The End of Course Project (TCC) is a mandatory activity for graduation from the nutrition program, and consists of academic work with the main objective of improving the academic and professional development of the students through acquiring the skills that enable them to carry out research of a scientific or pedagogical nature. The TCC must include one of the research lines of the course’s 3 research units: Food services and food safety; Clinical and experimental nutrition; or public health and quality of life. The preparation of the TCC must follow the scientific norms of preparation and presentation of scientific work, and is undertaken during the 7th and 8th semesters the course. Its completion occurs during the CCBS TCC presentation, in which the student presents their poster to a panel of examiners.
The mandatory supervised nutrition course internships take place in the last year of the course and are divided into three areas: Alimentação Coletiva, Clinical nutrition and Nutrition in public health. The regulation of trainees follows the rules adopted in the CCBS.
Complementary activities are undertaken throughout the course through independent study and practice, and are fundamental to developing skills and gaining experience in areas not covered in the curricular components of the nutrition course. The activities aim to broaden students’ professional horizons. The regulation of complementary activities follows the standard procedures of the CCBS.
Extension activities are a way to create opportunities for interaction between teachers, students and the community at large. In the nutrition course activities take place to demonstrate the students' work, such as the food workshop and the TCC presentation, and also to disseminate health and food information to the public through activities such as the Amazon life program. Actions are also developed in the Mackenzie community, through lectures organized as part of the Qualimack program on various topics related to nutrition. The course also involves work to develop attitudes and values oriented towards citizenship and solidarity, which include understanding the social, cultural, economic, behavioral, environmental and legal determinants of the professional exercise of nutrition, such as: actions in institutions deprived of resources (orphanages, nursing homes, day care centers, restaurants for low-income customers etc.).
The Institutional Introduction to Science Program allows the student to have experience of undertaking research. In the nutrition course, the students are continually encouraged to participate in the institutional program of scientific initiation (PIBIC). This program is intended to complement undergraduate education, offering students the opportunity to understand how scientific knowledge is generated and processed. This is achieved by the students participating in practical and theoretical activities in the research environment, under the guidance of a research professor.