Abstract
OBJECTIVES: Research experiences for graduate students in MS nutrition programs are often optional due to limited faculty, physical, and fiscal resources. Thus, the objective of this work was to develop a protocol for instituting a required, rather than optional, research experience in a terminal MS nutrition program in a large, urban public college with high academic standards. METHODS: Faculty specified several options for fulfilling the required capstone research experience: original research, grant proposal, or systematic review of literature. Students determined area of interest and identified a qualified research mentor either inside or outside the program (spring 2019). Students prepared research proposals according to specific guidelines; and students met with a faculty coordinator in periodic group sessions to establish expectations for preparing Literature Review, Methods, and Results sections of eventual final paper (fall 2019). Students submitted required progress reports throughout to facilitate accountability. Students enrolled in a seminar-style course, with two members of faculty, which provided mentoring to refine drafts and culminated in oral presentations to share results (spring 2020). Lastly, students submitted final papers in spring semester to assure timely graduation. RESULTS: All students in the MS nutrition programs anticipating June 2020 graduation enrolled in the required capstone research experience (n = 27). The majority of students engaged in original research with fewer opting for preparation of a grant proposal or a systematic review. The majority were mentored by program faculty whereas others were mentored by researchers in the broader nutrition community, namely in local medical centers and large community-based organizations. Course grades for the research experience were determined as follows: proposal, 10%; progress reports, 15%; oral presentation, 10%; and final paper, 65%. CONCLUSIONS: A required research experience undoubtedly elevates the academic acumen of graduate students and potentially supports faculty research. Furthermore, identifying qualified research mentors outside the program augments available faculty resources and research opportunities for students. FUNDING SOURCES: None