Curriculum

Carbohydrate, lipid, protein, and energy metabolism are covered with an emphasis on understanding the integration of metabolic pathways and principles of metabolic regulation.

A focus on how nutrition affects growth and development throughout the lifecycle, from conception to old age, with attention to the special needs of each developmental stage.

Students are introduced to the theory, methodology, and terminology used in epidemiology, using examples related to nutrition and disease from the current scientific literature.

Current literature is examined with an emphasis on topics not covered in other courses, with the purpose of developing a critical approach to scientific information using student presentations and discussion.

Students are assisted in the development of the personal and professional skills needed to become a professional nutrition scientist. Information needed to successfully select a research setting and Master’s Thesis project is provided.

The course focuses on what people eat, what should they eat, factors that influence dietary intake, and how health promotion influences these factors. The primary goals of this course are to provide 1) an overview of dietary guidelines and the diversity of dietary patterns; 2) exposure to the breadth of programs and policies in the field of nutrition promotion; and 3) an opportunity to develop skills in assessment, literature review, and program planning.

The roles of vitamins and minerals are covered, helping to understand their sources, biochemistry, functions, and the nutritional standards and guidelines for their intake.

This course covers the physiological aspects of clinical disorders, including symptoms, risk factors, biological pathology, and clinical management, as well as the role of nutrition in their prevention and treatment.

Students present their thesis projects to the class and faculty and critically evaluate the presentations of their peers.

This course aims to develop self-sufficiency in biostatistics by analyzing real clinical research datasets. The course starts with Excel for data organization and basic analysis, then progresses to R for advanced topics such as linear and logistic regression and survival analysis using Kaplan-Meier and Cox modeling. Each student will also present their thesis plan to enhance understanding of when to apply different statistical methods.

The basic tenets of health literacy, psychodynamics, behavioral, and motivational interviewing are covered, along with their application to medical nutrition therapy for nutrition-related conditions.

Narrative medicine seminars allow students to reflect on and write about health, illness, and care through the lens of various health professions. Four to five seminars are offered each year. Frequently offered seminars include "Relationships of Care and the Spaces of Care," "Aging and End-of-Life," "Health Care Justice and the Care of the Underserved," and "Spirituality and Healthcare."

The prevention and treatment of obesity pose significant challenges for nutrition and allied health professionals. This course aims to: 1) provide an understanding of the obesity epidemic and its impact on disease development throughout the lifespan; 2) translate findings from basic science, clinical research, and public health related to obesity into effective prevention and treatment strategies for clinical settings; and 3) explore the roles and responsibilities of healthcare providers in addressing obesity and its associated co-morbidities. The majority of the course is independent and video-based, complemented by six to seven in-class meetings.

This course introduces essential communication skills needed to apply scientific knowledge in clinical practice. It emphasizes the integration of nutrition with medical, behavioral, social, and cultural factors that contribute to patient well-being, focusing on both disease prevention and treatment.

Students can choose any graduate-level course from Columbia's schools. Enrollment in courses from other departments requires approval from the instructor, department, and the MS Program Director.

Each MS candidate is required to spend ten weeks of full-time work (350 hours or more) during the summer; any alternative plan must be completed within one year and must be approved by the Program Director.