inform the nutrition diagnosis

4.2.3 Recognize pertinent laboratory values and their impact on health and nutrition
4.2.4 Address nutritional risk factors across the life span
4.2.6 Identify signs and symptoms of malnutrition and nutrient deficiencies and excesses
4.2.7 Assess individual energy and nutrient needs based on physiology and health status
4.2.8 Recognize and communicate the causes of disease and nutritional risks
4.2.9 Develop a problem, etiology, signs and symptoms (PES) statement to communicate a nutritional diagnosis

4.3 Develop an individualized plan of care

4.3.1 Develop goals that address nutrition care needs and diagnosis
4.3.2 Create a nutrition prescription to address nutrition goals

4.4 Create an intervention, monitoring, and evaluation plan

4.4.1 Evaluate and address the influence of food consumption on the development and management of diseases

4.5 Apply counseling and behavior change theories

4.5.2 Apply counseling theories, psychological methods, and strategies that empower patients/clients to make changes

Unit 5: Foodservice

5.1 Apply sanitation and food safety principles

5.1.1 Apply sanitation principles related to food safety, personnel, and consumers
5.1.3 Adhere to policies and procedures to optimize food and water safety in compliance with state and federal regulations

5.2 Design meals that promote health and disease management

5.2.1 Develop and modify menus and meal plans to ensure acceptability and affordability, accommodating for age, dietary patterns, preferences, and health status
5.2.3 Modify recipes and ingredients based on preferences, dietary needs, trends, seasonality, and product availability
5.2.5 Adjust recipes to scale for the desired quantity
5.2.6 Modify recipes or develop a food product integrating principles of chemistry and food science5.3 Manage the production, distribution, and service of quantity and quality food systems

5.3.3 Perform foodservice budget activities to achieve financial goals

5.4 Apply knowledge of purchasing, receiving, and storage of food products

5.4.2 Manage the process of receiving and storing products, demonstrating adherence to food safety code guidelines and regulations

Assignments

Key Assessments

Position Paper (final paper due Week 14)

    • Step 1: Topic and Draft Position Statement (Week 6)
    • Step 2: Locating Evidence-Based Support (Week 8)
    • Step 3: Outline and References (Week 9)
    • Step 4: Draft appointment with the Student Academic Success Center (Week 12)
    • Final Submission of Position Paper (Week 14)

Medical Nutrition Case Studies:

    • Type 2 Diabetes (Week 2)
    • Hyperlipidemia (Week 3)
    • Wound (Week 4)
    • ETOH – Alcohol (Week 5)
    • Celiac (Week 6)
    • Malnutrition (Week 7)
    • Congestive Heart Failure (Week 11)

Weekly Assignments 

Other weekly assignments, including clinical practice questions, will help you practice skills and apply content.

Discussion Boards

You will be required to participate in discussions. Initial posts are generally due on Sundays, and responses are due by Tuesday. Please be sure to follow the individual directions provided with each Discussion Board Prompt, as the requirements may vary from Discussion Board to Discussion Board. 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 compliments 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

AssignmentsPoints
Week 1 Syllabus Contract1
Week 1 Discussion: Introductions1
Week 1 Assigmnent: Analyzing the Literature2
Week 1 Assignment: Article Critique2
Week 2 Assignment: Evaluating Fiber Intake Using the DRI Calculator and Cronometer2
Week 2 Assignment: MNT Case Study - Type 2 Diabetes2
Week 2 Discussion: Carbohydrates and Health2
Week 3 Assignment: MNT Case Study - Hyperlipidemia2
Week 3 Discussion: The Dietary Fat Debate2
Week 4 MNT Assignment: Case Study - Wound2
Week 4 Discussion: Nutrition Focused Physical Exam2
Week 5 Assignment: Analyzing the Literature II2
Week 5 Assignment 2: MNT Case Study - ETOH (Alcohol)2
Week 5 Discussion: Micronutrient Deficiency2
Week 6 Position Paper Step 1: Topic and Draft Position Statement4
Week 6 Assignment: MNT Case Study - Celiac2
Week 7 Assignment: MNT Case Study - Malnutrition2
Week 7 Discussion: Diagnosis, Intervention, Monitoring & Evaluation2
Week 8 Discussion: Community Nutrition Analysis Using AI Assistance3
Week 8 Position Paper Step 2: Locating Evidence-Based Support Template6
Week 9 Assignment: Create an HACCP Plan for an Animal-based Food Item3
Week 9 Assignment: Position Paper Step 3 - Outline and References6
Week 10 Assignment: Translating Food Science for High School Learners3
Week 10 Discussion: Manager's Corner Training - Lead Your Team3
Week 11 Assignment: MNT Case Study - CHF2
Week 12 Position Paper Step 4: SASC Draft Review8
Week 12 Assignment: Section K 2
Week 12 Discussion: AI Assisted Menu Planning for Older Adults3
Week 13 Assignment: Ethics Video Presentation3
Week 14 Position Paper Submission12
Week 15 Assignment: Meatless Monday Proposal - Part 13
Week 15 Discussion: Assessment and Intervention for Cardiovascular Culinary Nutrition3
Week 16 Assignment: Meatless Monday - Part 22
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

Fall Course Term: September 2, 2026 – December 18, 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 – 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

Week One: Foundations of Scientific Literature and Calories

Weekly Learning Outcomes

  • Distinguish between study designs used in nutrition research (e.g., RCT, cohort, cross-sectional) and evaluate their strengths and limitations
  • Utilize effective search strategies to locate scientific literature using scholarly databases
  • Apply AMA style to professional writing and referencing
  • Apply strategies for critically appraising nutrition literature, including evaluating validity, reliability, and credibility of sources
  • Define calorie (kilocalorie) and explain how energy is measured using direct and indirect calorimetry
  • Calculate estimated energy requirements using validated predictive equations (e.g., Mifflin-St Jeor, Harris-Benedict)
  • Interpret and apply medical terminology related to energy metabolism and research methodology

Lectures

  • Basics of nutrition research
  • Scholarly literature: what it is and where to find it
  • Weight management interventions, parts 1 & 2

Required Reading

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 3.4: Food and nutrition related history
    • Chapter 3.10: Nutrition care criteria: energy and protein requirements
    • Chapter 10: Diseases and disorders of energy imbalance
  • University of Minnesota Libraries. Understanding research study designs. Updated July 8, 2022.
  • Peterson SJ, Foley S. Clinician’s guide to understanding effect size, alpha level, power, and sample size. Nutr Clin Pract. 2021;36(3):598-605.
  • Metz L. Louise Metz on weight inclusive medical care. The Leading Voices in Food [podcast]. Duke University; 2020.
  • Johns Hopkins Medicine. Beyond the scale: comprehensive strategies for effective obesity treatment. 2025.

Recommended Reading

  • Koretz RL. The nuts and bolts of critically appraising observation and randomized controlled studies. Nutr Clin Pract. 2021;36(3):549-559.
  • Cornier MA. A review of current guidelines for the treatment of obesity. Am J Manag Care. 2022;28(15 Suppl):S288-S296.

Assignments

Week 1 Assignment 1: Analyzing the Literature

Week 1 Assignment 2: Article Critique

Discussions

Week 1 Video Discussion: Introductions!

Week Two: Carbohydrates, Fiber, & Carbohydrate-Related Disease

Weekly Learning Outcomes

  • Classify carbohydrates by chemical structure (monosaccharides, disaccharides, polysaccharides) and describe their metabolic fates
  • Differentiate between soluble and insoluble fiber and explain their distinct physiological functions
  • Interpret current evidence linking dietary carbohydrate patterns to risk and management of type 2 diabetes mellitus, metabolic syndrome, and cardiovascular disease
  • Apply current dietary reference intakes (DRIs) for carbohydrates and fiber to clinical scenarios
  • Define and correctly use medical terminology related to glucose metabolism, insulin signaling, and glycemic control

Lectures

  • Understanding carbohydrates and dietary fiber

Required Reading

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 17: Diseases of the endocrine system
    • Chapter 3.5: Evaluation and interpretation of dietary analysis information
  • Evert AB, Dennison M, Gardner CD, et al. Nutrition therapy for adults with diabetes or prediabetes: a consensus report. Diabetes Care. 2019;42(5):731-754.
  • Davies MJ, Aroda VR, Collins BS, et al. Management of hyperglycaemia in type 2 diabetes, 2022: a consensus report by the American Diabetes Association (ADA) and the European Association for the Study of Diabetes (EASD). Diabetologia. 2022;65(12):1925-1966.
  • Diagnosis and classification of diabetes: standards of care in diabetes-2026. Diabetes Care. 2026;49(Suppl 1):S27.
  • Nutrition Care Manual. Academy of Nutrition and Dietetics. Accessed via UNE Library Database.

Assignments

Week 2 Assignment 1: Evaluating Fiber Intake Using the DRI Calculator and Cronometer

Week 2 Assignment 2: Medical Nutrition Therapy (MNT) Case Study – Type 2 Diabetes

Discussions

Week 2 Discussion: Carbohydrates and Health

Week Three: Lipids & Lipid-Related Disease

Weekly Learning Outcomes

  • Classify dietary fats by degree of saturation and describe the physiological differences between saturated, monounsaturated, polyunsaturated, and trans fatty acids
  • Explain the role of lipoproteins (LDL, HDL, VLDL, chylomicrons) in lipid transport and cardiovascular risk
  • Interpret laboratory lipid panels and identify values that indicate elevated cardiovascular risk
  • Analyze the evidence linking dietary fat intake patterns to cardiovascular disease, dyslipidemia, and NAFLD
  • Apply Medical Nutrition Therapy recommendations for lipid management using current clinical guidelines (e.g., AHA/ACC)
  • Use correct medical terminology related to cardiovascular and hepatic pathophysiology

Lectures

  • Diet trends
  • Principles of meal planning
  • How to read a lipid panel
  • Lipid chemistry and classification
  • MNT for cardiovascular health

Required Reading

  • Arnett DK, Blumenthal RS, Albert MA, et al. 2019 ACC/AHA guideline on the primary prevention of cardiovascular disease: a report of the American College of Cardiology/American Heart Association Task Force on Clinical Practice Guidelines. Circulation. 2019;140(11):e596-e646.
  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 11: Diseases of the cardiovascular system
    • Chapter 16: Diseases of the liver, gallbladder, and exocrine pancreas

Recommended Reading

  • Cena H, Calder PC. Defining a healthy diet: evidence for the role of contemporary dietary patterns in health and disease. Nutrients. 2020;12(2):334.
  • Malczyk E, Walkiewicz KW, Muc-Wierzgoń M, Dzięgielewska-Gęsiak S. Estimation of intake of fat, saturated fatty acids, and trans fatty acids from sweet and salty snacks among children and adolescents. Nutrients. 2025;17(9):1572.
  • NCCEP approved medical abbreviations.

Assignments

Week 3 Assignment: MNT Case Study – Hyperlipidemia

Discussions

Week 3 Discussion: The Dietary Fat Debate

Week Four: Protein & Protein-Related Disease

Weekly Learning Outcomes

  • Classify amino acids as essential, non-essential, and conditionally essential, and explain nitrogen balance
  • Describe the digestion, absorption, and metabolic fate of dietary protein
  • Identify clinical signs and symptoms of protein deficiency and protein-energy malnutrition using the Nutrition-Focused Physical Exam (NFPE)
  • Analyze the evidence for protein requirements in populations with chronic kidney disease, sarcopenia, and critical illness
  • Apply current DRI recommendations for protein intake across clinical scenarios
  • Use correct medical terminology related to protein metabolism and renal pathophysiology

Lectures

  • NFPE demo video
  • Protein chemistry: amino acides and structure
  • MNT and protein

Required Reading

  • Mordarski B. Nutrition Focused Physical Exam Pocket Guide. 3rd ed. Academy of Nutrition and Dietetics; 2021.
  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 3.9: Nutrition care criteria: functional assessment
    • Chapter 3.10: Nutrition care criteria: energy and protein requirements
    • Chapter 4.3: Food and/or nutrient delivery (oral diets)
    • Chapter 9.3: Cellular injury
    • Chapter 18: Diseases of the renal system
    • Chapter 22.10: Peri-/postoperative nutrition therapy: enhanced recovery after surgery protocols (ERAS)
  • McNichol L. Wound, Ostomy, and Continence Nurses Society Core Curriculum. 2nd ed. Wolters Kluwer; 2021. Chapter 7.
  • Munoz N, Posthauer ME, Cereda E, Schols JMGA, Haesler E. The role of nutrition for pressure injury prevention and healing: the 2019 International Clinical Practice Guideline recommendations. Adv Skin Wound Care. 2020;33(3):123-136.
  • Ikizler TA, Burrowes JD, Byham-Gray LD, et al. KDOQI clinical practice guideline for nutrition in CKD: 2020 update. Am J Kidney Dis. 2020;76(3):S1-S107.

Recommended Reading

  • Brown M. Sports Nutrition: A Handbook for Professionals. 7th ed. Academy of Nutrition and Dietetics; 2025. Chapter 3.

Assignments

Week 4 Assignment: MNT Case Study – Wound

Discussions

Week 4 Discussion: Nutrition Focused Physical Exam

Week Five: Vitamins, Minerals, & Micronutrient Deficiency in Disease

Weekly Learning Outcomes

  • Distinguish fat-soluble from water-soluble vitamins and explain the clinical implications of each class for toxicity risk
  • Identify the functions, dietary sources, deficiency signs, and toxicity symptoms of key vitamins (A, D, E, K, C, B-vitamins, folate, B12)
  • Identify the functions, dietary sources, deficiency signs, and interactions of key dietary minerals (calcium, iron, zinc, magnesium, sodium, potassium)
  • Connect micronutrient deficiencies to disease states including iron-deficiency anemia, osteoporosis, neural tube defects, and pellagra
  • Apply NFPE skills to identify physical signs associated with specific micronutrient deficiencies
  • Use correct medical terminology related to micronutrient metabolism and associated clinical conditions

Lectures

  • Dietitians in Nutrition Support. How to complete a nutrition assessment in the acute care setting + NFPE. 2024. (Watch min. 5:40–6:37 for micronutrient deficiency assessment.)
  • Micronutrient deficiencies and fat-soluble vitamins
  • Micronutrient deficiencies and water-soluble vitamins
  • Micronutrient deficiencies and minerals

Required Reading

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 3.8: Nutrition care criteria: nutrition-focused physical findings
    • Chapter 7.5: Disorders of fluid balance
    • Chapter 9.5: Foundations of the immune system
    • Chapter 16: Diseases of the liver, gallbladder, and exocrine pancreas
    • Chapter 24: Diseases of the musculoskeletal system
    • Chapter 5: Vitamins, minerals, and exercise
  • Babich O, Savage A, Singh T. Beyond jaundice part 1: identifying and describing cutaneous manifestations of hepatitis and cirrhosis. Practical Gastro. 2025;49(10).
  • Babich O, Savage A, Singh T. Beyond jaundice part 2: recognizing dermatological findings in chronic liver diseases. Practical Gastro. 2025;49(10).
  • Peterson B, Stotts M. Beyond the banana bag: treating nutrition deficiencies of alcohol withdrawal syndrome. Nutrition Issues in Gastroenterology Series #211. Practical Gastro. 2021;45(6).

Recommended Reading

  • Roberts K. Pocket Guide to Micronutrient Management. 1st ed. Academy of Nutrition and Dietetics; 2025.
  • Mordarski B. Nutrition Focused Physical Exam Pocket Guide. 3rd ed. Academy of Nutrition and Dietetics; 2023.
  • American Society for Parenteral and Enteral Nutrition, Cleveland Clinic Foundation. The Practitioner’s Guide to Nutrition-Focused Physical Exam of Infants, Children, and Adolescents: An Illustrated Handbook. ASPEN; 2019.
  • Brown M. Sports Nutrition: A Handbook for Professionals. 7th ed. Academy of Nutrition and Dietetics; 2025.

Assignments

Week 5 Assignment 1: Analyzing the Literature

Week 5 Assignment 2: MNT Case Study – ETOH (Alcohol)

Discussions

Week 5 Discussion: Micronutrient Deficiency (video and written response)

Week Six: Digestion, Metabolism, GI Disease & the Microbiome

Weekly Learning Outcomes

  • Describe the anatomy and physiology of the gastrointestinal tract and the roles of digestive enzymes, hormones, and accessory organs
  • Trace the digestion and absorption of carbohydrates, lipids, proteins, and micronutrients through the GI tract
  • Explain the pathophysiology of common GI diseases including IBS, IBD (Crohn’s and ulcerative colitis), celiac disease, and GERD
  • Apply evidence-based Medical Nutrition Therapy recommendations for GI disease management
  • Summarize current research on the gut microbiome, including its composition, factors that influence it, and its role in disease
  • Analyze how probiotic and prebiotic interventions may influence GI health, using current evidence

Lectures

  • The GI tract & gut microbiome
  • Gastrointestinal disorders
  • Nutrition in GI disorders
  • Motivational interviewing series (non-diet approach): part 1, engaging; part 2, sharing a non-diet message; part 3, focusing and evoking; part 4, planning

Required Reading

  • Nelms M, Sucher K. Nutrition Therapy and Pathophysiology. 4th ed. Cengage Learning; 2020.
    • Chapter 14: Diseases of the upper gastrointestinal tract
    • Chapter 15: Diseases of the lower gastrointestinal tract
  • Scarlata K. Gentler solutions: adapting the low FODMAP elimination diet for irritable bowel syndrome for symptom relief. Nutrition Reviews in Gastroenterology Series #27. Practical Gastro. 2025;49(9).
  • De Vos WM, Tilg H, Van Hul M, Cani PD. Gut microbiome and health: mechanistic insights. Gut. 2022;71(5):1020-1032.
  • Kim SK, Guevarra RB, Kim YT, et al. Role of probiotics in human gut microbiome-associated diseases. J Microbiol Biotechnol. 2019;29(9):1335-1340.
  • Lebovits J, Lee A. Micronutrient considerations for celiac disease. Nutr Rev Gastro. 2023;47(10).
  • Rubio-Tapia A, Hill ID, Semrad C, Kelly CP, Greer KB, Limketkai BN, Lebwohl B. American College of Gastroenterology guidelines update: diagnosis and management of celiac disease. Am J Gastroenterol. 2023;118(1):59-76.

Recommended Reading

  • Doan AT, Simons A, Fladie I, Bejcek A, Paleti V. Patient-centered plant-based approach to diets for gastrointestinal disorders. Nutrition Reviews in Gastroenterology Series #20. Practical Gastro. 2024;47(12).
  • Scattaglia S, Jaffe N. Nutritional management for functional dyspepsia. Nutrition Reviews in Gastroenterology Series #29. Practical Gastro. 2025;49(12).

Assignments

Week 6 Assignment: Position Paper Topic and Draft Position Statement Template

Week 6 Assignment 2: MNT Case Study – Celiac

Discussions

Peer Engagement Forum (open, student-driven; no required prompts)

Week Seven: Medical Nutrition Therapy & the Nutrition Care Process

Weekly Learning Outcomes

  • Apply an understanding of environmental and molecular factors and food in the nutritional management of disease
  • Integrate knowledge of anatomy, physiology, and biochemistry to make decisions related to nutrition care
  • Utilize the nutrition care process with individuals
  • Formulate a nutrition plan of care considering psychological, social, and environmental factors
  • Provide safe, ethical, and respectful nutrition care to individuals
  • Explain each step of the Nutrition Care Process (NCP): Assessment, Diagnosis, Intervention, Monitoring and Evaluation
  • Write a correctly structured PES (Problem, Etiology, Signs/Symptoms) statement using eNCPT terminology
  • Document a complete nutrition care encounter using ADIME format
  • Identify appropriate nutrition outcome indicators for monitoring and evaluation
  • Apply the NCP to a clinical case study from assessment through documentation

Lectures

  • Clinical practice guidelines: what are they? Where to find them?. 2023.
  • Nutrition care process overview. 2023.
  • Nutrition care process, steps 1–4. 2023.
  • Academy of Nutrition and Dietetics. Malnutrition identification and documentation by RDs. 2026.
  • ASPEN. Enteral nutrition indications in patients with specific non-GI diseases. 2023.

Required Reading

  • Malnutrition criteria adapted from ASPEN guidelines.
  • Key nutrition screening, assessment, and malnutrition diagnostic processes and tools for adults.
  • Snapshot document and terminology sheet (Nutrition Care Process).
  • Academy of Nutrition and Dietetics. eNCPT tutorials. Accessed 2026.

Recommended Reading

  • Swan WI, Pertel DG, Hotson B, et al. Nutrition Care Process (NCP) update part 2: developing and using the NCP terminology to demonstrate efficacy of nutrition care and related outcomes. J Acad Nutr Diet. 2019;119(5):840-855.

Assignments

Week 7 Assignment: MNT Case Study – Malnutrition

Discussions

Week 7 Discussion: Listening Like a Dietitian – From Conversation to Diagnosis

Week Eight: Community Nutrition

Weekly Learning Outcomes

  • Identify community-based nutrition support after discharge from clinical settings
  • Describe the key social determinants of health that influence nutritional status in communities
  • Identify major federal community nutrition programs (e.g., SNAP, WIC, CACFP, TEFAP) and evaluate their effectiveness
  • Analyze the relationship between food insecurity, food access, and health disparities
  • Identify and assess current scholarly literature to develop and support a position statement, including key arguments, counterarguments, and evidence-based rationale

Lectures

  • Community nutrition

Required Reading

  • USDA WIC Works Resource System. Sections: Developing a care plan; Bridging nutrition assessment and education; Process for nutrition education. Accessed 2026.
  • MacMillan Uribe AL, Patterson J. Are nutrition professionals ready for artificial intelligence? J Nutr Educ Behav. 2023;55(9):623.
  • Jiao L. Social determinants of health, diet, and health outcome. Nutrients. 2024;16(21):3642.
  • Hicks-Roof K, Xu J, Fults AK, Latortue KY. Beyond the clinical walls: registered dietitian nutritionists providing medical nutrition therapy in the home setting. Nutr Res Pract. 2021;15(6):789-797.
  • Short E, Akers L, Callahan EA, et al. The role of registered dietitian nutritionists within food is medicine: current and future opportunities. J Acad Nutr Diet. 2025;125(8):1075-1084.

Recommended Reading

  • US Department of Agriculture. Food and nutrition administration programs. Accessed 2026.
  • Health equity in nutrition and dietetics practice.
  • Understanding social determinants of health in dietetics. Dietitians On Demand [blog].

Assignments

Week 8 Assignment: Position Paper Step 2: Locating Evidence-Based Support Template

Discussions

Week 8 Discussion: Community Nutrition Analysis Using AI Support

Week Nine: Food Service Management

Weekly Learning Outcomes

  • Describe the components of a food service system and differentiate between food service models (e.g., conventional, commissary, ready-prepared)
  • Apply HACCP principles to food safety planning in institutional food service
  • Explain menu planning principles, including nutrient standards, cost constraints, and patient/client preferences
  • Identify key regulations governing institutional food service (USDA, FDA, Joint Commission in healthcare settings)
  • Analyze food service management principles as they apply to clinical dietetics practice and community nutrition programs
  • Produce a structured first draft of a position paper, including a clear thesis statement, supporting arguments, counterargument consideration, and preliminary integration of scholarly sources

Lectures

  • Food safety and foodservice systems
  • Create a HACCP plan

Required Reading

  • Brown AC. Understanding Food: Principles & Preparation. 7th ed. Cengage Learning EMEA; 2025.
    • Chapter 4: Food safety
    • Chapter 5: Meal management
    • Chapter 6: Food preparation basics
    • Chapter 7: Meat
    • Chapter 9: Fish and shellfish
    • Chapter 29: Government food regulations
  • ENP menu planning guidelines. Accessed 2026.

Assignments

Week 9 Assignment: Position Paper Step 3 – Outline and References List

Week 9 Assignment 2: Create an HACCP Plan for an Animal-Based Food Item

Discussions

Week Ten: Lifecycle Nutrition 1 – Infants, Children, & Adolescents

Weekly Learning Outcomes

  • Describe the nutritional requirements for infants, children (1–11 years), and adolescents and explain the physiological rationale for age-specific DRIs
  • Compare breastfeeding and formula feeding in terms of nutritional composition and public health recommendations
  • Identify common nutrition-related health conditions in pediatric populations and apply evidence-based MNT approaches
  • Understand the role of federal programs (WIC, NSLP, CACFP, SNAP-Ed) in supporting the nutritional health of children and adolescents
  • Connect food service management principles to the practical implementation of school meal programs
  • Explain food preservation techniques and their impact on quality (texture, taste, nutrients)
  • Translate complex concepts into clear, student-friendly language
  • Design interactive learning experiences
  • Incorporate health-focused flavor strategies

Lectures

  • Food preparation and preservation
  • Basic culinary math: calculating food cost
  • STAR: effective menu planning strategies
  • STAR: school meals just got healthier: navigating the new USDA school nutrition standards

Required Reading

  • Brown AC. Understanding Food: Principles and Preparation. 7th ed. Cengage Learning; 2025.
    • Chapter 28: Food preservation
    • Storage sections, chapters 7–12 (meat, poultry, fish, cheese, milks, and eggs)

Assignments

Week 10 Assignment: Translating Food Science for High School Learners – “Keeping Food Safe, Fresh, and Tasty”

Discussions

Week 10 Video Discussion: Manager’s Corner Training – Lead Your Team

Week Eleven: Lifecycle Nutrition 2 – Adults & Clinical Nutrition Across Adulthood

Weekly Learning Outcomes

  • Apply MNT principles to the management of cardiovascular disease
  • Identify the nutritional requirements of healthy adults and identify factors that modify these requirements (e.g., pregnancy, lactation, physical activity level).
  • Review the evidence for popular adult dietary patterns (Mediterranean, DASH, plant-based) and their clinical applications.
  • Apply the Nutrition Care Process to adult clinical cases with multiple comorbidities

Lectures

  • Nutritional requirements across adulthood

Required Reading

  • Lau KHK. Nutrition therapy for adults with diabetes or prediabetes. ADCES Pract. 2022;10(1):34-38.
  • Evert AB, Dennison M, Gardner CD, et al. Nutrition therapy for adults with diabetes or prediabetes: a consensus report. Diabetes Care. 2019;42(5):731-754.
  • Urbarri J. Nutritional management of chronic kidney disease. N Engl J Med. 2018.
  • Kalantar-Zadeh K, Fouque D. Nutritional management of chronic kidney disease. N Engl J Med. 2017;377(18):1765-1776.
  • Eilat-Adar S, Sinai T, Yosefy C, Henkin Y. Nutritional recommendations for cardiovascular disease prevention. Nutrients. 2013;5(9):3646-3683.

Assignments

Week 11 Assignment: MNT Case Study – Congestive Heart Failure

Discussions

Peer Engagement Forum (open, student-driven; no required prompts)

Week Twelve: Lifecycle Nutrition 3 – Older Adults & Long-Term Care

Weekly Learning Outcomes

  • Describe physiological changes associated with aging and their impact on nutritional requirements and risk
  • Identify common nutrition-related conditions in older adults including malnutrition, sarcopenia, dysphagia, and dehydration
  • Apply MNT principles and the NCP to the nutritional care of older adults in acute, post-acute, and long-term care settings
  • Explain the purpose and structure of MDS 3.0 Section K and complete a practice Section K based on a patient vignette
  • Identify federal and community programs supporting older adult nutrition (NSIP/Meals on Wheels, SNAP, CACFP adult day care component)
  • Connect FSM principles to the operation of congregate dining and home-delivered meal programs for older adults

Lectures

  • Nutrition care in older adults and LTC settings
  • CACFP halftime: serving adult participants in CACFP

Required Reading

  • Niedert KC, Richmond K, eds. Nutrition Care of the Older Adult. 4th ed. Academy of Nutrition and Dietetics; 2025.
    • Chapter 8: Maintaining independent dining skills
    • Chapter 11 (Box 11.4): Etiology of poor oral health
    • Chapter 16: Nutritional aspects of cancer
    • Chapter 21: End of life and palliative care
    • Chapter 26: Emergency management
  • 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;118(4):724-735.
  • Position of the Academy of Nutrition and Dietetics and the Society for Nutrition Education and Behavior: food and nutrition programs for community-residing older adults. J Acad Nutr Diet. 2019;119(7):1188-1204.

Assignments

Week 12 Assignment: Position Paper Step 4 – SASC Draft Review

Week 12 Assignment 2: Section K

Discussions

Week 12 Video Discussion: AI-Supported Menu Planning for Older Adults

Week Thirteen: Ethics in Nutrition Practice

Weekly Learning Outcomes

  • Apply the Academy of Nutrition and Dietetics Code of Ethics to nutrition scenarios
  • Incorporate ethical considerations into each step of the ADIME framework
  • Develop a comprehensive, patient-centered ADIME note
  • Demonstrate ethical and professional communication strategies
  • Evaluate nutrition interventions through a patient-centered and ethical lens

Lectures

  • Benefits, burdens, and beliefs: the ethics of forgoing pediatric nutrition and hydration

Required Reading

  • Academy of Nutrition and Dietetics. Code of ethics for the nutrition and dietetics profession. Accessed 2026.
  • Academy of Nutrition and Dietetics. Code of ethics for the nutrition and dietetics profession [handout]. Accessed 2026.
  • Academy of Nutrition and Dietetics. Ethics education resources. Accessed 2026.
  • Peregrin T. Revisions to the code of ethics for the nutrition and dietetics profession.
  • Academy of Nutrition and Dietetics. Conflict of interest policy. Accessed 2026.
  • Peregrin T. Managing adult bullying behavior in the professional domain [handout].
  • Peregrin T. Maintaining professional boundaries in the practitioner-patient/client relationship. J Acad Nutr Diet. 2018;118(11):2174-2177.

Assignments

Week 13 Assignment: Ethics Video Presentation

Discussions

Week 13 Discussion: Ethical Nutrition in Practice

Week Fourteen: Food Labeling, Sustainability, & Food Systems

Weekly Learning Outcomes

  • Identify the major agencies involved in regulating food labeling in the United States (FDA, USDA, FTC)
  • Recognize the key components of a Nutrition Facts Label
  • Review common nutrition claims, health claims, and structure/function claims found on food and supplement labels
  • Identify basic environmental considerations related to food production systems and dietary patterns
  • Recognize examples of sustainable dietary patterns and their potential connections to human and planetary health

Lectures

  • Food systems, sustainability, and nutrition practice
  • How to read food labels
  • Dietary supplement practicum: food vs. drugs vs. dietary supplements

Required Reading

  • Natural Medicines (NatMedPro). Accessed via UNE Library Database.
  • National Institutes of Health, Office of Dietary Supplements. Dietary supplement fact sheets. Accessed 2026.
  • National Center for Complementary and Integrative Health. Accessed 2026.
  • US Pharmacopeia. How to read a supplement label. Accessed 2026.
  • US Pharmacopeia. Choosing a quality supplement. Accessed 2026.
  • Akabas SR, Vannice G, Atwater JB, et al. Quality certification programs for dietary supplements. J Acad Nutr Diet. 2016;116(9):1370-1379.

Assignments

Week 14 Assignment: Final Position Paper

Discussions

Week Fifteen: Culinary Nutrition & Group Nutrition Education – Part 1

Weekly Learning Outcomes

  • Apply culinary nutrition principles to modify recipes for improved nutritional quality while maintaining acceptability and cultural relevance
  • Translate therapeutic diet prescriptions into practical meal and food preparation strategies for real-world settings
  • Design effective group nutrition education sessions using principles of adult learning and behavior change
  • Evaluate food service systems for their ability to support nutrition recommendations in institutional settings
  • Integrate clinical, community, and food service perspectives to develop practical, evidence-based nutrition interventions

Lectures

  • Seattle Children’s Hospital. Culinary medicine: using food for physical, mental and environmental health. 2024.
  • National Dairy Council. Culinary nutrition for heart health: from science to plate. 2024.
  • Sarazen R. Key ingredients for success: how to develop, write, test & modify recipes. Sound Bites [podcast]. 2024.

Required Reading

  • Watson J, Kazaks A. Scope and Standards of Practice for Registered Dietitian Nutritionists in Food and Culinary. Academy of Nutrition and Dietetics.
  • Wood NI, Stone TA, Siler M, Goldstein M, Albin JL. Physician-chef-dietitian partnerships for evidence-based dietary approaches to tackling chronic disease: the case for culinary medicine in teaching kitchens. J Healthc Leadersh. 2023;15:129-137.
  • The Culinary Institute of America. 2023 worlds of flavor: culturally sensitive recipe development. 2025.

Assignments

Week 15 Assignment: Meatless Monday Part 1

Discussions

Week 15 Discussion: Assessment and Intervention for Cardiovascular Culinary Nutrition

Week Sixteen: Culinary Nutrition & Group Nutrition Education – Part 2

Weekly Learning Outcomes

  • Apply culinary nutrition principles to develop realistic, wellness-focused menu items for healthcare and community settings
  • Evaluate how plant-based diets and whole-food plant proteins can support chronic disease prevention, sustainability, and long-term health outcomes
  • Demonstrate leadership and professional communication skills through the presentation of a culinary nutrition and wellness initiative
  • Apply foodservice management and culinary planning principles to create feasible, patient- and consumer-centered menu concepts

Lectures

Required Reading

  • Craig WJ, Mangels AR, Fresán U, et al. The safe and effective use of plant-based diets with guidelines for health professionals. Nutrients. 2021;13(11):4144.
  • Bastian GE, Buro D, Palmer-Keenan DM. Recommendations for integrating evidence-based, sustainable diet information into nutrition education. Nutrients. 2021;13(11):4170.
  • O’Malley K, Willits-Smith A, Rose D. Popular diets as selected by adults in the United States show wide variation in carbon footprints and diet quality. Am J Clin Nutr. 2023;117(4):701-708.

Assignments

Week 16 Assignment: Meatless Monday Part 2 – SBAR Proposal Presentation

 

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.