Are we really in the final days of the semester? Students and faculty alike are checking their "to do" lists for final projects and exams. It's easy to get caught up in the scramble to the finish line. In reflecting on overall course learning goals at the end of each semester, I ask myself if students have been equipped to navigate the evolving and often confusing arena of nutrition. The goal of an introductory course is not to create nutrition "experts", but to ignite interest, expose students to the many facets of nutrition, acquaint them with credible sources of information to which they might return, and to heighten their nutrition literacy - and to help them better evaluate what they read or hear about food and nutrition in the media and in the marketplace. During the semester as part of assignments or activities, students explored a wide variety of nutrition related websites and resources.  I compiled a list of these sites and share with the students at the end of the course. Many of my students are future health professionals so it is valuable for them to have ready access to some of the credible, evidence based sites.  For example, the NIH dietary supplement factsheets is an invaluable resource for questions and cautions about dietary supplements for professionals and consumers alike.  Or to know that the American Heart Association, American Diabetes Association, and the American Cancer Society all have excellent resources and even  disease risk tools.  I've attached the list of sites (feel free to edit and use!). In addition, remind your students that if they purchased a semester subscription to Achieve (includes E-book) that they can download the E-book NUTRITION FOR A CHANGING WORLD to access for up to 4 years! I have always hoped students would opt for a print version so that they could keep it on their shelf to refer to - but this download is a nice option. To download, use the dropdown menu under the individual's name in the upper right of the screen in Achieve to find "Download E-book from App Store". Best wishes for a great end of semester and holiday season! Jamie Pope jamie.pope@vanderbilt.edu or jpopenutrition@gmail.com ... View more

My college freshman daughter bemoaned returning to campus after Thanksgiving break to wrap up her last week of classes and prepare for exams.   She is no doubt alone.   Instructors also find that they must find the momentum to finish strong as they use these last weeks to keep students engaged and consider if they’ve met the goals and expectations as laid out earlier in the semester.  Stress levels increase for faculty and students as time diminishes for teaching and learning content and for completing and grading assignments. Across the 45 plus semesters that I taught introductory nutrition, I liked using the last week of classes to review and recognize how much they have learned (hopefully!) about nutrition fundamentals as well as reinforce the complex and evolving nature of the science of nutrition.   1.  Revisit responses to polling questions from first week of classes:   We revisit some of the polling questions from the first classes that asked some basic nutrition questions (including common misconceptions) in a true-false format.   It was interesting to be able to show the class how responses changed.  2.  Allow students the opportunity to consider the scope of what they've learned:   The first assignment of the course was to submit one diet or nutrition related question they’d like addressed over the course of the semester.   At the end of the course, I share all their questions (without names) and ask them to address one of the questions as their final assignment (not graded as "right" or "wrong", but credit for completion).   My hope is that as they scroll through all the questions, they realize that they have a greater appreciation of how answers aren't always so straight forward and that they also recognize what they’ve learned – and how some of the questions themselves are fundamentally flawed (like “why is a gluten free diet healthier?”).   3.   Obtain feedback on how course goals were met :  At the conclusion of each semester, I created and posted an anonymous survey in our LMS to assess how well students believed the overall course goals from the syllabus were met.   The university generated evaluations provide valuable feedback but input specific to a course and its success beyond student performance has proven to be valuable.   I’ve modified the survey over several semesters from a narrative answer to a scale to a combination of both.  And maybe more importantly, reviewing the course goals at the conclusion of the semester allows students the opportunity to reflect upon and consider what they’ve learned – and hopefully feel good about that!  A link to the survey is shared via email with a message encouraging completion and how their anonymous feedback will assist in improving the course and its components for future students.  Reading student feedback provides another opportunity for instructors to evaluate the course design and components in alignment with course goals.  As an FYI, here are the course goals from the introductory nutrition course that align with use of and learning objectives from my textbook Nutrition for a Changing World: At the end of the course, the student will be able to: Appreciate the scope and complexity of the evolving science of nutrition. Discuss the role of each of the six classes of nutrients in the maintenance of health. Describe how dietary recommendations for Americans are established, evaluated, implemented, and applied to meet individual dietary needs, promote health, and prevent chronic disease – and how they compare to food-based guidelines from around the globe. Describe the fundamental role of nutrition and food choice in prevention and treatment of select diet-related chronic diseases. Discuss factors that affect nutrition and health status of individuals across the lifespan with corresponding intervention strategies. Analyze controversies or claims surrounding one or more contemporary nutrition issues based on scientific evidence and nutrition theory. Identify ways individuals can assess, evaluate, and implement strategies that promote a healthy and safe diet. Discuss how all foods can fit within an overall healthful diet.  A goal of this course is to lessen and lighten food related "rules" and dogmatic thinking surrounding dietary practices and approaches through a better understanding of nutrition principles and application.  ... View more

Do your students take note of the calorie counts on restaurant menus or menu boards?  Might be an interesting polling or discussion board question - and can generate some good dialog.   If students say no, they are among the almost 70% of people who don't pay much attention to these "numbers". And that might not be a bad thing!  In the US, restaurant chains of certain sizes are required by law to post calorie content of menu items. Instituted in 2018, research since has found that calorie info on menus doesn't seem to have much influence on what most people actually order or on the overall quality of their diets. Intended to aid people in making healthier choices and battle the obesity epidemic, calorie information alone doesn't reflect nutritional quality or overall healthfulness of menu items. Much more important considerations.  Menu labeling is addressed in Chapter 2 (Healthy Diets) in Nutrition for a Changing World.  And for some, a focus on calories can have detrimental effects on risk for or impact upon disordered eating.  This may be particularly relevant in the college age population.  In fact, over a decade ago a large university posted calorie counts with food items in their cafeteria - only to quickly take down this misguided endeavor.  Also, few people have an understanding of the context of the calorie listings within their overall energy needs. Personally, I would prefer if these counts were available in a less "in your face" format - online or even in a separate brochure that also included information about vitamins, minerals, fiber, and the like.  Interesting read here:  https://www.eatingwell.com/article/8057955/calorie-counts-menus-healthier-choices-research/ ... View more

The challenge of making sure students are well aware of assignment due dates and how to clearly communicate those dates - and even adjust if necessary - is something instructors often cite as an issue.  Faculty Focus' informative and helpful feature article this week is entitled "Six Approaches for Sharing Due Dates".  I found over the course of 40+ semesters that while you'd like to think the syllabus would suffice, students needed reminders and somewhere on the course page a calendar where they could see what was due and when.    Nicely, in addition to the six methods suggested in the article there is a seventh option for Achieve users with the calendar feature!   For students in Achieve, due dates for assignments are also shown in the Course Content and Resource Type views under the calendar icon. If the item is not assigned, there will not be a due date.  For instructors, the calendar in Achieve allows you to view and compare your due dates for the month at a glance, and easily make adjustments as needed using drag and drop. You can even create extensions by selecting a particular student or group's calendar and editing due dates from there. The article is summed up with this paragraph that applies regardless of which method(s) you use!    "Whichever approach or approaches are used to share due dates with students, there are some considerations to keep in mind. First, ensure that the published due dates for all methods of sharing those due dates are aligned to avoid the confusion of one due date in the Table and another for the same assignment shared in a weekly announcement. Building the course schedule so assignments are due the same day of the week each week provides consistency and repetition for students (Shipp, 2020). Second, one method approach might work better with a particular course than another, or instructors might prefer one approach over another. It can often be beneficial to ask a class of students about their preferred method at the start of the semester. We can help students developmentally progress by initially meeting them where they are at. Whichever approach works for the instructor to share information and for the students to receive clear and accurate due dates might be the “best” approach. " ... View more

Do you include a dietary analysis project in your nutrition course?   Faculty surveys indicate that most instructors assign early in the semester.  If you are a Nutrition for a Changing World 2e user, I hope you’ve checked out AnalyzeMyDiet in the robust Achieve learning platform for the course that provides a comprehensive set of interconnected teaching and assessment tools.   I love that the assignments in AnalyzeMyDiet are now integrated in a pre-built course to align with topics and relevant chapters.   Assigning the entire project before covering topics can make context and appropriate answers challenging - this way students complete the project as new concepts are addressed!   AnalyzeMyDiet provides both a diet tracker and personalized, auto-graded diet analysis activities, freeing instructors from hand-grading diet analysis projects.  It has a database of over 50,000 USDA and brand-name foods!  AnalyzeMyDiet generates comprehensive reports including an all-in-one “Combination Report” with personalized feedback and data in one file for easy reference when addressing questions that help students understand and apply fundamental nutrition concepts.   Check out the sample report attachment!    Here are a few thoughts about assigning a dietary analysis project: Consider having students document intake before entering into the analysis program.  Even though students can directly enter their food intake, this was often done from recall - which we all know is tough to do especially if recalling three days of intake!  I would ask students to document their intake over a three-day period (two weekdays, one weekend day) either by hand on a form (sample attached) or to download form as pdf or in Word.   This was the first step in the project from which they would then enter their food and beverages into AnalyzeMyDiet tracker.   Students would upload their records as attachments or photos of handwritten logs into the LMS for the assignment.  The records counted as part of total project points.  Students were instructed to record portions as accurately as possible, dissuading against using “1 serving” or “1 bowl” and such – as can vary significantly!   Would provide visual ways to estimate portions – i.e., a baseball or tennis ball about one cup, a ping pong or golf ball about 2 tablespoons, a deck of cards about 3 ounces of meat, chicken, etc. (examples included at bottom of attached food log). Based on a 100 point grading scale I would assign 5 points to completion of the AMD tutorial and 5 points to each part of the topic activities (there are 14 total) = 75 points - then I would assign 10 points for the upload of their combination report to the LMS and 5 points for each of the food logs (can upload as document or as photo of the documents).    Encourage students to choose “maintain” their weight when setting up their profile and to use the project to evaluate nutritional adequacy not for weight management!   If students opt to say, “lose weight” and even put in 1 or 2 pounds the calorie target will be lower and skew how they compare their actual intake.   And add to the weight focus of many college age young adults!   Many of the free and popular tracking apps have a weight loss focus.  Speaking of weight focus – be careful with this project in view of the higher incidence and risk of disordered eating in this population!   I stress and put in red type “Note:   closely monitoring personal food intake may not be appropriate for some students; please contact Professor Pope to discuss confidential, alternative arrangements for this project.”   The student and I come up with a viable alternative whether it be analyzing someone else’s intake, using sample days, or even a research project that doesn’t involve any dietary analysis that aligns with their interests.   I usually have about several students reach out each semester! You can learn about all that AnalyzeMyDiet can do by scheduling a one-on-one demonstration here!  Scroll down to Achieve Demo for Nutrition.   ... View more

Need easily accessible and credible resources for teaching and addressing questions about dietary supplements?  Find vitamin, mineral, and other supplement fact sheets for health professionals and consumers at the National Institute of Health Office of Dietary Supplements.   The Office of Dietary Supplements (ODS) is invaluable for strengthening knowledge and understanding of dietary supplements.  Stay in the know by signing up for periodic supplement news and updates from the ODS that will alert you to relevant happenings in the arena of safety, new research, regulation, and practice.   See below for the latest ODS updates.   Spotlight D in Nutrition for a Changing World follows the vitamin and mineral chapters to address dietary supplement regulation, considerations for use, label claims, and safety.   And an assignment to guide students in evaluating a dietary supplement using the product label, scientific literature, and credible websites can be found as the "Bring It Home" activity at the end of Chapter 8 on water-soluble vitamins.    New/Revised ODS Dietary Supplement Fact Sheets Dietary Supplements for Immune Function and Infectious Diseases for health professionals (new) Carnitine for consumers in English and Spanish (new) Multivitamin/mineral Supplements for health professionals and for consumers in English and Spanish (update) Vitamin B6 for health professionals and for consumers in English and Spanish (update) ... View more

Link to 5 minute podcast about the Assertion Evidence approach for educational PPTX or read on.....  Several years ago, I attended a workshop offered by our Center for Teaching here at Vanderbilt on approaches for educational Power Point presentations for use in higher ed.  I was most intrigued and impressed by examples and the pedagogy behind the “Assertion-Evidence” approach to creating slide presentations and adapted all my PPTX presentations to this approach.  They are available as an instructor resource in Achieve!  Rather than a topic heading on a slide, this format uses an assertion statement to make a point – and builds a presentation around messages rather than topics. The assertion is a statement or short sentence as the slide heading that expresses the primary focus or take away from that slide.  Even a quick glance at the slide provides the central concept or message being communicated.   For example, rather than a topic heading that says, “Blood Glucose Regulation”, the assertion would be “Blood glucose levels are maintained through the actions of pancreatic hormones”.  Or rather than a topic of “Carbohydrate Classification” the assertion would be “Carbohydrates are classified as simple or complex”.   The assertion communicates a message about a topic that is then supported by additional information or evidence of the assertion.  The “evidence” that follows would be bullet points, a visual image, or infographic that supports the assertion.   Regarding the assertion “carbohydrates are classified as simple or complex” the evidence would be examples of simple and complex carbohydrates along with or even just an image of some of these foods from the text.  The assertion is not repeated in the body of the slide.  For my own classes and for the textbook, I adapted the “regular” (and still very good!) slides to incorporate the Assertion-Evidence approach as an alternative for instructors. Thus, as currently found in the instructor resources - and unique to our text - educators have the choice of either topic-based slides or my Assertion-Evidence.   Both can be adapted and edited to meet individual instructor’s style and learning goals.    You can also read more about this approach at www.assertion-evidence.com.  ... View more

As I've shared in previous posts, an early assignment in my intro nutrition courses is for students to submit one nutrition or diet related question they'd like addressed during the semester.   I now have thousands of these questions from over 20 years of teaching!   They often reflect core topics, but also include trending "diets" and nutrition topics in news and social media.  So, have you heard of the cottage cheese and mustard “diet”?   My grad school daughter recently asked me if I had tried this combo with veggies and chicken sausage.   I’m not on TikTok so this was new to me.  Here's an easy read that outlines some pros and cons of this trending approach https://www.health.com/cottage-cheese-mustard-diet-tiktok-7558720  But apparently the “influencer” who introduced this trend has over 250 million views on her posts.   My daughter sent me a photo of her own packed lunch that did indeed include cottage cheese, mustard, an assortment of beautifully arranged fresh veggies, and a chicken sausage…. This isn’t inherently “bad” (I don’t like that word!) but this approach as a staple is no magic bullet.   Cottage cheese can be a great choice among many other varied and balanced food choices throughout the day https://health.clevelandclinic.org/cottage-cheese-benefits/   – and mustard is a low calorie, flavorful, and inexpensive “dip” – and love all the veggies.   Chicken sausage can be lower in saturated fat and calories than pork-based sausage, but not by much – and is relatively high in sodium.   So, encourage students to aim for moderation and good sense in building a healthy eating pattern around a wide assortment of food.   ... View more

First day of class and stepping in front of a new group of faces in a classroom or kicking off an online course?   My goal for this first interaction has been not only to introduce myself and the course, but to ignite interest and excitement about what they will learn during the semester.  Here are some thoughts and ideas – please share your strategies for Day One using the Reply button below!   Project a recent nutrition news story on the screen as students arrive.  Or share a social media post relevant to diet and nutrition.  For current news, subscribe to the Academy of Nutrition and Dietetics SmartBrief for daily nutrition news.  Also, I regularly post nutrition news links with a brief overview and applicable research on my educational Facebook page, Jamie Pope Nutrition Prof.  Sharing current or trending nutrition news catches attention and demonstrates relevance while also raising questions that taking the course can help address…. You can also do this in synchronous online lectures by including or posting on the screen as students join.    I stopped going through the syllabus word by word electing to highlight important takeaways and expectations and encouraging them to read the syllabus as a contract and that by enrolling they are agreeing to the terms.   For the past several years, I have recorded a video that walks through the syllabus in more detail and post it along with the print version on the course LMS page.   This saves me some precious class time and is also helpful for students that might enroll after the first day of class.   After welcoming them and introducing myself, usually sharing what brought me into the field of nutrition along with a bit about myself professionally and personally, I’ve often opened the class with a short video.  While several years old, “Time Travel Dietitian” breaks the ice and illustrates the evolving (and often confusing) science of nutrition.   While they misspell as "dietician" and not all "facts" are quite right - it also allows opportunity to comment on the abundance of misconceptions in nutrition.   You might have seen it and use it, but if not, you'll get a chuckle!  Another option is to show a health and nutrition related feature from one of the major networks – you can find these on their homepages.  Because of the class size, to begin getting acquainted I have used a series of polling questions and have generated bar graphs or word clouds with answers – why they are taking the class, majors, where from, favorite food, etc...   I’ve also asked students to name a food they consider “healthy” and one they consider “unhealthy” (provides some humorous answers from a big group and gives me an opportunity to let them know that all foods can have a place in an overall healthy diet!).   This can also be done with polling questions in synchronous platforms.   If time permits after some opening engagement content, course orientation, and addressing questions, I’ve used some highlights from recent surveys as a sort of state of nutrition.   The International Food and Information Council’s annual Food and Health Survey can provide relevant statistics about perceptions and practices surrounding food choice – I’ve sometimes posed the same question from the survey to the class as a polling question and then show the IFIC survey results for the nation.    Just a few ideas - every semester is a bit different!   Here is a First Day of Class resource from my university's Center for Teaching.  What is your approach for the first day of class?! ... View more

What do Americans think about nutrition, health trends, and more? The International Food and Information Council conducts an annual Food and Health Survey whose 2023 findings have recently been released. I often used this survey in my first class to introduce current topics and the public's perception and understanding around food and nutrition questions. You can view the full survey and convert the pdf to PPT to select relevant slides - and I've created polling slides to precede the IFIC findings to see how students compare to the survey respondents. For a short assignment in online classes, I've asked students to skim the survey findings and share something they found interesting or surprise - and why.   https://foodinsight.org/2023-food-and-health-survey/  Among many highlights, 2023 survey findings include: The increased cost of food and beverages has impacted shopping behaviors for many Americans Social media content focused on food and nutrition can cause confusion and doubt Food and beverage choices are interconnected with mental and emotional well-being Environmental sustainability continues to trail other decision-making factors Roughly half of Americans have followed an eating pattern or diet in the past year Snacking frequency remains elevated for the second straight year More Americans are willing to pay additional costs for products that are socially sustainable ... View more

Webinar, Wednesday May 2: Navigating Disordered Eating in Nutrition Education: Adapting Assignments and Course Material for Student Well-Being   As nutrition instructors we encounter students that are vulnerable to, struggling with, or recovering from a variety of eating disorders.   Just how to approach and accommodate these students so as not to trigger or exacerbate developing or existing disorders can be a challenge. It can be a dilemma because the learning goal of these assignments can be of benefit to many students, but again not appropriate for all.... I am thrilled that the Nutrition Educators of Health Professionals Practice Group of the Academy of Nutrition and Dietetics is considering this challenge in a live webinar on Wednesday, May 2 from 12-1pm Central/1-2m Eastern time.  Register here:  https://www.eatrightstore.org/dpg-and-mig-products/nehp/navigating-disordered-eating-in-nutrition-education-adapting-assignments-and-course-material-for-stu Info below: Description: This webinar is designed for university-level nutrition professors who want to create a safe and inclusive learning environment for students with disordered eating. The webinar focuses on exploring strategies for modifying nutrition assignments and course material to be more sensitive and supportive of students with diverse experiences. Specifically, the webinar will focus on adapting the 3-day diet assessment, a common nutrition assignment, to support students with disordered eating. Participants will gain a deeper understanding of the impact of nutrition assignments on students with disordered eating, and will learn how to create a supportive classroom culture that promotes student well-being. The webinar will provide practical tools and strategies for adapting assignments and course material, including principles of trauma-informed teaching and best practices for using empathetic language. Additionally, participants will learn about additional resources and support services that can be provided to students with disordered eating and other mental health concerns. By the end of the webinar, participants will have a better understanding of how to navigate sensitive topics related to disordered eating in nutrition education, and will be equipped with practical tools and strategies to create a safe and inclusive learning environment for all students, including those with disordered eating. CPE Level: 2 CPEU: 1 Performance Indicators: 9.4.3, 2.1.3, 1.7.3 Learning Objectives Identify common triggers for students with disordered eating in nutrition education assignments and course material. Analyze the potential impact of nutrition assignments on students with disordered eating, and understand the importance of creating a safe and inclusive learning environment. Develop strategies for modifying the 3-day diet assessment and other nutrition assignments to support students with disordered eating. Apply principles of trauma-informed teaching to create a nurturing classroom culture that supports student well-being. Explore ways to adapt course material and lectures to promote sensitivity and inclusivity in nutrition education. Discuss the role of language and communication in creating a supportive classroom environment, and practice using empathetic language in class discussions and interactions with students. Consider additional resources and support services that can be provided to students with disordered eating and other mental health concerns. Speaker Courtney Vickery MS, RD, LD Courtney Vickery is a Registered Dietitian, Certified Intuitive Eating Counselor, and Yoga Teacher. As an eating disorder survivor herself, she is passionate about providing nutrition services that are based in Intuitive Eating and weight inclusivity. She holds bachelors degrees in political science and dietetics, as well as a Masters degree in Foods & Nutrition at the University of Georgia. She completed her Dietetic Internship and Graduate Certificate in Gerontology at the University of Georgia as well. Before opening her nutrition private practice, she has worked as a clinical dietitian, outpatient & wellness dietitian, group fitness manager, and healthcare administrator. Most recently she served as the Interim Director of the Dietetic Internship at the University of Georgia. In addition to her private practice, she is currently serving as the president of the Northeast Georgia Dietetic Association and is an instructor in the Foods & Nutrition Department at the University of Georgia. She lives in the Athens area with her husband of over 12 years, their daughter, son, and 2 cats, and 1 dog. ... View more

Several years ago I was thrilled to have students inquire about ways they could continue to tap into evidence-based, current nutrition news and hot topics after the semester ended.   While I shared credible nutrition news links, I also decided to set up my own educational Facebook page to post not only links to media stories, but provide a bit of context, relevance, and clarification from my own perspective and experience - and to invite students, colleagues, family, and friends to follow.   I'd love you to check out Jamie Pope Nutrition Prof!   Might find some media stories - along with medical/scientific articles to share with your students in class or in your own social media - or info for your own nutrition questions.   I would usually have a relevant media story showing on the screen as students walked into class and then open class with a brief discussion of the science behind the headline as pertained to that day's focus.   Or for online classes I would include as part of an announcement or have as screen share as students joined an online meeting.  A critical outcome of a nutrition course -  or any course really - is to be able to evaluate social and news media stories through a scientific lens.  Would also appreciate any ideas for posts or feedback.   Best!  Jamie Pope jpopenutrition@gmail.com or jamie.pope@vanderbilt.edu  ... View more

I recently saw a post on a nutrition educator page asking for stories that might assist in teaching about vitamins.  Covering all the vitamins can feel like working through a to do list.  The author of the post felt providing some interesting background or context would help foster relevance and interest.  I agree!  Stories fuel the imagination as students visualize the people, places, and happenings being described.  This helps move beyond simply disseminating information to immersion and engagement with the text.  Stories help us make sense of what we are reading or studying - and can allow students to make sense of scientific subject matter.  I would often open my classes with a story based video to introduce a topic or share a personal story or professional scenario that gave some relevance and real life application.  In response to my colleague's request for vitamins, I shared our chapter's stories for the vitamin chapters about bio-fortification of rice with vitamin A to reduce deficiency disease in vulnerable parts of the world and the pioneering research that helped eradicate niacin deficiency that plagued the south in the early 1900's.  I also shared a short fun video about how vitamins got their names that I used in class.   I love that our textbook, Nutrition for a Changing World, uses a journalistic or story-based approach to frame and augment the fundamentals and concepts for each chapter and spotlight.  Stories open each chapter, are integrated throughout and close each chapter.  Students are reading science as they follow the story.  Check out the chapter topics and the associated stories here . We considered and selected the stories carefully and have a mix of stories that are based upon relevant research, public health, historical perspectives, nutrition in chronic disease, and current food/nutrition related issues (like food deserts, biofortification, sustainability and more).  We continue to refresh and/or replace these with each edition.  In addition, many of our "Bring It Home" application activities use scenarios to help students relate the material to "real people".   I believe we all learn and remember more effectively through the use of stories.   Stories help us not just gather information but help us make sense of what we are learning.   Tell a story today!  😁 ... View more

February is National Heart Month - heart disease is the leading cause of death for men, women, and people of most racial and ethnic groups in the United States.   Among its many resources, the American Heart Association offers the Check. Change. Control. Calculator that assesses risk of a heart attack for people between 40 and 75 years old in the next 10 years.  You'll need to know your total cholesterol, LDL level, HDL, and blood pressure to complete.   In my undergraduate nutrition classes I would provide several different and diverse profiles of individuals in this age range for students to use the calculator to estimate risk and to discuss ways to reduce risk and manage modifiable risk factors.   We were fortunate to have a cardiologist come to the class on heart disease to share and address questions - he even showed videos of cardiac cauterizations with blockages.  Students were really engaged!  He encouraged students to get baseline lipids if they hadn't already, especially if they had a family history of heart disease.  Spotlight B in Nutrition for a Changing World addresses heart disease risk factors and heart health and helps students interpret their "numbers".      As per the 2021 Scientific Statement from the American Heart Association with dietary guidance to improve cardiovascular health, poor diet quality is strongly associated with elevated cardiovascular disease morbidity and mortality.   Evidence-based dietary pattern guidance to promote cardiometabolic health includes the following: (1) adjust energy intake and expenditure to achieve and maintain a healthy body weight; (2) eat plenty and a variety of fruits and vegetables; (3) choose whole grain foods and products; (4) choose healthy sources of protein (mostly plants; regular intake of fish and seafood; low-fat or fat-free dairy products; and if meat or poultry is desired, choose lean cuts and unprocessed forms); (5) use liquid plant oils rather than tropical oils and partially hydrogenated fats; (6) choose minimally processed foods instead of ultra-processed foods; (7) minimize the intake of beverages and foods with added sugars; (8) choose and prepare foods with little or no salt; (9) if you do not drink alcohol, do not start; if you choose to drink alcohol, limit intake; and (10) adhere to this guidance regardless of where food is prepared or consumed.   ... View more

Does healthy eating sometimes feel more like prescription than pleasure?   When you consider some of the longest living populations around the world where healthy diet plays a central role (see Spotlight G in Nutrition for a Changing World), you don’t find them counting calories, jumping on the latest fad diet, or worrying about how each bite might add to their health risk or waist line.   Their food, social, and cultural environment are such that healthful food choices and behaviors are the norm – which isn’t necessarily the case in most of the US or other westernized nations.   We are often faced with making lifestyle choices that are contrary to our environments and difficult to sustain.   We are influenced by the behaviors, preferences, and beliefs of those in our lives (for example, studies demonstrate that people are more active when their peer group is active – social norms) and by our food environment (what we have available to us and how convenient/accessible it might be – not saying have a purist kitchen cupboard and frig, but making more healthful, nutrient dense options more visible and less healthful items more out of sight – or choosing restaurants with enjoyable and healthy offerings).   If you don’t enjoy what you are eating and feel deprived of foods you enjoy in attempts to eat “healthy” then something isn’t working and won’t work long.   JOY of eating is so important – don’t lose sight of that in pursuit of commendable health and dietary goals.  I appreciated that in the Academy of Nutrition and Dietetics' Position Paper on nutrition in children (Spotlight E) where they included "Foster an enjoyment of eating" as one of the four nutrition goals for a healthy diet (along with meets nutrient needs, maintains a healthy weight, and prevents chronic disease).  Share the joy of eating and the role food plays in our lives along with nutrition facts and recommendations with your students.   I liked this article on Vitamin “P” for pleasure that provides links to studies and some good advice! https://www.healthline.com/nutrition/get-your-vitamin-p-why-pleasure-matters-when-it-comes-to-what-you-eat ... View more