A great way to start a new semester is to find out what questions your students might have or what they expect to learn in regards to the overall topic of a course.  I taught introductory nutrition for almost 25 years to over 7,000 undergraduates and started each semester by having students submit one diet or nutrition related question they'd like addressed during the semester.  Questions reflecting trending topics and popular dietary approaches along with core concepts around nutrient needs, supplementation, weight management, and more.  As social media and influencers became more prominent and popular, questions included what students were seeing or reading on these platforms. I used the submitted questions (I would set up as an assignment in the LMS) in a variety of ways across the semester in classes and assignments.   If was teaching about carbohydrates for example, I would invariably have questions on sugar, "artificial" sweeteners, and fiber that I would address in the context the lecture.  Currently, "Fibermaxxing" is hot on social media and no doubt students are wondering about the safety and efficacy of boosting fiber intake.  And the recent media coverage about Coke switching from corn syrup to "real" cane sugar offers a great opportunity to discuss research and recommendations about added sugars.   Sometimes I would have a media story or even a social media post showing on the screen as students entered the classroom for face-to-face classes.  Using real questions or trending topics that students are actually wondering about to lead lectures is a way to have a topic forward approach that provides context and relevance for teaching the core concepts and science.   Not to mention it's likely more engaging and memorable for students! I recently put together a list of sample questions for over 30 trending "hot" topics in nutrition (there are plenty right now!) and where coverage on these topics can be found in my textbook, Nutrition for a Changing World.  I've provided a sampling of some of those topics below and where they are addressed in the textbook. Is sugar toxic?  (no) How much is safe to consume?  Addressed in Chapter 4 Carbohydrates Are artificial sweeteners bad for you?   Addressed in Chapter 4 Carbohydrates How much protein do I really need and how much is too much?   Addressed in Chapter 6 Protein Is a gluten free diet healthier?  Addressed in Chapter 3 Digestion Should I switch to a vegetarian diet for my health?   Addressed in Spotlight C Plant-based Diets Should I take dietary supplements - and which ones?   Addressed in Spotlight D Dietary Supplements Why the controversy over fluoride in our water?   Addressed in Chapter 10 Trace Minerals Is it really better to buy organic foods?   Addressed in Spotlight H Food Safety   ... 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

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

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

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

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

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

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

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