Cheetos and Milky Way bars marked the beginnings of my 40+ year academic, professional, and publishing journey in the field of nutrition.   An assignment in a high school English class to create a survey prompted me to find out what students ate for lunch.  Truthfully, I wasn’t overly interested, but it seemed like a good topic and an easy survey to conduct.  The results revealed that while students ate all types of food from sandwiches to hot meals offered by the school to family meal leftovers, the two additional foods that were most frequently consumed were Cheetos and Milky Way bars.  Most likely purchased from the vending machines in the cafeteria (which aren’t allowed in public schools these days) not sent by their parents.  Part of the assignment required discussing the implications of the survey findings and it was really the first time I thought about the nutritional value – or lack thereof – of the foods we choose.   Fast forward to starting college and the perceived pressure to choose a major.   Seeing a class on vitamins in the catalog was enough to make me decide to major in nutrition.   After finishing my undergraduate degree, I went on to complete a dietetic internship, pass the registration exam to become a registered dietitian nutritionist (RDN), and earn a master’s degree in foods and nutrition.  Over the next decade or more, I gained experience in the clinical setting, conducted research, served as a consultant to several food companies, and helped manage a workplace health promotion program.   I even co-authored several popular “diet” books in the 80’s and 90’s with a health psychologist colleague. These experiences helped build a foundation for stepping into the classroom to teach nutrition at Vanderbilt University as an instructor in the year 2000.   Being an educator and having the privilege of speaking into students’ lives about the science and practice of eating well as a registered dietitian nutritionist has been the most rewarding part of my career.   I started with an overhead projector and 27 students, but within a few years the course grew to fill one of the largest classrooms on campus with almost 250 students and a waiting list.   As the university didn’t offer nutrition as a major, none of the students were majoring in nutrition, but had an interest in the subject or were taking the class to fulfill a pre-requisite or science requirement.   It was exciting and challenging to engage and effectively instruct the diverse class, so I began integrating more real-life examples and relevant illustrations of scientific concepts.   I also began dabbling in classroom technology and was one of the first instructors to make use of student polling devices as a tool to engage students and assess understanding.    Enter an acquisition editor with W.H. Freeman/Macmillan Learning in 2012 who invited me to coffee at a Starbucks to discuss the prospect of authoring an introductory nutrition textbook entitled “Nutrition for a Changing World” that used a journalistic style with science content weaved into relevant stories written by professional science writers.   He said my publishing history, approach in teaching, and Rate My Professor ratings (ha!) were among the reasons he came to me.  I was to provide the science content and work alongside a science writer and editors to create a unique approach to teaching nutrition to students that may not be majoring in nutrition.   Writing a textbook is an ambitious endeavor and early on I realized that I needed the help of a co-author to add their perspective and expertise on content as well as vision for infographics and art for the book.    Steve Nizielski, PhD, joined me on the project and we’ve worked as a team through the first two editions, a digital update, and currently, a third edition of the book.  Nutrition for a Changing World was awarded the STEM Product of the Year for its first edition and received a Textbook Excellence Award from the Textbook and Academic Author’s Association for the second edition.   It’s been gratifying to see the book evolve and serve as a source of credible and applicable nutrition education for thousands of students from across the country.   Little did I know that a survey in high school and a course catalog in college would be the start of an almost five decade fulfilling career as an RDN– or bring such varied opportunities to share knowledge and to foster an appreciation of the evolving science of nutrition with others.   Here’s to National Registered Dietitian Nutritionist Day 2025!  ... View more

Think about when you’ve taken a bite of a food or family recipe and were transported back in time to your childhood dinner table, a holiday gathering, or family celebration.   Food connects us with special memories of family and friends.    This year’s National Nutrition Month theme of “Food Connects Us” embraces the social and communal aspect of how food connects us to our cultures, traditions, and the people in our lives.   Established in 1973 by the Academy of Nutrition and Dietetics, National Nutrition Month is celebrated each March to educate and to increase awareness about making informed food choices and developing healthy eating and lifestyle habits.   Food nourishes and sustains us, but it also serves to express appreciation, celebration, creativity, comfort, and connection.   Sharing a meal allows opportunity to focus on others, learn about one another’s lives, enjoy familiar and new foods, laugh, make new memories, and connect!   One of my students’ favorite assignments in my nutrition classes (also included as an end of chapter 14 activity in my textbook, Nutrition for a Changing World) involves exploring and comparing food-based guidelines from countries and cultures around the globe.   The Food and Agriculture Organization (FAO) has over 100 countries featured on their website organized by continent and region with each country’s messages for their population about recommended food choice and diet related practices. *   When examining recommendations between countries, a fascinating pattern emerges – many emphasize the social and communal aspect of eating as a central component of what constitutes a healthy way of eating.   Brazil’s guidelines specifically state “Eat regularly and carefully, in appropriate environments, and whenever possible, in company.”    I love that they emphasize eating as a social practice that should be done in environments where people can focus on their food and one another.   Japan promotes “enjoying meals” through shared family dining.   They even recommend establishing regular mealtimes so family members can partake in the same dishes, passing down culinary traditions and strengthening family bonds.   French guidelines include that meals should be pleasurable social experiences, never rushed or eaten while performing other activities.   Mexico highlights “la comida” (main meal) as a central family event when families gather, disconnect from technology, and engage in conversation. Italian guidelines explicitly state, “conviviality strengthens the sense of belonging”.   Browsing messages and recommendations from other countries highlights the role of food in connecting us to one another.   The FAO food-based guidelines reveal that across diverse cultures, the act of eating together isn’t just about nutrition, it’s about strengthening social bonds, preserving traditions, and promoting overall well-being.   While culturally cognizant, the current Dietary Guidelines for Americans do not specifically highlight the social and communal aspect of eating.  Consider that surveys estimate Americans eat more than half of their meals alone and that less than half report eating dinner with other members of their household.  We may do well to consider the messages from other countries and food’s important role in connecting as it nourishes us. *For an article with suggestions on how to use the FAO Food-based Guidelines website as a class activity or assignment visit the Macmillan Learning Nutrition Community at https://community.macmillanlearning.com/t5/nutrition-blog/how-are-over-100-countries-around-the-world-advising-their/ba-p/19983 ... View more

Every year Valentine’s Day reminds us to think about what our heart wants. Falling right in the middle of American Heart Health Month, February shines a light on this vital organ that keeps us going.  Celebrating these holidays is not the only way to honor your heart’s needs. Heart health is crucial to a happy life. Young people, in particular, can set themselves up for longevity by prioritizing heart health from an early age.  Nutrition for a Changing World, Second Edition offers insight into a heart-protective diet and cardiovascular disease, the leading cause of death in the United States that’s largely preventable.  The textbook covers additional relevant topics including the diabetes epidemic and global nutrition to educate students about our evolving understanding of our bodies.  With AnalyzeMyDiet, a personalized diet tracker, students are prepared to take their health to the next level. Healthy habits lead to a healthy heart that can take on anything, even love!  The auto-grading feature for diet analysis activities frees up instructors’ time for lesson planning, syllabus making… love too!  Students will learn exactly what their bodies need with real-world nutrition activities and scenario-based exercises where they can apply their understanding. There’s even a chapter dedicated to nutrition through the college years, so students can plan for eating between classes and during late night study sessions.  College students often find themselves so busy that even drinking water becomes a chore. Sections about vitamins and water will reinforce the importance of keeping your body hydrated and in check.   Your heart is at the center of your circulatory system, so put love first this month. Remember, your heart needs you! Empower your students to take charge of their health today with Nutrition for a Changing World, Second Edition   ... View more

Welcome to a new semester! What diet and nutrition questions are your students wondering about? The first week of classes is an excellent opportunity to get a sense of what questions (and misconceptions!) your students have coming into your course. Consider having students submit one nutrition or diet related question via your LMS that they'd like addressed over the course of the semester. You can use their questions to inform your teaching and for assignments and projects during the semester. Ideas: Consider the questions as you prepare topic specific lectures and guide students to where their questions are addressed in the text  Use the questions for a research project. Select a few of the questions to have students choose one to explore and compare in the media and in scientific literature. (Message me if you'd like a copy of a Nutrition in the News project) For an end of semester assignment, provide an Excel list of their questions (without names) and ask them to address one....the hope is that by scrolling through the questions from the first week of class students get a sense of what they've learned, but also how much there is to learn in the arena of nutrition! Here's a sampling of questions, note how some demonstrate inherent misconceptions.... How necessary is it to have three meals a day and which one is the priority? How many carbs on average should one eat during a day? What foods are best to avoid? Which fad diets are actually good for you? What is the relationship between your diet and your mood and/or mental health (if there is one)? How much protein is too much? Are multivitamins helpful? Are there benefits of dairy in the human diet or is it healthier to altogether eliminate dairy? What are the true benefits of a plant-based diet? How I can I ensure I'm getting all my required nutrients on a plant-based diet? I would like to learn more about the effects of red meat on health and cancer. What does a well-balanced diet look like What types of food aid in better performance??? I am curious about coffee. What are the nutritional benefits? How much is too much coffee? How should what one consumes change over the lifespan? is diet soda actually that bad for you? Is there any science behind Omega-3 and fish oil consumption. How can I maintain a healthy gut with my diet? Does diet or exercise play a larger role in overall health and weight? How can you have a healthy and good diet while still eating what you want? ... View more

How does dietary guidance for populations from around the world compare to the US Dietary Guidelines for Americans? The Food and Agriculture Organization (FAO) provides easy access to food-based guidelines for over 100 countries.  Exploring these guidelines provides students with the opportunity to explore the health, cultural, agricultural, environmental, and even political aspects of how government agencies advise their population to eat. Most countries have also developed visual depictions like pyramids and plates to provide dietary advice.  I would be happy to share a slide presentation that provides a brief overview of the Dietary Guidelines for Americans, but then asks students to explore other countries (just email me at jpopenutrition@gmail.com!).  Organized by region of the world, it's interesting to discuss how the language, specifics, and emphasis of guidelines compare.  Chapter 2 in Nutrition for a Changing World introduces food guides around the world, but can be used as an end of semester activity to consider the many aspects of healthy diets.  Here are a few questions to consider: Do you notice cultural, agricultural, or health/nutrition concerns reflected in the messages? How do the messages differ from the DGA? How are the messages similar to the DGA? How does the food guide icon differ from the US MyPlate? Common to all countries are recommendations to consume more plant-based foods and to reduce intake of saturated fats, added sugars, and sodium.  Here's a recent article of interest from the British Medical Journal to share with students - The healthiness and sustainability of national and global food based dietary guidelines: modelling study of 85 countries The article explores how countries are doing in meeting dietary guidelines - spoiler:   not very well at all.   ... View more

The first week of classes for too many semesters to count, I asked my students to submit one nutrition or diet related question via our LMS that they'd like addressed over the course of the semester.   I have thousands of these questions!   They reflect what's trending (popular diets, etc.) as well as fundamental questions about what constitutes a healthy diet, plant-based eating, supplements, and more.   I considered these questions when preparing my lectures (for example, what are their questions or misconceptions about carbohydrates?).   For the Nutrition in the News project (see previous post -search Nutrition in the News or email me for a copy), I choose four or five topics from among the questions for students to choose one to research.  Finally, for their last participation activity I provide an Excel list of their questions (without names) and ask them to address one....my hope is that by scrolling through the questions from the first week of class students get a sense of what they've learned, but also how much there is to learn in the arena of nutrition!   Here's a sampling of questions, note how some demonstrate inherent misconceptions.... Does one's nutrition/diet affect how COVID-19 impacts his or her body? If so, how? How necessary is it to have three meals a day and which one is the priority? How many carbs on average should one eat during a day? What foods are best to avoid? Which fad diets are actually good for you? What is the relationship between your diet and your mood and/or mental health (if there is one)? How much protein is too much? Are multivitamins helpful? Are there benefits of dairy in the human diet or is it healthier to altogether eliminate dairy? What are the true benefits of a plant-based diet? How I can I ensure I'm getting all my required nutrients on a plant-based diet? I would like to learn more about the effects of red meat on health and cancer. What does a well-balanced diet look like What types of food aid in better performance??? I am curious about coffee. What are the nutritional benefits? How much is too much coffee? How should what one consumes change over the lifespan? is diet soda actually that bad for you? Is there any science behind Omega-3 and fish oil consumption. How can I maintain a healthy gut with my diet? Does diet or exercise play a larger role in overall health and weight? How can you have a healthy and good diet while still eating what you want? ... View more

Happy, healthy 2024!! What are the food trends for 2024? The predictions from industry, chefs, and nutritional professionals vary, but there seem to be some common themes revolving around gut health, sustainability, small serving indulgences, more plant-based meat/seafood alternatives, and "purer" ingredient lists and product labels. Americans are villanizing what they see as ultra-processed foods and pledging to eat less sugar and refined grains as well as reduce alcohol consumption by opting for non- or low alcohol alternatives. Sharing and discussing food and nutrition trends make an interesting way to kick off a new semester!    https://www.thedailymeal.com/1435962/food-trends-2024/ ... View more

What are the traditional foods or recipes you and your family enjoy this season each year - and just wouldn't be the holidays without?  As I am sure is that case with each of you, our traditions have changed over the years, but fondly recall a repeat of the Thanksgiving fare at my grandmothers with turkey and the trimmings on Christmas day along with a beautiful coconut cake that was left on the enclosed porch to stay cool and also my mom's Swedish meatballs with yellow rice on Christmas Eve. Our newer traditions now include a "snack supper" after Christmas Eve service while we watch holiday movies and open gifts. And then a brunch for extended family and friends on Christmas morning at our home.  As our students come from a variety of backgrounds and cultures it's interesting to consider food and recipe traditions from around the globe as featured in this article. Here's wishing everyone the happiest of holidays as you cherish some "off work" time with family and friends along with festive foods.   Would love to hear about your family food traditions!   Best and blessings, Jamie Pope ... View more

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