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Syllabus

Master of Science in Applied Nutrition

APN 604: Nutrition Across the Lifespan (Fall B 2022)

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

Brown JE. Nutrition Through the Lifecycle. 7th ed. Cengage Learning; 2020.

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. (S)
  • 1.7 Integrates the principles of cultural competence within own practice and when directing services.
    • 1.7.2 Applies knowledge of foods, cultural foods, eating patterns and food trends. (S)
  • 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. (D)
    • 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
    • 6.3.1 Uses research terminology when communicating with other professionals and
    • publishing research. (K)
    • 6.3.2 Critically examines and interprets current research and evidence-informed practice findings to determine the validity, reliability and credibility of information. (K)
    • 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 
  • 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

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: The Case Study Report

Key Assessment, Part 2: The Educational Handout

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 produce their best quality work, including screening their work prior to submission for clarity, grammatical, 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.




Grading Policy

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

Grade Breakdown

Assignments50 (5 points each)
Key Assessment (Case Study Report, Educational Handout, Presentation)30
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

Weekly Dates

Week 1: Oct 19 – Oct 25
Week 2: Oct 26 – Nov 1
Week 3: Nov 2 – Nov 8
Week 4: Nov 9 – Nov 15
Week 5: Nov 16 – Nov 22
Week 6: Nov 23 – Nov 29
Week 7: Nov 30 – Dec 6
Week 8: Dec 7 – Dec 11

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 recommended intakes for macronutrients, vitamins, minerals, and water.
  • Explain the basics of a nutrition assessment (community, individual and clinical assessments), including tools for dietary assessment.
  • Describe U.S. food and nutrition programs, including eligibility standards and purpose of programs.

Lectures

Readings

  • Brown, Chapter 1
  • U.S. Department of Health and Human Services and U.S. Department of Agriculture. 2015 – 2020 Dietary Guidelines for Americans. 8th Edition. December 2015. 
  • Kirkpatrick SI, Dodd KW, Reedy J, Krebs-Smith SM. Income and race/ethnicity are associated with adherence to food-based dietary guidance among US adults and children. J Acad Nutr Diet. 2012;112(5):624-635. 
  • USDA Food and Nutrition Service Website

Recommended Readings

  • Chrisman M, Diaz Rios LK. Evaluating MyPlate after 8 years: A perspective. J Nutr Educ Behav 2019;51(7):899-903

Assignments

  • MyPlate Assessment
  • Practice Creating a Food Record and Recommendations

Discussions

Week Two: Preconception and Pregnancy Nutrition

Weekly Learning Outcomes

  • Describe potential effects of nutrition-related factors on fertility/infertility in men and women.
  • Outline the female and male reproductive systems, including the hormones involved in regulating these systems.
  • Describe and apply the nutrition care process.
  • 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, and make nutrition recommendations to minimize the impact.
  • Develop a one-day menu for a pregnant woman that takes into consideration dietary intake recommendations.
  • 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.

Lectures

Readings

  • Brown, Chapters 2-5

Recommended Readings

  • Raymond N, Heap J, Case S. The gluten-free diet: An update for health professionals. Prac Gastroenterol. 2006;30(9):67-92. 
  • 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. 

Recommended Video

  • Life’s Greatest Miracle (Nova) 

Assignments

Evaluating a Research Article

Case Study: Pregnancy

Discussions

Week Three: Lactation and Infant Nutrition

Weekly Learning Outcomes

  • Describe and assess the nutrient composition of human milk.
  • Describe how maternal dietary intake affects breast milk composition.
  • Identify common conditions associated with breastfeeding, including conditions that contraindicate breastfeeding.
  • Assess infant formulas and determine indications for use.
  • Compare nutrient content in breast milk vs. infant formula.
  • Assess the breastfeeding programs available in the United States.
  • 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.
  • Describe food insecurity and hunger and identify federal food programs aimed at meeting this need.

Lectures

Readings

  • Brown, Chapters 6-9
  • Growth Chart Training: Using the WHO and CDC growth charts. 
  • Wilde P. Hunger and Food Insecurity. In: Wilde P. Food Policy in the United States: An Introduction. New York, NY: Routledge; 2013:172-193.
  • Wilde P. Nutrition Assistance Programs for Children. In: Wilde P. Food Policy in the United States: An Introduction. New York, NY: Routledge; 2013:194-214.

Recommended Readings

  • Mabli J, Ohls J, Dragoset L, Castner L, Santos B. Measuring the Effect of Supplemental Nutrition Assistance Program (SNAP) Participation on Food Security. Alexandria, VA: Prepared by Mathematica Policy Research for the U.S. Department of Agriculture, Food and Nutrition Service; 2013. 
  • Long MW, Leung CW, Cheung LWY, Blumenthal SJ, Willett WC. Public support for policies to improve the nutritional impact of the Supplemental Nutrition Assistance Program (SNAP). Public Health Nutr. 2014;17:219-224. 
  • Oliveira V, Frazão E. The WIC Program: Background, Trends, and Economic Issues, 2015 Edition. Washington, DC: USDA Economic Research Service; 2015. 
  • Ralston K, Newman C, Clauson A, Guthrie J, Buzby J. The National School Lunch Program: Background, Trends, and Issues. Washington, DC: USDA Economic Research Service; 2008. 

Assignments

Case Study: Infant Nutrition

Assessing Local, State, and Federal Nutrition Programs

Discussions

Week Four: Toddler and Preschooler Nutrition

Weekly Learning Outcomes

  • Identify measures of growth and development in toddlers.
  • 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.
  • Outline recommendations for treating and preventing obesity/overweight in children.
  • Describe feeding issues in children and make recommendations for treating feeding issues.
  • Evaluate how childhood diseases and conditions may impact nutritional intake in children.
  • Identify major food allergies and intolerances in children.

Lectures

Readings

  • Brown, Chapters 10-11
  • Ellyn Satter Institute Website
  • Satter, EM. The Feeding Relationship. J Am Diet Assoc. 1986;86:352-356.
  • Cermak SA, Curtin C, Bandini LG. Food selectivity and sensory sensitivity in children with autism spectrum disorders. J Am Diet Assoc. 2010;110:238-246.
  • Reinoso G, Carsone B, Weldon S, et al. Food selectivity and sensitivity in children with autism spectrum disorder: A systematic review defining the issue and evaluating interventions.  New Zealand Journal of Occupational Therapy. 2018;65(1):36-42. 

Recommended Readings

  • FAO, IFAD, UNICEF, WFP and WHO. 2020. The State of Food Security and Nutrition in the World 2020. Transforming food systems for affordable healthy diets. Rome, FAO. https://doi.org/10.4060/ca9692en
  • Flores HL, Amiri A. CE: Addressing Food insecurity in vulnerable populations. Am J Nurs. 2019 Jan;119(1):38-45.
  • Frank DA, Bruce C, Ochoa E. SNAP is medicine for food insecurity. Pediatrics. 2020;146(3):e2020002105
  • Freudenberg N, McDonough J, Tsui E. Can a food justice movement improve nutrition and health? A case study of the emerging food movement in New York City. J Urban Health. 2011 Aug;88(4):623-36.
  • Greenberg M, Greenberg G, Mazza L. Food pantries, poverty, and social justice. Am J Public Health. 2010 Nov;100(11):2021-2. 
  • Herrera Cuenca M, Proaño GV, Blankenship J, et al. Building global nutrition policies in health care: Insights for tackling malnutrition from the Academy of Nutrition and Dietetics 2019 Global Nutrition Research and Policy Forum. J Acad Nutr Diet. 2020 Aug;120(8):1407-1416. 
  • Harmon A, Landolfi K, Shanks CB, Hansen L, Iverson L, Anacker M. Food insecurity experience: Building empathy in future food and nutrition professionals. J Nutr Educ Behav. 2017 Mar;49(3):218-227.e1.
  • Holben DH, Marshall MB. Position of the Academy of Nutrition and Dietetics: Food insecurity in the United States. J Acad Nutr Diet. 2017;117:1991-2002
  • Miller DP, Thomas MMC. Policies to reduce food insecurity: An ethical imperative. Physiol Behav. 2020 Aug 1;222:112943. 
  • Nikolaus CJ, Ellison B, Nickols-Richardson SM. Are estimates of food insecurity among college students accurate? Comparison of assessment protocols. PLoS One. 2019 Apr 24;14(4):e0215161. 
  • Wilde P. Hunger and Food Insecurity. In: Wilde P. Food Policy in the United States: An Introduction. New York, NY: Routledge; 2013:172-193. 

Assignments

Investigating Hunger, Food Insecurity, and the Role of Nutrition Professionals in Food and Social Justice

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.
  • Define predictors and prevention and treatment strategies for childhood obesity.
  • Describe public nutrition programs available for children in these age groups.
  • Identify nutrient needs in childhood diseases and chronic conditions.
  • Calculate calorie and protein needs for children and preadolescents.

Lectures

Readings

  • Brown, Chapters 12-15
  • Herpertz-Dahlmann B. Adolescent Eating Disorders. Child and Adolescent Psychiatric Clinics of North America. 2015;24(1):177-196.
  • Hoelscher DM, Kirk S, Ritchie L, Cunningham-Sabo L. Position of the Academy of Nutrition and Dietetics: interventions for the prevention and treatment of pediatric overweight and obesity. J Acad Nutr Diet. 2013;113:1375-1394.
  • Quatromoni PA. A_Tale of Two Runners. Journal of the Academy of Nutrition and Dietetics. 2016;117(1):21-31.
  • Ross DA, Hinton R, Melles-Brewer M, et al. Adolescent well-being: A definition and conceptual framework. J Adolesc Health 2020; 67:472-476

Recommended Readings

  • Goodin B. Nutrition Issues in Cystic Fibrosis.  Prac Gastroenterol. 2005;27_1_:76-94.

Assignments

Case Study: Adolescence

Discussions

Week Six: Adult Nutrition

Weekly Learning Outcomes

  • Present a complex case study with a focus on nutrition interventions.
  • 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.
  • Apply MyPlate and dietary guidelines to adult diet recommendations.
  • Evaluate existing public nutrition programs for adults.
  • Discuss causes, treatments, and complications of obesity.
  • Complete a case study for obese patient, including nutrition assessment.
  • Describe risk factors and disease prevention strategies for cardiovascular disease.
  • Compare types of diabetes, including nutritional management for each.

Lectures

Readings

  • Brown, Chapters 16-17
  • Academy of Nutrition and Dietetics. Position of the Academy of Nutrition and Dietetics: Interventions for the treatment of overweight and obesity in adults. J Acad Nutr Diet. 2016;116:129-147. 
  • Resnicow K, McMaster F. Motivational Interviewing: moving from why to how with autonomy support. International Journal of Behavioral Nutrition and Physical Activity. 2012;9(19):1-9.

Assignments

Key Assessment, Part One: Case Study Report

Key Assessment, Part Two: Educational Handout

Discussions

Week Seven: Older Adult Nutrition

Weekly Learning Outcomes

  • Describe the principles of food safety and why they are important in older adults.
  • 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.
  • Describe basic nutrition-related side effects of medications common in older adults.

Lectures

Readings

  • Brown, Chapters 18-19
  • Evert AB, Boucher JL, Cypress M, et al. Nutrition therapy recommendations for the management of adults with diabetes. Diabetes Care. 2013;36:3821-3842.
  • Eckel RH, Jakicic JM, Ard JD, et al. 2013 AHA/ACC guideline on lifestyle management to reduce cardiovascular risk: a report of the American College of Cardiology/American Heart Association Task Force on Practice Guidelines. J Am Coll Cardiol. 2014;63(25 Pt B):2960-2984. 

Recommended Video

  • Swallow: A Documentary (National Foundation of Swallowing Disorders, 15 min, CC)

Recommended Video

Assignments

Key Assessment, Part Three: Case Study Presentation

Evaluating the Effects of Chronic Disease on Nutrition Requirements

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

Lectures

Readings

  • Raymond JL, Ireton-Jones C. Food and nutrient delivery: Nutrition support methods. In: Mahan LK, Escott-Stump S, Raymond JL, eds. Krause’s Food & the Nutrition Care Process. 13th ed. St. Louis, MO: Elsevier; 2012:306-324.
  • 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.
  • Barrocas A, Geppert C, Durfee SM, et al. ASPEN ethics position paper. Nutr in Clin Pract. 2010;25(6):672-679.

Recommended Video

  • Frontline, Being Mortal

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 Libraries:

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)

  • ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 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.

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 (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

8 week: 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.

16 week: 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 student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.

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.