Study and independent work on selected problems related to natural resources and environmental science conducted under the supervision of a faculty member and with clear relevance to the student's Analytic Skills Development Area (ASDA) and/or Environmental Systems Emphasis Area (ESEA). The goal of NRE 395 is for students interested in research to have an authentic research experience, working directly with a faculty member or graduate student in data collection and analysis, as well as conducting a portion of the research independently.

A learning experience in natural resources and environmental sciences conducted under the direction of a faculty member and with clear relevance to the student's Analytic Skills Development Area (ASDA) and/or Environmental Systems Emphasis Area (ESEA) with supervision from an onsite supervisor. The goal of this requirement is to provide the student with pre-professional learning experience in their chosen emphasis area within natural resources and environmental science. A typed and signed Learning Contract must be completed, submitted, and approved prior to the start of the experience.

This course utilizes the experience from NRE 395 or NRE 399 to expand the composition and communication knowledge, skills, and abilities developed in CIS/WRD 110/111/112 or equivalent while integrating discipline specific sources in a process that requires a draft, feedback, and revision on composition and communication products. This course is a Graduation Composition and Communication Requirement (GCCR) course for NRES; thus it is unlikely that requests to replace this course with a course transferred from another institution will be approved.

Soil reaction/cycling of elements essential to plant growth; rates, timing and placement of nutrient sources in modern crop/soil management systems; plant and soil sampling and analysis to diagnose plant nutrition stress.

This course is designed to provide students with the opportunity to apply the skills and information acquired in previous courses to a real world problem in natural resources and environmental science. The class will focus on a single current issue in Kentucky and will research that issue in depth, using a variety of techniques, including library research, interview, and data collection and analysis. In addition to research and problem-solving skills, written and oral skills will be emphasized. Lecture, three hours; laboratory, two hours per week.

This course focuses on unique and timely topics in natural resources and environmental science. May be repeated under a different subtitle for a maximum of six credits.

The material covered in NS/CNU/AS 602 consists of two major emphasis areas: (1) properties, biological functions, and metabolism of vitamins, minerals, and bioactive compounds (micronutrients), and (2) influence of functional interactions with these and other nutrients on health and disease. The objective of this course is to provide students with a strong knowledge base related to micronutrient metabolism in the context of select conditions and energy balance.

The purpose of this course is to introduce graduate students to useful topics in their quest to attain and retain a tenure track researcher position (or equivalent) at some point in their scientific future. These subjects are not always taught by mentors or through a traditional curriculum, but they are of utmost importance in a successful career. A breadth of issues will be presented that many principal investigators would say they wished they learned in graduate school and should give students the resources to become competitive scientific professionals.

Selected topics in nutritional sciences related to health and chronic diseases, e.g., autoimmune conditions, cardiovascular disease, diabetes, obesity and cancer. This course will explore the pathophysiology of chronic diseases influenced by nutrition and discuss mechanisms underlying nutritional approaches for prevention and intervention.

The material covered in CNU 702 via readings and the various clinical and/or community-based rotation (s), the student will complete the Nutrition Care Process on individual(s) beginning with Nutrition Assessment (Anthropometric, Biochemical, Clinical, Dietary, and Environmental data) followed by Nutrition Diagnosis, Nutrition Intervention, Nutrition Monitoring and Evaluation as applicable. Students will present these findings in 1 writing assignment (about one patient) and 1 presentation (about a different patient) per credit hour enrolled.