Syllabus

Schedule

Weekly Dates

Week One: 6/27 – 7/3

Week Two: 7/4 – 7/10

Week Three: 7/11 – 7/17

Week Four: 7/18 – 7/24

Week Five: 7/25 – 7/31

Week Six: 8/1 – 8/7

Week Seven: 8/8 – 8/14

Week Eight: 8/15 – 8/19

 

Major Due Dates

Checkpoint Assignment #1	Week 1 – Tuesday
Checkpoint Assignment #2	Week 1 – Tuesday
Checkpoint Assignment #3	Week 2 – Tuesday
Checkpoint Assignment #4	Week 2 – Tuesday
Checkpoint Assignment #5	Week 3 – Tuesday
Checkpoint Assignment #6	Week 3 – Tuesday
Checkpoint Assignment #7	Week 4 – Tuesday
Checkpoint Assignment #8	Week 4 – Tuesday
Key Assessment, Part One: Case Study Report	Week 6 – Tuesday
Key Assessment, Part Two: The Educational Handout	Week 6 – Tuesday
Checkpoint Assignment #9	Week 7 – Tuesday
Key Assessment, Part Three: The Presentation	Week 7 – Tuesday
Checkpoint Assignment #10: ePortfolio and Course Reflection	Week 8 – Sunday
Discussion Board Posts and Responses	Every Sunday and Tuesday of Week 1 through Week 7. Week 8 posts are due on the last Friday and Sunday of the term.

 

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

• Introduction
• Week One Lecture
• Week One Lecture: Basic Macronutrient Metabolism

Readings

• Brown, Chapter 1
• American Dietetic Association. Position of the American Dietetic Association: Food Insecurity in the United States. J Am Diet Assoc. 2010;110:1368-1377.
• 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
• See course for additional readings.

Assignments

Checkpoint Assignment #1: MyPlate Assessment

Checkpoint Assignment #2: Practice Creating a Food Record and Recommendations

Discussions

Discussion 1: Introduce yourself!

Discussion 2: Please discuss the 2015 Dietary Guidelines for Americans Executive Summary.

 

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

• Week 2 Lecture
• Case Study Demonstration

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.
• See course for additional readings.

Recommended Video

• Life’s Greatest Miracle (Nova) http://www.pbs.org/video/1841157252/

Assignments

Checkpoint Assignment #3: Evaluating a Research Article

Checkpoint Assignment #4: Learning How to Read a Case Study

Discussions

Evaluate research articles to identify and discuss key data points.

 

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.

Lectures

• Week 3 Lecture

Readings

• Brown, Chapters 6-9
• Growth Chart Training: Using the WHO growth charts: https://www.cdc.gov/nccdphp/dnpao/growthcharts/
• 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.
• See course for additional readings.

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

Checkpoint Assignment #5: Learning How to Read a Case Study (2)

Checkpoint Assignment #6: Assessing Local, State, and Federal Nutrition Programs

Discussions

Share results from the assignment, and consider what you learned in the Brown and Wilde readings.

 

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

• Week 4 Lecture

Readings

• Brown, Chapters 10-11
• Ellyn Satter Institute Website: http://ellynsatterinstitute.org/index.php
• 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.
• See course for additional readings.

Assignments

Checkpoint Assignment #7: Employing Persuasive Prose to Inform and Educate

Checkpoint Assignment #8: Learning How to Read a Case Study (3)

Discussions

Evaluate a nutrition education handout.

 

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

• Week 5 Lecture

Readings

• Brown, Chapters 12-15
• 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.
• See course for additional readings.

Recommended Readings

• Goodin B. Nutrition Issues in Cystic Fibrosis. Prac Gastroenterol. 2005;27(1):76-94.

Assignments

Work on final project

Discussions

Discuss factors contributing to childhood obesity.

 

Week Six: Adult Nutrition

Weekly Learning Outcomes

• Present 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 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

• Week 6 lecture

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.
• See course for additional readings.

Assignments

Key Assessment, Part One: Case Study Report

Key Assessment, Part Two: Educational Handout

Discussions

Discuss the risks of fad diets and consider if you would recommend them to patients.

 

Week Seven: Older Adult Nutrition

Weekly Learning Outcomes

• Describe 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

• Week 7 Lecture

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.
• See course for additional readings.

Recommended Video

• Swallow: A Documentary (National Foundation of Swallowing Disorders) https://www.youtube.com/watch?v=MrbEUDO6S5U

Assignments

Key Assessment, Part Three: Case Study Presentation

Checkpoint Assignment #9: Evaluating the Effects of Chronic Disease on Nutrition Requirements

Discussions

Consider the case of an elderly patient on a fixed income. What recommendations would you make?

 

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

Weekly Learning Outcomes

• Assess 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

• Week 8 Lecture

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.
• See course for additional readings.

Recommended Video

• Frontline, “Being Mortal” http://www.pbs.org/wgbh/frontline/film/being-mortal/

Assignments

Checkpoint Assignment #10: Reflecting on the Course and Portfolio Piece

Discussions

Consider the progress you have made and the knowledge you have gained in this course.

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:

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

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:

• UNE Student Academic Success Center

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.

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 Turnitin Student quick start guide.

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

Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.

Late Policy

Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.

Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.

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

Student Handbook Online - Policies and Procedures

The policies contained within this document apply to all students in the College of Graduate and 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.