Syllabus
Master of Science in Applied Nutrition
APN 610: Research Methods – Summer A 2020
Credits - 3
Description
Research methods and research design commonly used in nutrition research are examined. Topics include defining research questions, developing hypotheses, writing research goals and objectives, reviewing and interpreting literature, choosing appropriate research designs, and understanding and summarizing relevant data. Professional presentation of research findings is emphasized.
Materials
Learning Objectives and Outcomes
The coursework for APN 610 is intended to familiarize each student with the core components of research scholarship suitable for presentation in a professional forum, with an opportunity to apply that knowledge as consumers or producers of an original research product suitable for a portfolio, writing submission, IRB application or publication.
Throughout the course you are encouraged to consider the following questions: 1) How do we use research methods to ask important questions and find answers to those questions? 2) What research methodologies guide this journey to produce scientific evidence-based knowledge to contribute to a specific area of study? 3) What are the threats to our research? 4) Can we distinguish limitations and failings in scholarship to think critically and assess our increasing data-driven professions?
Program Objectives
Students in this course will meet the following program-specific competencies, learning how to:
- 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
- Interpret and modify complex explanations of complex nutrition concepts for various audiences
- Research, develop and disseminate evidence-based and theory-driven educational materials and work products at an audience-appropriate level for topics related to nutrition and health promotion
ACEND Competencies
- 1.2: Applies an understanding of anatomy, physiology and biochemistry
- 1.2.1: Analyzes the impact of food and nutrition on physiological processes
- 1.2.2: Integrates knowledge of anatomy, physiology, and biochemistry to make decisions related to nutrition care
- 1.10: Applies knowledge of math and statistics.
- 1.10.1: Chooses appropriate statistical methods, performs statistical analysis and interprets results in various data analysis situations.
- 1.10.2: Communicates information on statistical methods, results and interpretation, both orally and in writing.
- 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 source in decision making
- 2.4: Implements or coordinates nutritional interventions for individuals, groups or populations
- 2.4.11: Communicates complex nutrition information to broad and diverse audiences
- 6.1: Incorporates critical thinking skills in practice.
- 6.1.1: Considers multiple factors when problem solving.
- 6.1.2: Incorporates the thought process used in critical thinking models.
- 6.1.3: Engages in reflective practice to promote change and continuous learning.
- 6.2: Applies scientific methods utilizing ethical research practices when reviewing, evaluating and conducting research.
- 6.2.2: Articulates a clear research question or problem and formulates a hypothesis.
- 6.2.3: Identifies and demonstrates appropriate research methods
- 6.2.4: Interprets and applies research ethics and responsible conduct in research
- 6.2.7: Translates and communicates research findings and conclusions through a variety of media
- 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
- 6.3.2: Critically examines and interprets current research and evidence-informed practice findings to determine the validity, reliability and credibility of information
- 6.3.4: Analyzes and formulates a professional opinion based on the current research and evidence-based findings an experiential learning
- 7.1 Assumes professional responsibilities to provide safe, ethical and effective nutrition services (D)
- 7.1.2 Engages in self-reflective practice activities to develop and maintain ongoing competence and professional behaviors (D)
- 7.2: Uses effective communication, collaboration and advocacy skills. (D)
- 7.2.4 Selects mode of communication appropriate to the messaging to meet the needs of the audience.
Course Outcomes
Students in this course will learn how to:
- Distinguish the importance of ethics in research for the protection of human subjects.
- Investigate and critique research problems
- Evaluate relevant literature to formulate research questions and/or hypotheses.
- Apply the tenets of qualitative and quantitative methods to scientific investigation.
- Leverage statistical tools to describe, predict, and interpret real-world inquiry.
- Formulate strategies for authoring, publishing, and funding research studies.
Assignments
Lectures: This course is lecture-based; please see each week’s module for required, supplemental, and optional viewing as applicable.
Discussion Board: Each week you will be asked to respond to a prompt and foster discussion by responding to responses by classmates. 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.
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.
Initial Blackboard posts are due each Sunday at 11:59 p.m. ET. Post peer-responses by Tuesday at 11:59 p.m. ET. Please note: All times refer to Eastern Time.
Worksheets: You will complete a series of worksheets that are intended to help you build the skills necessary to succeed in this course.
Final Project: You will be asked to complete a 4- page (approx. 1400 words, independent of reference section) conference-quality prospectus developing proposed research, and create an accompanying conference-style presentation. This is an opportunity to apply the skills and knowledge obtained in this course to individually tailored work products, for submission to professional conferences, publications, and/or career presentations.
Each student will propose quantitative OR qualitative research in one of four broad research areas to then narrow the scope for a final research proposal design: 1) health promotion, 2) disease prevention, 3) obesity, 4) social media. Students are encouraged to explore their chosen focus area of the Graduate Applied Nutrition Program, or explore another area of study.
Corresponding examples to the aforementioned research areas could address:
- Health promotion: Evaluate nutritional status and school environment of children using a survey, or
- Disease prevention: Propose a test of differences for community-based disease prevention, or
- Obesity: Design a rigorous qualitative in-depth interview study to assess obesity, or
- Social media: Propose a content analysis to assess health-related social media use.
Key Assessment tips for the prospectus and presentation can be found under Key Assessment Guidelines in Blackboard. Writing and reflections developed through interaction with Discussion Board posts will advance sections of the proposal as the course progresses; applying knowledge from readings, lectures, course handouts, and learning objectives to the final project and professional advancement.
Each student will submit a 4- page, 1.5-spaced, 12-point font (Arial or Times New Roman) research prospectus. See Key Assessment Document for details.
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.
- No extra credit will be made available.
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
| Discussion Board Posts and Responses (Including Abstract worth 8 pts.) | 34 |
| Week 1 Quiz | 6 |
| PICO and EmBase Assignment | 1 |
| CITI Training | 7 |
| Measures of Center and Spread Activity | 1 |
| Quantitative Worksheets (3) | 15 |
| G*Power Worksheets (2) | 8 |
| Key Assessment (Research Prospectus and Presentation) | 25 |
| E-Portfolio | 2 |
| Student Syllabus Contract | 1 |
| Total | 100 |
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 One: 4/29 – 5/5
Week Two: 5/6 – 5/12
Week Three: 5/13 – 5/19
Week Four: 5/20 – 5/26
Week Five: 5/27 – 6/2
Week Six: 6/3 – 6/9
Week Seven: 6/10 – 6/16
Week Eight: 6/17 – 6/21
Week One: Applied Research Methods and Process
Weekly Learning Outcomes
- Define the term “research”
- Describe types of research
- Describe and discuss the importance of research in the healthcare professions
- Begin to develop a scientific approach to study and practice
- Identify research problems
- Develop research questions
- Recognize the importance of research ethics & protecting human subjects
- Identify the markers of qualitative research
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 1 The Health Research Process
- Chapter 2 Selecting a General Topic
- Chapter 3 Reviewing the Literature
- Chapter 4 Focusing the Research Question
- Chapter 32 Article Structure
- Please carefully review the following 2 resources and complete the worksheet before participating in the discussion and this week’s Quiz.
- How to Prepare a Research Proposal. Al-Riyami Oman Med J. 2008 Apr;23(2):66-9
- PICOT Worksheet
- Auld G, Baker S, McGirr K, Osborn KS, Skaff P. Confirming the Reliability and Validity of Others’ Evaluation Tools Before Adopting for Your Programs.pdf . J Nutr Educ Behav. 2017. 49:441-450.
- Wolfe WS, Scott-Pierce M, Dollahite J. Choose Health_Food, Fun, and Fitness Youth Curriculum Promotes Positive Behaviors[1].pdf J Nutr Educ Behav. 2018. 50:924-930.
- Christoph M, Ellison, Brenna. A Cross-Sectional Study of the Relationship between nutrition label use and food selection, servings, and consumption in a university dining setting[1].pdf Acad Nutr Diet. 2017. 117. 10:1528-1537.
- A Brief Guide to AMA Style
- AMA Quick Guide
Recommended Reading
- Research Glossary
- RefWorks
Assignments
Week 1 Quiz
EmBase Search Assignment
Discussions
Week Two: Research Questions, Literature Review, and Ethical Practices
Weekly Learning Outcomes
This week we will conduct a systematic review of the literature and review:
-
- How to develop research questions
- Why one should review the literature
- How to compile relevant literature for review
- How to develop a framework for interpreting the literature
- Explore ethics in research and gain credentials through training
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 22 Systematic Reviews and Meta-Analyses
- Chapters 23 Ethical Considerations
- Chapter 24 Ethical Review and Approval
- A Credibility Crisis in Food Science – Please read the three articles listed below. The researcher misconduct scenario unfolded in the recent past and Dr. Wansink has now formally resigned his position at Cornell. This exemplifies precisely why we are so focused on process and understanding appropriate methodology and analysis techniques!
- Researcher Misconduct:
- What is Food Science? The Atlantic
- Cornell Researchers Downfall Raises Larger Questions for Science. NPR
- Cornell Nutrition Scientist Resigns After Retractions and Research Misconduct Finding. Science
- Researcher Misconduct:
Recommended Reading
- Huff, D. How to lie with statistics. W. W. Norton & Co. 1954. (Ch 3 & 4)
Assignments
CITI Training (Please be aware that these trainings take 4-6 hours, but do not need to be completed in one sitting. Please plan accordingly.)
Discussions
Week Three: Research Principles and Threats
Weekly Learning Outcomes
- Discern the importance of power analyses in research design development
- Expand our knowledge of qualitative studies
- Apply core research principles to answer research questions·
- Identify common threats to research
- Explore survey development and recognize the importance of pretested validated survey instrument
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 7 Overview of Study Designs
- Chapter 8 Case Series
- Chapter 9 Cross-sectional Surveys
- Chapter 10 Case-Control Studies
- Chapter 11 Cohort Studies
- Chapter 12 Experimental Studies
- Chapter 13 Qualitative Studies
- Chapter 14 Correlational Studies
- A Very Lucky Wind – Listening to this podcast is instrumental to completion of the worksheets in the course moving forward.
- G*Power Data Analysis Examples
- Auld G, Baker S, McGirr K, Osborn KS, Skaff P. Confirming the Reliability and Validity of Others’ Evaluation Tools Before Adopting for Your Programs. J Nutr Educ Behav. 2017. 49:441-450.
- Christoph M, Ellison, Brenna.A Cross-Sectional Study of the Relationship between nutrition label use and food selection, servings, and consumption in a university dining setting[1].pdf Acad Nutr Diet. 2017. 117; 10:1528-1537.
- Tavakol M, Dennick R. Making sense of Cronbach’s alpha. IntJ Med Educ. 2011; 2; 53-55. doi: 10.5116/ijme.4dfb.8dfd
- Wolfe WS, Scott-Pierce M, Dollahite J.Choose Health_Food, Fun, and Fitness Youth Curriculum Promotes Positive Behaviors[1].pdf J Nutr Educ Behav. 2018. 50:924-930.
Recommended Reading
- Huff, D. How to lie with statistics. W. W. Norton & Co. 1954. (Ch 5 & 6)
Assignments
Worksheet #1
G*Power Mini-Assignment (1)
Discussions
Week Four: Variables, Statistical Tests, Levels of Measurement, and Sampling Strategies
Weekly Learning Outcomes
- Identify variables
- Choose a statistical test
- Assess levels of measurement
- Identify a sampling strategy and analytic approach
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 15 Research Protocols
- Chapter 16 Population Sampling
- Chapter 17 Sample Size Estimation
- Chapter 18 Questionnaire Development
- Chapter 19 Surveys and Interviews
- Chapter 20 Additional Assessments
- Chapter 21 Secondary Analyses
Recommended Reading
- Quantitative Data Analysis Doc (Chambliss, Making Sense of the Social World, pp. 154-178, Chapter 8)
- Huff, D. How to lie with statistics. W. W. Norton & Co. 1954. (Ch 7 & 8)
Assignments
Quantitative Worksheet #2
Measures of Center & Measures of Spread Activity (Dice + Die Distribution Experiment Document)
Discussions
Week Five: Correlation, ANOVA, and Data Management
Weekly Learning Outcomes
- Look beyond a simple test of two group means
- Apply concepts of descriptive statistics
- Form analysis strategies for quantitative data
- Identify and interpret a linear relationship
- Recognize best practices for Data Management
- Considerations for health professionals involved in clinical investigations
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 26 Data Management
- Chapter 27 Descriptive Statistics
- Chapter 28 Comparative Statistics
Recommended Reading
- Huff, D. How to lie with statistics. W. W. Norton & Co. 1954. (Ch 9 & 10)
Assignments
Quantitative Worksheet #3
G*Power Mini-Assignment #2
Discussions
Week Six: Communicating Findings and Critically Revising
Weekly Learning Outcomes
- Make a video presentation
- Present the proposed research to your peers
- Articulate the importance of the results section
- Recognize the essentials of writing and communicating findings
- Review citing the ideas and work of others
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 31 Posters and Presentations
- REVIEW: Chapter 32 Article structure (from Week 1)
- REVIEW: Al-Riyami (from Week 1)
- Chapter 33 Citing
- Chapter 34 Critically Revising
Assignments
Key Assessment, Part One: Presentation
Discussions
Week Seven: References, Academic Integrity, and Style
Weekly Learning Outcomes
- Describe the importance of references and academic integrity
- Discuss the importance of analysis and finding your style
- Identify strategies for writing
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 35 Writing Success Strategies
- Please read the “Abstract” section of http://www.andjrnl.org/content/authorinfo
Assignments
Key Assessment Part Two: The Research Prospectus
Discussions
Week Eight: Finding Funding and Publishing your Research
Weekly Learning Outcomes
- Action steps for making the prospectus a reality
- To communicate with scholars in your field
- Strategies for publishing
- How to identify the value of scientific inquiry
- How to identify research funding resources
- How to target professional journals
Lectures
Required Reading
- Jacobsen KH. Introduction to Health Research Methods: A Practical Guide. Sudbury, Mass: Jones & Bartlett Learning; 2012.
- Chapter 36 Reasons to Publish
- Chapter 37 Selecting Target Journals
- Chapter 38 Manuscript Submissions
- Chapter 39 Review, Submission, and Publication
Assignments
E-Portfolio
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:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Applied Nutrition Database
- 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:
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 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:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- 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.