A new fact sheet from the NIH Office of Dietary Supplements entitled Dietary Supplements in the Time of COVID is now available with the summary statement "Data are insufficient to support recommendations for or against the use of any vitamin, mineral, herb or other botanical, fatty acid, or other dietary supplement ingredient to prevent or treat COVID-19."  It includes info on the following supplements that have received media and medical attention during the pandemic (along with 245 references and citations):   https://ods.od.nih.gov/factsheets/COVID19-HealthProfessional/?nav=tw&fbclid=IwAR0p-su_hCHgp5VhKiYmeRw7p981Ramk1VOcc2Y76fn4om7-T_q5Ymuby0E  Might be a possible group project to have groups of students each review one these supplements using this info along with other research (and maybe what's been in the media) and then share overall findings with class? Andrographis Echinacea Elderberry (European Elder) Ginseng Melatonin N-acetylcysteine Omega-3 fatty acids Probiotics Vitamin C Vitamin D Zinc ... 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

Can relatively small changes in food choice translate to both health and environmental benefits? The answer is “yes” according to a recent study from the University of Michigan School of Public Health  entitled “Small targeted dietary changes can yield substantial gains for human and environmental health”.  The researchers developed a nutritional index that ranked over 5,800 foods by minutes gained or lost off healthy life per serving – with processed meats and sugary drinks cutting the most time.  In their analysis, substituting a wide variety of whole grains, vegetables, fruits, nuts, and beans added minutes. The rankings also considered environmental impacts and classified individual foods into color-coded categories analogous to a traffic light with green foods having more nutritional and environmental beneficial effects, yellow more moderate, and red indicating foods that compromise nutrition, health, and the environment.  Interesting approach and concept.  A summary of the study with can be found here.  Also, a 20 minute presentation from the lead researcher,  Olivier Jolliet, entitled "Healthy and Sustainable Foods:  Do We All Need to Become Vegan?" (short answer "no" according to Jolliet) is worth the watch.  Drastic and generally unrealistic dietary approaches likely not warranted to see nutritional, health, and environmental impact.  Could generate some great discussion - and likely debate - in the classroom.   🙂 ... View more

Several years ago, I attended a workshop on approaches for educational Power Point presentations. I was intrigued and impressed by examples and the pedagogy behind the “Assertion-Evidence” approach. 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 sentence that expresses the primary focus or takeaway from that slide. 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”. The “evidence” would be bullet points, a visual image, or infographic that supports the assertion. The assertion does not need to be repeated in the body of the slide. For my own classes and as part of my textbook instructor resources for Nutrition for a Changing World, I adapted the “normal” (and good!) slides to incorporate the Assertion-Evidence approach as an alternative. Thus, as currently found in Launchpad instructor resources, educators have the choice of topic-based slides or Assertion-Evidence (these are currently titled for each chapter or spotlight with my name as “jamiepope_lectureslides_ncw2e….”). Both can be adapted and edited to meet individual instructor’s style and learning goals. Here are a couple of links with more information about the Assertion-Evidence approach. I’d also be happy to share an example via email if you’d reach out to me at jamie.pope@vanderbilt.edu. Best! https://www.assertion-evidence.com/ https://speakingaboutpresenting.com/design/makeover-bullet-point-slide/ ... 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.   Just the last two 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…. 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.   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

Nutrition is an evolving science with new research and recommendations frequently making headlines in the news.  Early in the semester I suggest students sign up for the Nutrition and Dietetics SmartBrief and also share several other credible media/news sources to follow nutrition news.   I also make use of these resources to help stay abreast of new studies and what's trending to help keep lectures and student discussions current - and to have some familiarity with what students might be seeing in the news and social media.  Below are several websites with links to current nutrition related news and research.  Many of the articles include links to the journal article or scientific/health organization press release.  I also started my own Educational Facebook page called Jamie Pope Nutrition Prof where I share a weekly post with nutrition news that I think might be of interest to students, colleagues, friends and family.  Please share any additional nutrition news resources you've found helpful!   Best - Jamie Nutrition and Dietetics SmartBrief (Academy of Nutrition and Dietetics)   Medical New Today  Diet/Nutrition ScienceDaily Nutrition News EurekAlert! ... View more

This fall we'll be introducing the new 2020-2025 Dietary Guidelines to our students 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 - 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, incorporate into your slide presentations, and use!   For those of you that use Launchpad for Nutrition for a Changing World, these resources are also included there.  The media update for the text that reflects the new DGA throughout (particularly chapter 2) as well as updates in statistics, trends, and research - as well as slides and related resources - will be available later this fall for Spring courses.  In the meantime, I hope these resources are helpful - and do feel free to reach out if you need further support to me at jamie.pope@vanderbilt.edu (PS - Happy to do a guest Zoom mini-lecture on the new DGAs for your class!)    Best, Jamie 2020 DGA Top Ten Things to Know slides  https://vanderbilt.box.com/s/yrcuxx76sm495k6rencajblbcyp0kf1g  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/7kexwym35j1mx6fmpid1xdnxn1i038sf   ... View more

I am sure you were asked this question in elementary or even higher grades the first day or week of school.   A great opportunity to learn more about classmates and even experiences and destinations.   I've just returned - and recovering - from a week in Orlando with my family squeezing in all the parks - and I mean, all the parks - Seaworld, Universal, and the Disney parks.   I was struck while sipping a beer in Germany (Epcot) just how many higher ed disciplines were represented in some way across all the parks -  just as examples:  architecture and design (my daughter is in architectural grad school so was fun to see all the representations across countries and the designs of futuristic and whimsical attractions); management (just how do they do it?), and history (bummed that the Hall of Presidents was closed as they add our newest president).   As for nutrition, I loved the opportunity to sample cuisines in Epcot and noted that all the parks seemed to make an effort at providing plant-based options and "healthier" alternatives.   I noticed the Disney Check icon on menu boards and learned that they've recently established Disney Nutrition Guidelines Criteria to promote vegetables, fruit, whole grains, and lean protein items.   An interesting and relevant activity would be to have students explore and discuss the criteria - and how they feel the use of icons might influence consumer behavior and under what circumstances.    What did you do on YOUR summer vacation and how might you share your experiences and observations to generate discussion and input from your students?    ... 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

I am particularly intrigued by the influences and trends in American eating patterns over time - and these are interesting to share with students in context of current food related beliefs and practices.  For the past 16 years the International Food and Information Council (IFIC) has conducted an annual Food and Health Survey that considers consumer attitudes and practices about diet and food choice.  Among the 2021 survey findings, respondents are yearning for a return to "normalcy" in regards to food choice and eating practices. People are excited to be able to return to restaurants. Online food purchases increased again in the 2021 survey. I was encouraged to see that there is a trend (albeit modest) towards the definition of "healthy" determined by what a food provides (vegetables, fruit, fiber, protein) rather than what it doesn't contain (gluten, GMOs, etc.). You may find a summary of the survey results helpful.  Interested to hear your take on the findings or how you might incorporate into your lecture launchers!   Use "Reply" below. ... View more

Just listened to a podcast on Dr. Barbi Honeycutt's website (Teach Learn Create) entitled The Reflective Professor:  How  One Professor Stays Curious, Keeps Learning, and Improves His Teaching with Dr. Carlos Goller.  Barbi, a teaching and learning consultant, interviewed him about ways he reflects on assignments and active learning in his classes (a microbiologist) to engage students and continually improve and expand - and reflect.  They discuss "throw away assignments" - those that exist for a semester in the LMS and how to take them beyond the parameters of a LMS.   I began documenting activities I created within my LMS so that I'd have easy access for future use and adaption - and a way to consider how better to frame and offer these activities and even retain and share some of the marvelous work my students submitted across semesters.   The website offers numerous free podcasts that are pertinent to becoming better educators and helping students thrive in diverse learning environments.   Summer is a great time to up our game!   Please share any resources, podcasts, or ideas that you've found by clicking on the "Reply" button below.   Would love your input!   Jamie   ... View more

I'm always amazed how quickly the 14 plus weeks of the semester seem to go by.   At the end of this 43rd semester teaching introductory nutrition to undergraduates, I ask myself if they've been equipped to navigate the evolving and often confusing arena of nutrition.  My university does not have a nutrition major and thus this is the only nutrition course most will ever take.  The goal was not to create nutrition "experts", but to ignite their interest, expose them to the many facets of nutrition,  acquaint them with credible sources of information to which they might return, and to heighten their nutrition literacy.   It is my hope that they are better able to evaluate what they read and hear about nutrition through a discerning lens.  I also seek to "free" them from dogmatic thinking and behavior around food.   I have often thought back on the art appreciation and music appreciation courses I took in college - I never went to a gallery or a concert the same way again - I developed an appreciation for the fundamentals of these arts as well as the talent and nuances of artists and musicians.   Intro nutrition is in a sense a nutrition appreciation course - intended to develop an understanding and cultivate appreciation for the complex and changing field of nutrition.   And for the nutrition professionals that may cross their paths personally or professionally.   Best to all!    ... View more

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

Are your students interested in the potential ill effects of sugar sweetened beverages (SSB) and/or the the importance of a healthy gut microbiota? A recent article in the journal Translational Psychiatry reports that adolescent rats given access to water sweetened to the same level as soft drinks showed impaired cognitive development and altered gut microbiota. They further demonstrate that when the specific strains of bacteria that were enriched in the gut of SSB feed rats were transferred to the gut of adolescent rats they in turn showed impaired memory in adulthood. This provides support for a direct effect of the gut microbiota on brain development and function.  "Gut microbial taxa elevated by dietary sugar disrupt memory function." https://www.nature.com/articles/s41398-021-01309-7. ... 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