During the "live" office hours with my students on Zoom this week we discussed the implications and impact of the pandemic on individual eating behavior (in context to Chapter 13's coverage of the determinants of eating behavior) as well as the impact on national dietary trends and food security.   In discussing that the issue isn't necessarily access or consumption of adequate calories, but access and intake of nutrient-dense foods within those calories, I was able to introduce the concept of nutrition security as addressed in Chapter 14.   Today I read with interest a post in Marion Nestle's Food Politics entitled "Let’s pay attention to nutrition security (as well as food security)" that included this point: "it’s not enough to provide adequate calories to people who need food; those calories should come from foods that promote health."  If you are wrapping up the semester with Chapter 14, these recent research briefs on the impact of Coronavirus on food insecurity from Feeding America may also be of interest.    ... View more

Course goals are typically a prominent part of your course syllabus and guide course organization, content, assessment and evaluation.   We all have university generated course and instructor evaluations that go out to our students - but rarely are these tailored to individual course goals.   A few semesters ago I began surveying students (anonymously) asking for feedback on how well they felt the course did in meeting course goals.   I also asked if they had suggestions for adapting or editing course goals for future semesters and students.   It was gratifying to take a look at the course goals myself and feel that my students did leave the course with a better grounding in nutrition and were better equipped to evaluate nutrition in the media and marketplace - but was very helpful to get their perspective.   Would love to hear ways you seek student feedback beyond the university generated evaluation.   As an FYI, here are the course goals for my introductory nutrition course at Vanderbilt.   Look forward to hearing from you!    Open the post and use the "Reply" button at the bottom of the screen.   COURSE GOALS: At the end of the course, the student will be able to: 1. Appreciate the scope and complexity of the evolving science of nutrition. 2. Discuss the role of each of the six classes of nutrients in the maintenance of health. 3. 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. 4. Describe the fundamental role of nutrition and food choice in prevention and treatment of select diet-related chronic diseases. 5. Discuss factors that affect nutrition and health status of individuals across the lifespan with corresponding intervention strategies. 6. Analyze controversies or claims surrounding one or more contemporary nutrition issues on the basis of scientific evidence and nutrition theory. 7. Identify ways individuals can assess, evaluate, and implement strategies that promote a healthy and safe diet. 8. 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

At the end of last semester I decided to put together a list of all the health and nutrition related websites my students had visited as part of assignments and activities over the duration of the course.   One goal of my introductory nutrition course is to expose and acquaint students with the many and varied credible web-based resources available to them - that they visit during the course, but hopefully recall and make use of after the course.   These are integrated into weekly activities with specific questions that require accessing and engaging on the sites.   Many of my students are future health professionals so it is valuable, for example, to explore the NIH vitamin and mineral factsheets with quiz-based questions related to the Health Professional version of a fact sheet.   Or to visit the American Heart Association, American Diabetes Association, and the American Cancer Society to access disease risk tools or skim the nutrition resources available at these websites.   I was surprised at the number and variety of websites once I consolidated them on the attached!  I shared examples of how the websites are integrated into weekly assignments in a previous post from September 2020.   Let me know if you'd like an updated version at jamie.pope@vanderbilt.edu.    ... View more

I'll be introducing my students to the 2020-2025 Dietary Guidelines for Americans as an update to the 2015 edition.  With this in mind, I adapted and expanded upon "The Top Ten Things to Know about the 2020-2025 DGA" resource into 27 slides. I've provided the link to the slides as well as a 15 minute narrated version (done on my home computer for my class - but generic).  Seemed a good way to address what's new in approach in the newest DGA edition.   In addition, using the 4 Overarching Guidelines as the focus with highlights from the 148-page Dietary Guidelines pdf, I put together a 40 slide presentation (no narrated version).   Below are the links - feel free to download, adapt for your classes, and use!   Hope to see you at our Faculty Chat this Wednesday, March 3 at 1pm Eastern - see post below for more info and to register!   Best, Jamie 2020 DGA Top Ten Things to Know slides  https://vanderbilt.box.com/s/lxv31mnkdj02dubuv1ygnmr5pqs2h42j 2020 DGA Top Ten Things to Know slides 15 min narrated by Jamie PPTX https://vanderbilt.box.com/s/fz79rdrjjcxo4t48rnfnt5u6yrj8iudw  2020 DGA Four Overarching Guidelines slides  https://vanderbilt.box.com/s/vjhvdax7yfzl2x243orip6lg4g15cx8a ... 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

The first week of classes for too many semesters to count, I have asked my students to submit one nutrition or diet related question they'd like addressed over the course of the semester.   I now 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've pasted a sampling of this semester's questions below.   I use these questions when preparing my lectures and choose four or five topics from among their submissions for the Nutrition in the News project (see earlier post).   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 some of the 120+ questions submitted so far this semester (enjoy!): 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

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

New Year's greetings!   Imagine most of you are busy getting your Spring semester underway.   I wanted to share a few links and resources to assist with integration of content about the new 2020-2025 Dietary Guidelines for Americans (DGA).   We are in the process of updating digital content, instructor resources and ancillaries to reflect the updated DGA.  In the meantime, here is a set of slides from USDA/HHS (I've added a new slide that provides an overview as slide #2) that you can adapt to incorporate into your Chapter 2 slides that address the DGA: https://vanderbilt.box.com/s/t3eco23uru17ui6d6nnlz4tiihf9lu2q .  Below are a few links for easy navigation to DGA resources at dietaryguidelines.gov.  I've also included an article from Food Navigator that highlights some of the concerns - as always, there is always some criticism and controversy surrounding each release of the DGA: Executive Summary of the 2020-2025 DGA https://www.dietaryguidelines.gov/sites/default/files/2020-12/DGA_2020-2025_ExecutiveSummary_English.pdf   https://www.dietaryguidelines.gov/sites/default/files/2020-12/DGA_2020-2025_ExecutiveSummary_Spanish.pdf   Top 10 Things You Need to Know About the Dietary Guidelines for Americans, 2020-2025 https://www.dietaryguidelines.gov/resources/2020-2025-dietary-guidelines-online-materials/top-10-things-you-need-know-about-dietary  2020-2025 DGA downloadable infographics and graphics https://www.dietaryguidelines.gov/resources/downloadable-graphics   2-minute highlights DGA video https://www.youtube.com/watch?v=CsUMzYUMNig&trk=organization-update-content_share-embed-video_share-article_title  https://www.foodnavigator-usa.com/Article/2020/12/29/2020-2025-Dietary-Guidelines-for-Americans-A-first-look-from-added-sugar-and-alcohol-to-processed-meat  ... 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

Teaching beyond the text does not mean added complexity or difficulty, but involves using the text as a springboard for the course in making concepts and terms relevant and memorable. In this webinar, Jamie Pope, author of Nutrition for a Changing World discusses student engagement ideas with an emphasis on the online environment.     Access the recording today! View Recording   ... View more

As you are all likely aware, the International Food and Information Council (IFIC) conducts an annual survey that explores a variety of factors related to food purchases, perceptions, and practices.   I use results in my class each semester as findings relate to content - and often poll students with similar questions to compare to survey results.   In the 2020 IFIC Food and Health survey, 85% of Americans reported changes in their eating habits as a result of the pandemic - eating at home more, snacking more, thinking about food more....  Here is a PPTX prepared by one of my students that summarizes the 2020 survey (no name - student gave permission to share).    ... View more

The final project for the semester involves exploring a "hot" topic in the media and examining how scientific literature aligns with headlines and claims.   I choose 4-5 topics from the initial questions submitted by students during the first week of class when they were asked for one nutrition question they'd like addressed during the semester.   This semester questions about supplements, immunity, protein supplementation, GMOs, and intermittent fasting rose to the top as most asked about.   The final question in the project asks students to draft a mock expert consensus statement about the topic that begins with something like "Based on available evidence, it is the opinion of.....".   I've attached the worksheet I developed for the project - feel free to use or adapt!   Students that explore the same topic are then charged with developing a group consensus statement - provides insight into that process and that experts might not always agree.   🙂  Here are some of the student posed questions and group consensus statements from past semesters: Intermittent Fasting Questions posed:  Does intermittent fasting provide health benefits or aid in weight loss/control? Based on current research findings, it our group’s consensus that intermittent fasting may provide health benefits such as lower blood pressure and lower risk of type 2 diabetes (by improving insulin sensitivity).  However, it may contribute to inflammation. Intermittent fasting for weight control, does not appear to be any more effective for weight loss or maintenance than other approaches.  When paired with healthy food choice, it does not appear to present significant health risk, however more research is warranted as data in humans is limited. Red Meat Question posed:  Do the “pros” of red meat consumption outweigh the “cons”? Based on the informed opinion of this panel, the health benefits of red meat consumption only outweigh the risk when consumed in moderation.   There appears to be a dose-response relationship that indicates an increase in mortality (total and cause-specific) with high consumption of red meat.   Processed red meat, in particular, should be strictly limited.   Further research is warranted to determine safe and moderate intake levels of red meat.   Sugar Question posed:  Is sugar addictive? Based on current evidence, it is the consensus of this panel that results regarding addictive qualities of sugar consumption are inconsistent and inconclusive and that more research in humans is warranted.   However, in view of research reviewed by this panel, it appears that sugar is not addictive.   Some studies show “addictive” effects similar to caffeine, but not on the level of drugs like cocaine across studies reviewed.   Diet sodas Question posed:  What is the effect of diet soda consumption on health? Based on the findings there was inconsistent evidence of correlation, but not causation, between regular diet soda consumption and increased risk of chronic disease.   Some evidence links diet soda consumption to glucose intolerance and increased abdominal fat.  Overall, while the choice of diet over regular soda is likely preferable in that it does not contribute empty/excess calories to the diet, it is the recommendation of this group to limit consumption of both diet and regular soda.   More research is warranted. COFFEE Question posed:  Can moderate amounts of coffee consumption be beneficial to health? Based on current evidence, moderate coffee consumption (less than 4 cups) is likely beneficial to human health (exception is in pregnant women).   It reduces likelihood of cardiovascular diseases, type 2 diabetes, and reduces overall mortality.   Coffee does not appear to increase risk of cancer and may even have prostate-cancer protective effects.   ... 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

This is my 41st semester teaching introductory nutrition to a diverse group of non-nutrition majors.   Its been a privilege, pleasure, and learning experience personally and professionally.   Even though I authored an introductory text, Nutrition for a Changing World, and certainly had input in to its organization, I opt to teach my course a bit differently than the table of contents outlines.   I start off with Chapter 1 on the Science and Scope of Nutrition and include highlights from Chapter 3 on Digestion, but hold off on Chapter 2 Healthy Diets until after we've covered the macronutrients (chapters 4 - 6) and micronutrients (chapters 7 -10).  I feel these lay a foundation to address "just what is a healthy diet?".   I then backtrack again to cover Spotlight C on Plant Based Diets and jump ahead to include highlights from Spotlight H on Food Safety as these align nicely with characteristics of healthy diets.   I move on to diet/nutrition and its role in diabetes (Spotlight A), heart disease (Spotlight B) and obesity (Chapter 11).   Then on to nutrition and fitness (Chapter 12) and the lifecycle chapters.   I'm attaching my current syllabus if you are interested.   Its nice that we can all organize our courses as seems to work best for our approach and students, and that order of coverage is flexible.   I also set up my Launchpad Home Page to align with the order of syllabus.   Best!   Jamie ... View more