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

With a new semester on the horizon it is a good time to reflect on what worked well, what might be improved upon, and what needs to be re-envisioned entirely from the previous semester.   Student course and instructor evaluations can provide helpful feedback, but also thoughtful and critical consideration of how course components and approach combined to achieve course learning outcomes.   It's relatively easy to just make a few tweaks in the course syllabus, course copy in the LMS, change dates, and use slight variations of the same course resources and assignments.   But once in a while we need to shake things (and ourselves!) up to become better educators and make our courses effective and impactful learning experiences.  The resources and learning activities in Achieve that are designed to support faculty and students are of course an incredible way to elevate your course.   And to continue to up your game as an instructor it's vital to keep learning and challenging yourself in best practices for teaching whether online, face-to-face, or hybrid.   The Macmillan Teaching Learning Community includes excellent resources for Learning Science Research with access to a variety of tools, learning science research articles, and ways to advance your teaching.  Macmillan has also developed instructor resources that provide instructors with exceptional tools to not only support teaching, but enhance and elevate the learning experience for students.    Decades ago before so much was offered online, the Center for Teaching at my university (Vanderbilt) regularly offered in person workshops and seminars for faculty to inspire and elevate teaching.   I attended these regularly and valued the opportunity to gather with other faculty to learn and discuss best practices in education - most of us were "experts" in our disciplines, but had never really been taught how to teach.    Vanderbilt's Center for Teaching (CFT) still supports and educates educators.   The CFT has produced and keeps updated numerous teaching guides and resources - just scroll through the impressive and extensive listing and you will find relevant topics to support you in course development and delivery.    Happy new year and best wishes for a great semester!    ... View more

The wrap up of fall semester and plans for spring semester often begins with an update of your course syllabus.   A few years ago I attended a workshop in which we examined and revised our syllabi with some best practices in mind.   Beyond changing dates and logistics, read your syllabi with a student lens.   The syllabi serves a contract between instructor and student, not only expectations for students performance and engagement, but what students can expect to learn and the pathway to achieve the overall learning goals for the course.    As most syllabi are now posted rather than printed, consider where you can include links to course and supplementary resources.   The past semesters I have recorded a video with screen share of the syllabus that I posted along with the document itself to highlight and review content pertinent to student success - and what they can expect from me.   This works well for online and face-to-face courses and supplements the briefer overview when orienting your class to the course.   It is also useful for students who may join the course after the first meeting or two.   I urge students to view as it helps provide a vision for the course and minimizes surprises ("I didn't know I was expected to do that...") My department provided a syllabi template with content related to accommodations, honor code, and other policies and processes.   I incorporated policies for late work, expectations on attendance, and the like.   I'd be happy to share a copy of my syllabi (not that mine is the model) as designed for face-to-face classes and when taught online - just email me at jamie.pope@vanderbilt.edu.    Here's a link to Vanderbilt's Center for Teaching helpful and informative guide to syllabus design https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/  ... View more

This article from Faculty Focus entitled "How Conducting a Mixed-mode Class is Similar to Hosting a Late-night Talk Show" is a worthwhile read for those teaching online, mixed-mode, or even fully face-to-face.   I was reminded of Spring 2020 when we all had to quickly pivot to online as universities sent students home during early COVID days.  I had a class of over 180 students and had several guest lecturers in applicable practice areas of nutrition scheduled for the second half of the semester (cardiologist, nurse midwife, disordered eating therapist, etc.).  After learning nutrition fundamentals earlier in the semester this gave students (many future health care providers) exposure to the role nutrition plays in the guest lecturer's field and practice.   I didn't want to forfeit these opportunities and yet hesitated to ask these busy practitioners to record a lecture or VOPPTX - so, I decided to record Zoom interviews where I served as the host and guided a discussion that aligned with what would have been addressed in a lecture.  I sent them a few questions ahead of time, but also left time for natural flow of conversation.   I limited these to about 15-20 minutes.   Students loved this approach!   I noted on analytics that they watched more of these type videos than they did of narrated PPTX or lectures.   This approach would work well in face-to-face as could have guest join in remotely and have class share in host role as interview is projected on a screen.      ... View more

  How can you evaluate a dietary supplement for effectiveness (that is delivering on it’s claims) and safety? It ain’t easy. Dietary supplements are regulated more like food than drugs and do not undergo the same level of scrutiny as drugs. Most were classified as GRAS substances (Generally Recognized As Safe) under the Dietary Supplement Health and Education Act of 1994 and are assumed to be safe unless reports of adverse effects demonstrate otherwise. Any new supplement or dietary ingredient introduced by a manufacturer requires that the FDA be notified and provide evidence that a supplement is” reasonably expected to be safe”. When considering a supplement, it is wise to check with your health care provider as well as do some research on your own to examine claims, interactions with medications, and potential adverse effects.   For many semesters, my students completed a project in which they evaluated a dietary supplement of their choosing. The first step was to examine the label for claims, warnings, and dosage instructions. Supplement manufacturers generally use what are called “structure function” claims about how a product might affect the body’s structure and function (not a disease or condition). These use words like “promote”, “helps”, or “maintains” and require a disclaimer that the FDA has not evaluated the claim and that the product is not intended to diagnose, treat, cure, or prevent any disease. I then provided several credible, evidence-based websites where students could read about the supplement and address questions about efficacy of claims, interactions, contraindications, and potential side effects. A few of those sites are listed below.   Finally, students looked at a few scientific abstracts in PubMed – a repository of peer reviewed research and review papers – to gain some insight on the type and quality of research conducted on the supplement they were examining. Here's a helpful guide to "To Find Information About Complementary and Integrative Health Practices on PubMed®" Based on their readings and research students were asked to share their own recommendations and reservations about a supplement – and most concluded that more research was warranted to support claims and safety. Here are some websites to explore! National Institute of Health (NIH) Office of Dietary Supplements (ODS): https://ods.od.nih.gov/ NIH ODS Supplement Fact Sheets: https://ods.od.nih.gov/factsheets/list-all/ FDA Dietary Supplements https://www.fda.gov/food/dietary-supplements National Center for Complementary & Alternative Medicine www.nccam.nih.gov Medline Plus (Herbs and Supplements): https://medlineplus.gov/druginfo/herb_All.html               ... 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!   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). 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

Whether you are sharing teaching responsibilities with another instructor or teaching one or more sections of the same course alongside other faculty, this Faculty Focus article has some helpful insights for creating a collaborative experience that benefits both the educators and learners.   I’ve cotaught a large introductory course a few of my 40+ semesters –initially alongside my predecessor and most recently to orient my successor.  Both situations had their challenges in workload distribution, student communications, approach, and willingness to give more than the minimum.   Admittedly, I prefer solo teaching, but that is likely because I feel such ownership and accountability for student experience and learning outcomes – and my own need to control what and how content is taught.   As my university only had one section of introductory nutrition, I haven’t experienced teaching the same course with multiple sections, but imagine it requires collaboration for consistency and expectations.   We can all learn from one another and benefit from the unique strengths and experience each educator brings to the face-to-face, remote, or hybrid classroom.   This Nutrition Community can help us connect and collaborate!   What are you thoughts or experiences in coteaching?   ... View more

The first day of class can set the tone for the semester and is a chance to engage and motivate your new students.   I am always excited with a mix of adrenaline and butterflies to greet students (whether face-to-face or online) and preview course content and expectations.  After a brief warm welcome and introduction,  I usually kick off with a "fun" activity, video, or poll that is intended to demonstrate the significance and scope of nutrition - and to possibly challenge preconceived perceptions.   If using PPTX, I created a slide with a variety of snapshots about me and my life to provide some personal and professional insights - and also slides with photos about the teaching associates for that semester to put a personable face with their name.   If online, can create this as separate narrated VOPPTX or video.  I then discussed highlights and important takeaways from the syllabus, but in recent semesters I recorded a VOPPTX that walked students through the syllabus in more detail that would be posted on the course page and provided a link within the first week announcement for easy access (also was helpful for students who might miss the first class).   Would love to hear your thoughts about the first week of class!   Vanderbilt's Center for Teaching and Learning has a wide range of excellent, accessible resources for faculty - here's a link to some excellent ideas for that first day of class!  Here's wishing you a great semester!   Jamie ... 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. Rather than a topic heading on the 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

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.  Here are the course goals from the introductory nutrition course: 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

Was delighted to welcome teaching colleagues and co-host our latest “Coffee with Nutrition Authors” with my co-author and friend, Steve Nizielski, and our Senior Marketing Manager, Nancy Bradshaw on March 23.   Attendees were able to get a behind-the-scenes look at Nutrition for a Changing World’s new digital update and online platform Achieve.   Nancy previewed a pre-built course that includes pre-class, in-class, and post-class activities and assessments for each chapter and spotlight as well as aligned AnalyzeMyDiet activities and eBook activities.   We were treated to demos of the new interactive Real World Nutrition activities that now accompany every chapter and spotlight.   See a screen shot sample of chapter 4 Carbohydrates pre-built chapter below.  And of course, a look at that our pre-graded AnalyzeMyDiet within Achieve has to offer!   Even as an author of the text, I benefitted greatly from a one-on-one demo with one of our amazing tech team – so don’t worry if you missed the Coffee hour, you have the opportunity to see for yourself all the new and enhanced features of Achieve and AnalyzeMyDiet unique to the nutrition text and course.   Here’s a few links that I hope are helpful!   Best!   Jamie (feel free to reach out to me as well!  Jamie.pope@vanderbilt.edu or jpopenutrition@gmail.com ) Nutrition for a Changing World Dietary Guidelines and Digital Update Getting Started with Achieve for Instructors online info and tutorials Schedule a one-on-one demo of Achieve and AnalyzeMyDiet for yourself! Find your Macmillan Learning representative to request a review copy of the text (print and/or online version) or for consultation ... View more