How would you define healthy? I had an in-class participation where groups of students would envision themselves as an FDA subcommittee proposing a definition of healthy - led to great discussions and recognition of the many caveats to consider. This week the FDA proposed updated criteria for when foods can be labeled with the nutrient content claim “healthy” on their packaging. This proposed rule would align the definition of the “healthy” claim with current nutrition science, the updated Nutrition Facts label and the current Dietary Guidelines for Americans. Since more than 80% of people in the U.S. aren’t eating enough vegetables, fruit and dairy. The proposed criteria would require a food to provide a "food group equivalent" from one of these groups. And because most people consume too much added sugars, saturated fat and sodium, the new criteria would add limits on saturated fat (not total fat), sodium, and for the first time, added sugars. "The proposed rule is part of the agency’s ongoing commitment to helping consumers improve nutrition and dietary patterns to help reduce the burden of chronic disease and advance health equity. Under the proposed definition for the updated “healthy” claim, which is based on current nutrition science, more foods that are part of a healthy dietary pattern and recommended by the Dietary Guidelines would be eligible to use the claim on their labeling, including nuts and seeds, higher fat fish (such as salmon), certain oils and water. “  https://www.fda.gov/news-events/press-announcements/fda-proposes-updated-definition-healthy-claim-food-packages-help-improve-diet-reduce-chronic-disease ... View more

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

Do you include a dietary analysis project in your nutrition course?   Faculty surveys indicate that most instructors assign early in the semester.  If you are a Nutrition for a Changing World 2e user, I hope you’ve checked out AnalyzeMyDiet in the robust Achieve learning platform for the course that provides a comprehensive set of interconnected teaching and assessment tools.   I love that the assignments in AnalyzeMyDiet are now integrated in a pre-built course to align with topics and relevant chapters.   Assigning the entire project before covering topics can make context and appropriate answers challenging!   AnalyzeMyDiet provides both a diet tracker and personalized, auto-graded diet analysis activities, freeing instructors from hand-grading diet analysis projects.  It has a database of over 50,000 USDA and brand-name foods!  AnalyzeMyDiet generates comprehensive reports including an all-in-one “Combination Report” with personalized feedback and data in one file for easy reference when addressing questions that help students understand and apply fundamental nutrition concepts.   Check out the sample report attachment!    Here are a few thoughts about assigning a dietary analysis project: Consider having students document intake before entering into the analysis program.  Even though students can directly enter their food intake, this was often done from recall - which we all know is tough to do especially if recalling three days of intake!  I would ask students to document their intake over a three-day period (two weekdays, one weekend day) either by hand on a form (sample attached) or to download form as pdf or in Word.   This was the first step in the project from which they would then enter their food and beverages into AnalyzeMyDiet tracker.   Students would upload their records as attachments or photos of handwritten logs into the LMS for the assignment.  The records counted as part of total project points.  Students were instructed to record portions as accurately as possible, dissuading against using “1 serving” or “1 bowl” and such – as can vary significantly!   Would provide visual ways to estimate portions – i.e., a baseball or tennis ball about one cup, a ping pong or golf ball about 2 tablespoons, a deck of cards about 3 ounces of meat, chicken, etc. (examples included at bottom of attached food log). Encourage students to choose “maintain” their weight when setting up their profile and to use the project to evaluate nutritional adequacy not for weight management!   If students opt to say, “lose weight” and even put in 1 or 2 pounds the calorie target will be lower and skew how they compare their actual intake.   And add to the weight focus of many college age young adults!   Many of the free and popular tracking apps have a weight loss focus.  Speaking of weight focus – be careful with this project in view of the higher incidence and risk of disordered eating in this population!   I stress and put in red type “Note:   closely monitoring personal food intake may not be appropriate for some students; please contact Professor Pope to discuss confidential, alternative arrangements for this project.”   The student and I come up with a viable alternative whether it be analyzing someone else’s intake, using sample days, or even a research project that doesn’t involve any dietary analysis that aligns with their interests.   I usually have about several students reach out each semester! You can learn about all that AnalyzeMyDiet can do by scheduling a one-on-one demonstration here!  Scroll down to Achieve Demo for Nutrition.   ... View more

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

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