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

Do you assign a diet analysis project as part of your nutrition course?   More than 20 years ago I had students using food composition books and product labels to examine food and nutrient intake by hand - then not so very long ago, students were able to use online databases for assessing intake while completing worksheets or written projects.  Grading these projects - sometimes for hundreds of students - required many hours of instructor and teaching associate time to check answers and provide feedback.  AnalyzeMyDiet is not only auto graded, but provides answer specific feedback if a student makes a mistake.   Instructors also have access to visual analytics and student's entries in real time.    Nutrition for Changing World offers AnalyzeMyDiet through its online Achieve platform. Updated with the Dietary Guidelines for Americans 2020-2025, Nutrition for a Changing World, Second Edition is available in Macmillan Learning’s breakthrough online platform, Achieve—a comprehensive set of interconnected teaching and assessment tools co-designed with instructors and students using a foundation of learning research and rigorous testing.    Why do instructors like AnalyzeMyDiet?  It provides both a diet tracker and personalized, auto-graded diet analysis activities, freeing instructors from hand-grading diet analysis projects.  Our database of over 50,000 USDA and brand-name foods makes it easy for students to track their intake and physical activity. A comprehensive set of reports includes an all-in-one “Combination Report” with all data in one file for easy use. New auto-graded AnalyzeMyDiet activities are now further enhanced: Ability for students to make initial data table edits/corrections. Ability to have students perform a numerical calculation on the auto-graded activity. Answer-specific feedback on questions; now, if a student makes a mistake, they can get feedback to send them in the right direction. And much more!   You can learn more about Achieve and see all that AnalyzeMyDiet can do for you and your students -  schedule a one-on-one demonstration here!  Scroll down to Achieve Demo for Nutrition.    ... View more

Over the past twenty plus years I’ve had the honor – and challenge – of stepping in front of a new group of faces 43 times for the first day of the semester.   Recently online.    My classes have tended to be large ones averaging 150 or more students from diverse majors and backgrounds that have chosen to take introductory nutrition often as an elective.   My goal for this first interaction is not only to introduce myself and the course, but to ignite their 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!   1.  Project a recent nutrition news story on the screen as students arrive.  For example, a recent study in JAMA found that kids and teens consume almost 70% of their calories from ultra-processed foods.  This 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.    2.  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 does walk 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.   3. 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! 4.  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!).  5. 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.   Also see my last post about food trends for 2022 - that might generate good discussion as well!    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

Here's a recap with topics discussed and links from the informative and interactive Faculty Chat on September 22! Opened with introductions of attendees and authors.   Polled attendees regarding whether teaching face-to-face, online, or hybrid.   More than half teaching online this semester.   Class sizes ranged from under 50 to over 200. Update about DGA and Media Update as well as Achieve (Macmillan's next-generation online learning system!).  Demo of Achieve including a curated version of the nutrition course will be available after October 1 and Achieve will be live in December in time for Spring semester.   Macmillan will help….Here is a link to FAQs and to find your book representative to schedule a demonstration.   Nutrition for a Changing World Media Update will include updates across the textbook, slides, and digital content regarding the new DGA as well as updates in stats, figures, and research.  In the interim, instructors can access resources about the 2020-2025 Dietary Guidelines for Americans (DGA) in both Launchpad and the Nutrition Community.   In Launchpad can locate DGA resources on your course page.   Scroll down past chapters and you’ll see “Dietary Guidelines for Americans, 2020-2025”.   The resources are hidden for students but can be accessed and downloaded by instructors for use and integration in to their courses.   Also available in the Nutrition Community.   Showed how to find Nutrition Community from the main Macmillan Teaching Learning page https://community.macmillanlearning.com/t5/macmillan-community/ct-p/college by clicking on the three lines in the upper left corner of the Macmillan Teaching Learning page and scrolling down to “Nutrition”.   Direct link here: https://community.macmillanlearning.com/t5/nutrition-community/gh-p/Nutrition-open-group    The authors post often with teaching tips, resources, and nutrition news.   Excellent resource with helpful tools and resources for nutrition faculty.   Regarding DGA resources in the Nutrition Community, can search “dietary guidelines” to locate recent post with resources.   These include two slide presentations that can be integrated into lecture slides or used alone – as well as a Voice Over PPTX.   Here is a link to post with DGA resources. Discussion around how instructors present the DGA in their classes.   Several faculty on the call shared their approaches as well as challenges.    Jamie teaches Chapter 2 that addresses the DGA (as well as food labeling) after covering other chapters in 1-9 (including the macro and micronutrients) so students have stronger foundation and context.  She would be happy to share her approach and syllabus with course schedule - email jamie.pope@vanderbilt.edu   Jamie shared a resource and assignment she uses where students explore food-based guidelines from around the globe and contrast to the US DGA.    http://www.fao.org/nutrition/education/food-dietary-guidelines/home/en/   Here is a link to where this assignment was discussed in a Nutrition Community post https://community.macmillanlearning.com/t5/nutrition-forum/food-based-guidelines-from-around-the-globe/m-p/12941 Steve introduced and shared ways to stay abreast of new nutrition research and news.   Link to post about sources of Nutrition News in Nutrition Community https://community.macmillanlearning.com/t5/nutrition-forum/nutrition-news-sources-for-faculty-and-students-where-do-you/m-p/15272 ... View more

Last winter semester I successfully used a team based learning (TBL) approach in all the classes that I taught. TBL is a structured form of small group learning that holds students accountable for pre-class preparation, and provides students with the opportunity to apply their knowledge and concepts, to think critically, and make group decisions. This approach can be effectively implemented in both large and small classes, and numerous studies demonstrate that TBL achieves better learning outcomes than individual learning.  The key elements of TBL are: 1) Students complete an individual readiness assessment quiz at the start of class, 2) they then collaborate within their assigned groups to complete the same quiz with immediate feedback being provided by "scratch-off" answer cards (IF-AT), 3) Students then work in their groups to complete a significant and challenging exercise, 4) Group solutions/conclusions are then discussed by the class, 5) Frequent and formal assessment of individual team member contributions is essential, and 6) Mini-lectures are used to clarify misconceptions and concepts that students struggled with. While a whole class period can be devoted to these activities, I used this approach once during each class period to address specific concepts and problems. Examples of a few activities that I used are: 1) Propose a set of community-based public health strategies to reduce the risk of obesity in the population, 2) Diagram how an increase in protein intake will increase urea production, 3) Diagram how dietary lipids are delivered to the liver. More detailed information (including team formation and peer evaluation) can be found in the links below. Feel free to contact me if you have any questions: nizielss@gvsu.edu. Steve Team Based Learning Collaborative Team-based learning: design, facilitation and participation Team-based learning at Vanderbilt University Center for Teaching ... View more

Having taught for more than 20 years, I recall faculty meetings and department policies that grappled with the issue of laptops in the classroom – facing a room of over 200 students with many faces looking at their screens rather than at me or my visuals – and little idea of what they were looking at or whether they were listening at all.   While there remains a sprinkling of open laptops in face-to-face classes, the not so new challenge is the always handy and not quite so visible Smartphone.   A challenge that can be turned into a teaching and learning asset both in and outside of a face-to-face class.   We’re all familiar with the application and integration of mobile phones as student polling and assessment devices – like Macmillan’s adaptable and effective iClicker.   I’ve used a variety of polling approaches over the years to guide lectures, assess learning, and enhance engagement.  I also expose students to applicable online websites or resources as part of my classes, but rather than just showing them, I have students look things up or visit websites on their phones with a particular goal or question in mind - often followed by a polling question that reflects if they actually engaged with the material.   I’ve opened some classes by asking students to “google” a specific topic and then to look at relevant news stories.   For example, to open a class on obesity its interesting what’s being reported about prevalence, causes, implications, and interventions.   I have students share headlines and then often ask them if the news article referenced a new study.   I’ve also had students use their phones to complete certain online health risk assessments for themselves or a scenario I provide.   This provides context and can generate discussion.  These are only a few ideas!   Please share your approaches and thoughts with your colleagues by clicking on “Reply” below.   Also, I found this recent article from Faculty Focus of interest with tips on how you might suggest students use their Smartphones as an effective study tool outside of class time.  For example, to encourage students to take advantage of tiny time slots to read course content throughout the week allowing more time to digest the information.  A good read!   Best!   Jamie ... View more

This week my classes are covering the vitamins - which can be a bit of a challenge to teach in an engaging and effective way.  Vitamin discovery peaks my interest and I've found is a good way to introduce the role of vitamins, the consequences of inadequacy, and the connection to health and disease.   Here are a couple of videos I've integrated into online quizzes.   1) short video on the history of vitamins.   Among the multiple fun facts to ask students  - What year was vitamin C first proposed as an essential vitamin?   Name one of the five letters in the alphabet after which a vitamin has not yet been proposed or named.  2) And yes, it says "6th grade video", but I've open the water-soluble vitamin class with this video for years 🙂  "In the early 1900's a "mysterious" disease ravaged the American south resulting in tens of thousands of institutionalizations and deaths.   As addressed in chapter 8, watch this interesting video about the investigation and exploration of what came to be identified as a vitamin deficiency."   The online "quiz" includes questions like:    What were some of the early theories considered as cause for the mysterious disease found primarily in the rural south in the early 1900's? What was the disease called and what vitamin was the deficiency and the resulting effects ultimately attributed? Deficiency of the vitamin you identified in the preceding question is very rarely observed in the U.S. since the mid-1900s.   In addition to improvements in the availability of a more varied diet, comment on why you think this deficiency, likely along with other possible deficiency conditions, was essentially eradicated in the U.S.   A hint can be found here.   https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1446222/ Another assignment is:  Visit the National Institutes of Health website for factsheets on vitamins and minerals.   Choose one of the fat-soluble vitamins, water-soluble B-vitamins or vitamin C and click on the vitamin's name in the list.   Choose "health professional" fact sheet.   Which vitamin did you choose? Skim the fact sheet for the vitamin you chose as you scroll down to the section on "Vitamin ____ Intake and Status".    According to survey data (NHANES) comment on the intake of this vitamin in the U.S. (i.e., do most people meet recommended intake levels or fall short?) Continue to scroll down the fact sheet to the section of the vitamin you chose under "Vitamin ____ and Health".    Identify at least two conditions or diseases that are listed as having a possible association with this vitamin?   You will note that often evidence is lacking for a strong association with conditions/diseases listed.     Scroll down to the section on "Health Risks from Excessive Vitamin _____"   Recall that not all vitamins have an established Tolerable Upper Intake Level (UL) - if provided, what is the UL for the vitamin you chose?   What, if any, health risks are associated with excess intake?  (in most cases, excess intake comes only through inappropriate supplementation not through food alone) These fact sheets can be of value to practicing health professionals and the public when evaluating dietary supplements or to learn more about vitamins and minerals.  In reading through the fact sheet on the vitamin you explored, was there any other information that was of interest?      ... View more

New Spring Semester greetings! Hope the DGA resources shared in a previous post are helpful as you update and integrate the new guidelines into your course. As the new semester resumes the first project I assign is "Analyze My Diet".  Below is an excerpt from the project overview including an option for students for whom tracking of their daily intake is not appropriate.   I opt to have students track three days of intake using the attached log (by hand or on computer) before entering food and beverages into the AMD analysis tool through Launchpad. They upload their food logs and their AMD Combination Report for 25 of the 100 points. The remaining 75 points include 5 points for the tutorial and 5 points for each of the AMD activities (14 of these). If helpful, here's that excerpt and food record attached!  As always, feel free to reach out to me with questions or input - jamie.pope@vanderbilt.edu  Project 1 Dietary monitoring and analysis project For this Analyze My Diet (AMD) project, students will keep a three-day food intake record that tracks food and beverage intake as well as other factors that play a role in eating behavior and food choice. The first part of the project will utilize an online nutrient and dietary analysis program through Launchpad to analyze dietary composition of key nutrients and compare to established recommended standards. After completing a short tutorial and using reports generated from the analysis, students will then complete online activities through Launchpad online media.  Activity due dates align with coverage of topics addressed over the course of the semester.  Students will be graded on the assignment completion and correctness not the adequacy of their individual intake. Note: closely monitoring personal food intake may not be appropriate for some students; please contact Professor Pope to discuss confidential, alternative arrangements. ... View more

The first assignment in my introductory nutrition course is to submit one nutrition related question to address during the semester. The most common question revolves around "just what is a healthy diet?". The media overflows with confusing and conflicting - and often unreasonable - information and advice. Bottom line, a healthy eating pattern revolves around balance, variety, adequacy, and moderation as addressed in Chapter 2 on Healthy Diets.  But how do consumers define these characteristics? This article provides details from a study that shows people view variety and balance differently - and not always in line with what nutrition experts and dietary guidelines intend. https://theconversation.com/food-variety-is-important-for...         ... View more

My students are just wrapping up a semester project for which they choose and evaluate a dietary supplement using credible websites and medical literature. Most find that supplements are generally warranted only if one's diet is low in certain nutrients or if needs are increased - adding supplements on top of an intake that falls within recommended levels rarely provides additional benefit and may even have adverse effects. I'm attaching a copy of the worksheet I provide that includes questions and links for this assignment.  Feel free to adapt!   Also of relevance is Spotlight D in the Nutrition for a Changing World text that focuses on dietary supplements.  And here's an interesting overview of whether one benefits from taking multivitamins. https://www.sciencealert.com/multivitamins-don-t... ... View more

In discussing dietary guidelines around the world, I posted an assignment for students to visit the link below from the Food and Agriculture Organization (FAO) of the United Nations to access a listing of countries from around the globe with their corresponding Food-based Dietary Guidelines and graphics. More than 100 countries worldwide have developed food-based dietary guidelines that are adapted to their nutrition situation, food availability, culinary cultures and eating habits. Students were to choose one country from the listing, review the information regarding that country's guidelines with special note of the section "Messages". They were to summarize the key messages and to compare to what we'd covered about the DGAs - taking note of common recommendations, but unique cultural or cuisine aspects. A fun resource!   Check out Ecuador's Food Guide wooden spoon graphic.    FAO Food-based Dietary Guidelines at http://www.fao.org/nutrition/education/food-dietary-guidelines/home/en/ ... View more