Q&A WITH NEHP MEMBERS WHO ARE TEXTBOOK AUTHORS PG. … · messages in the media and marketplace....

RESOURCET H E E D U C A T O R ’ S

FALL 2018 • VOLUME 74, ISSUE 3

WWW.NEHPDPG.ORGJOIN OUR CLOSED GROUP ON FACEBOOK:NUTRITION EDUCATORS OF HEALTH PROFESSIONALSTO SHARE IDEAS AND NETWORK

WITH NEHP MEMBERS WHO ARE TEXTBOOK AUTHORS PG. 10

F E AT U R E A R T I C L E

TEACHING OUTSIDE

THE TEXT

Q&A

THOUGHTS FROM A TEXTBOOK AUTHOR ON

WAYS TO KEEP YOUR COURSES CURRENT

AND RELEVANT

OUTSIDE THE TEXT TEACHING TIPS5

+

mailto:www.nehpdpg.org?subject=

PHOT

O: G

ENEV

IEVE

BEL

CHER

/ P

IXAB

AY.C

OM; R

ECIP

E: H

TTP:

//FC

S-HE

S.CA

.UKY

.EDU

/REC

IPE/

ROAS

TED-

ROOT

-VEG

ETAB

LES

HEALTH FACT:Beet salad, beetroot juice, beet hummus… the list keeps going on and on! Beets are rich in many vitamins and phytonutrients including folate, vitamin A, vitamin K, calcium, and potassium. One medium raw beet provides about 50 kcals and 2 grams of fiber. Beet roots can be stored for 1-2 weeks in a plastic bag in the refrigerator and cooked beets may be stored up to a week. Roasted root vegetables are an excellent choice as we head into fall! Source: University of Kentucky Extension

Ingredients: 6 medium beets2 large sweet potatoes3 parsnips2 tablespoons olive oil1 teaspoon salt1 teaspoon black pepperDressing (recipe follows)

Roasted Root Vegetables

Yield: 6 servings

Directions: Dressing1/3 cup white wine vinegar1/4 cup olive oil2 tablespoons horseradish1 tablespoon Dijon mustard2 teaspoons honey½ teaspoon salt½ teaspoon pepperStir together and set aside.

Preheat oven to 400° F.

Peel beets, sweet potatoes and parsnips.

Cut into ½ inch thick cubes.

Toss vegetables with olive oil and place in a single layer on a greased baking sheet.

Sprinkle with salt and pepper.

Bake at 400°F for 20 to 25 minutes, or until tender. Cool. Arrange vegetables on a serving dish and drizzle with dressing.

Nutritional Analysis: 210 calories, 10 g fat, 1.5 g sat fat, 3 g protein, 30 g carbohydrate. 0 mg cholesterol, 750 mg sodium, 7 g fiber

Source: Plate It Up! Kentucky Proud

FALL 2018 THE EDUCATOR’S RESOURCE / 1

3

22

10

14

16

17

18

ContentsFALL 2018 VOLUME 74, ISSUE 3

THE EDUCATOR’S RESOURCE

COVER: TAMMY STEPHENSON; THIS PAGE: LIZ COMBS

CHAIR’S MESSAGE

The Science and Art of Teaching

FNCE® 2018 UPDATE

The Leadership Committee looks forward to connecting with our membership at FNCE® 2018

Q&A

with NEHP members who are textbook authors

SNEB HIGHER EDUCATION UPDATE

Scholarship on Teaching and Learning: Making Explicit the Practice of Research Communication to Our Students

PUBLIC POLICY UPDATE

Your action is needed to help make public policy a priority

LETTER TO EDITOR

Diets for Health: Goal and Guidelines. A letter to the Editor was submitted to the American Family Physician by NEHP Leadership in June, 2018.

NEHP OFFICE DIRECTORY 2018-2019

TEACHING OUTSIDE THE TEXT

Thoughts from a textbook author on ways

to keep your courses current and relevant

BY: JAMIE POPE, MS, RD, LDN, FAND

F E AT U R E

CHAIR’S MESSAGE

H ello NEHP members! It is an honor to serve you as chair this year and I am

looking forward to continuing to work with our leadership team. You are a great group!

This quarterly issue is all about teaching outside the text. Teaching. To teach. Imparting information or skill so that others may learn (www.merriam-webster.com). Teaching is part art and part science. We are subject matter specialists and learn our craft well. We know the science, the “what.” What about the art, the “how?”

The Science and Art of Teaching

2 / THE EDUCATOR’S RESOURCE FALL 2018

The Leadership Committee looks forward to connecting with our membership at FNCE® 2018 taking place October 20-23, 2018, in Washington, DC. Be sure to stop by our NEHP booth at the DPG Showcase on Monday, October 22nd from 9 am to noon (Walter E. Washington Expo Hall; Booth 3139). Please encourage others to stop by also. Members will receive a gift, and all visitors who stop by our booth will receive a unique give-away from NEHP. We value this opportunity to interact with and receive feedback from our members.

As well, the NEHP Executive Committee Breakfast Meeting and Member Reception will be held on Sunday October 21st. The EC meeting will be held 6-6:45 am and the member reception will be from 6:45-8 am at the Convention Center in Room 305. Come and connect with other NEHP members and enjoy a light breakfast.

PHOTO: HTTPS://EATRIGHTFNCE.ORG

CECILE ADKINS EdD, [email protected]

Meet Other NEHP Members at FNCE® 2018

I LOVE THAT OUR NEHP COMMUNITY GIVES US

OPPORTUNITIES TO GROW IN BOTH THE ART AND SCIENCE OF TEACHING.

HERE WE CAN FIND SUPPORT,

ENCOURAGEMENT, IDEAS FOR OUR OWN TEACHING

PRACTICES, AND FRIENDSHIP.

How do we come up with new ideas and keep our teaching fresh? Have we become too busy to change things up? Are we looking at another semester using only the publisher resources to direct our teaching? I love that our NEHP community gives us opportunities to grow in both the art and science of teaching. Here we can find support, encouragement, ideas for our own teaching practices, and friendship. Enjoy this edition of The Educator’s Resource!

This year at FNCE® the Leadership Committee again looks forward to building a supportive and encouraging community by connecting with NEHP members at a breakfast reception on Sunday, October 21st. We all know the sessions at FNCE® start early, so breakfast together before the busy day starts is a great way to get energized, put faces to names, meet other members, and make connections. We look forward to seeing you!

Thank you for your commitment to NEHP and nutrition education, the art and the science. Please contact me with any feedback, ideas, and if you have any interest in volunteering.

PHOTO: PIXABAY.COM



TEACHING OUTSIDETHE

BY: JAMIE P O PE , MS, RD, LDN, FANDASSISTANT PROFESSOR NUTRITIONAL SCIENCES,

VANDERBILT UNIVERSIT Y SCHOOL OF [email protected]

Thoughts from a textbook author on ways to keep your courses current

and relevant


fter two decades of dietetic practice, research, health

promotion, and counseling, I had the opportunity in 2000 to teach undergraduate introductory nutrition. Having never taught in a classroom and many years since my own coursework, the undertaking was both exciting and daunting. The textbook that I inherited from my predecessor was my life-line. I thought at the time that I had to not only teach chapters in the order they were presented, but to cover all the content in the way the textbook presented concepts and definitions. I was relearning much of the material as I prepared and presented lectures – and had little grasp of how to effectively engage and enlighten my students – or how to effectively integrate and employ the textbook.

The textbook remains a foundation for the course, but as I’ve developed more as an instructor (often learning from my own mistakes and student feedback) and become more comfortable with course fundamentals and what I actually want my students to learn and retain, I increasingly “teach beyond the text”. 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.

I was approached in 2012 by a publisher about authoring an introductory textbook in nutrition aimed primarily at students not majoring in


T E A C H I N G O U T S I D E T H E T E X T

nutrition and that may have minimal science background. The project and process have been eye-opening, educational, and exhausting. I have been fortunate to have a team of experienced editors as well as a fellow educator and nutrition biochemist as a co-author to share the workload and myriad of decisions about content, approach, and organization. Our second edition is currently going in to production with a release date of January 2019. We edited and updated chapters beginning in fall of 2017 with new and relevant research and recommendations.

However, even with new editions coming out every 2 to 3 years, it is impossible to keep up with all the new studies that are continually released in the field of nutrition. While the text can provide background and context, it becomes the instructor’s role to present new findings as they relate to topics being addressed in the classroom.

In addition, news and social media are constantly sharing (and exploiting) nutrition related content. One cannot watch a morning news program without a nutrition news feature or open their Facebook page without a dire warning about foods not to eat or the latest diet craze. Textbooks cannot, and really should not, be depended upon to include

studies released since the publication date or address all the trends and “hot topics” that invariably catch the attention of the media.

As a textbook author, I am continually on the watch for pertinent research and nutrition policy updates to incorporate in the next edition, but that cannot be added in to the current edition. With online media that often accompanies a textbook, there may be more ways to provide new updates and research beyond the current edition.

Textbooks are an integral and important tool for teaching and learning. They can provide the organization and framework for a course and serve as a reliable, readily available resource for students to introduce, clarify, and review course material.

Textbooks are generally designed for a fairly broad audience and may not be specifically geared to the profile of students in a particular course. Instructors can adapt their coverage as well as incorporate concepts beyond the text for specific interest areas such as student athletes, culinary students, child development majors, or pre-health professionals.

As my course has historically been offered as a pre-requisite for nursing students, I tend to include more case studies beyond the textbook to assist with application of concepts

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.

PHOTO: VANDERBILT UNIVERSITY




in healthcare settings. Some of these case studies might involve drafting shopping lists and menus.

A primary goal of my course is to equip students to better evaluate what they read, hear or even believe about nutrition. Few subject areas are as dynamic or confusing, and abundant in misinformation and misguided advice. While the intent of an introductory nutrition course or

textbook is not to make students “experts,” students should leave the course with a solid grasp of terms and concepts and have an appreciation of nutrition as an evolving science.

Nutrition will play a significant role in their lives personally in terms of food choice as well as exposure to nutrition related messages in the media and marketplace.

Ways I have found to “teach beyond the text”

JAMIE POPE

1. AS STUDENTS ENTER THE CLASSROOM I USUALLY HAVE A HEADLINE WITH A PORTION OF A CURRENT NEWS STORY PROJECTED ON THE SCREEN THAT RELATES TO THE TOPIC WE ARE DISCUSSING.

At times, I show a headline or even screen shot from Google news that shows multiple headlines and sources that students might be asking about. For example, in spring 2018 my students asked about the ruling by a judge in California requiring coffee establishments to post a cancer warning. We took the first ten minutes of class while together we searched the news and PubMed to further explore the science behind the link of coffee and cancer. I shared very little – the students were raising their hands and reading results from studies on coffee and health and disease. By the end of the discussion we had determined that the benefits of moderate coffee consumption far outweighed minimal risks. And

they experienced how to evaluate the science behind questionable headlines! There are several helpful sources to easily locate relevant news stories.

Nutrition and Dietetics SmartBrief from the Academy

Google News (search with topic or term)

Science Daily at https://www.sciencedaily.com/news/health_medicine/nutrition/

Medical News Today at https://www.medicalnewstoday.com/categories/nutrition-diet

Harvard T. F. Chan School of Public Health at https://www.hsph.harvard.edu/nutritionsource/nutrition-news/


2. I HAVE ADDED A “NUTRITION IN THE NEWS” SECTION TO THE CONTENT AREA IN THE LEARNING

MANAGEMENT SYSTEM. I add links and sometimes brief summary of new research being reported in the media along with a link to the actual published study. Since starting this practice, I often have students share links with me from articles they have come across that I then post for the rest of the class. Similarly, using a discussion board within LMS can be a good strategy to share new information and generate discussion.

3. ANOTHER APPROACH IS TO ASK STUDENTS TO SEARCH FOR NEWS STORIES AT THE BEGINNING OF CLASS.

For example, at the beginning of a class on obesity, I have asked students to search the term in Google “News” even qualifying that they might include another search term related to their interests (e.g., obesity and children or obesity and economics). I then ask students to share the headlines they find qualifying that new studies and new stories are continually being released reinforcing the evolving nature of nutrition as well as diet’s role in health and disease.

4. DURING THE FIRST CLASS OF THE SEMESTER I ASK STUDENTS TO SUBMIT ONE NUTRITION RELATED

QUESTION THAT THEY WOULD LIKE ADDRESSED DURING THE COURSE. I now have thousands of questions submitted by undergraduate students over the years. The questions tend to have common themes that can change based on what is popular or trending. Most recently I’ve gotten questions about intermittent fasting, the ketogenic diet, gluten, the “dangers” of diet sodas, specific dietary supplements and plant based diets. The last assignment of the semester is to provide a list (without names) of the questions submitted that first day and have them choose one to answer without outside resources. My hope is that, as they scroll the questions, they are excited and encouraged at how many of the questions they can actually address or at least have a better understanding about.



TEACHING TIPS

Project Manager, Dairy Council of [email protected]

Kahoot is a shared activity with the question displaying on the projector screen and students answer the same question.

Answers can be selected through smart phones or computers individually or in small groups to increase collaboration. This highly engaging activity provides students feedback privately. Top scores are recorded based on how quickly the correct answer is selected on a leader board.

Create Kahoot games with 10 to 15 questions to keep the activity to no more than 20 minutes. Kahoot’s work well as a low stakes assessment or review. You can also introduce a topic such as testing their food safety knowledge. Pausing after each question allows you to provide more explanation if many students did not select the correct answer. Rather than an assessment of what has been learned, Kahoot becomes a way to assess to learn. If you require chapter readings prior to class lectures, you can use Kahoot questions within your slide deck for increased engagement and knowledge checks throughout the lesson. For group projects, students can create a short Kahoot as a knowledge check for their peers. Kahoot also works well as a review prior to an exam. Give students the opportunity to review the questions by including a link to the game through your learning management system using “ghost mode”.

No matter what age, students love this competitive game. Visit GetKahoot.com to try out one of the many free Kahoots such as this pre-assessment http://bit.ly/2Ki5eCo or to create your own game.

TRINA ROBERTSON, MS, RDN




TEACHING TIPS

UCLA Fielding School of Public [email protected]

While this tip is probably not unique, it is a little different because it’s for an online nutrition course.

In this course, students get most of their information from watching pre-recorded short lectures, reading the textbook and using the online resources from the publisher. To keep students engaged, I require attendance at a weekly online discussion session. Students work in groups; therefore, I ask one group a week to bring in a current events question for us to all discuss for 5 to 10 minutes.

In addition, I have them work on an observational research project, using data gathered from three-day food records from the entire class and using up-to-date evidence-based literature. They must then create a video presentation about their results, which other students must watch and comment on.

JANET LEADER, MPH, RD

5. AS A TEXTBOOK MIGHT PROVIDE INFORMATION ABOUT REGULATIONS AS WELL AS

BENEFITS AND RISKS OF DIETARY SUPPLEMENTS IN GENERAL, AND POSSIBLY HIGHLIGHT A FEW POPULAR SUPPLEMENTS, IT CANNOT ADDRESS THE MANY INDIVIDUAL SUPPLEMENTS ON THE MARKET. In order to acquaint students with what questions to ask and credible resources on dietary supplements, each student chooses a supplement to research in terms of claims, evidence based efficacy, contraindications and risk, and other ideas to ultimately address a question about their reservations and recommendations about the supplement they evaluated. On the date the project is turned in, students share their findings with others in small groups.

6. QUITE A FEW OF THE QUESTIONS SUBMITTED AT THE FIRST CLASS PERTAIN TO

POPULAR NUTRITION DOCUMENTARIES. While I’ve had colleagues tell me “you’re brave,” one of the semester projects is to watch one of these movies (I provide a list of 3-4 trending movies – like What the Health, Forks Over Knives, Fed Up, etc.) through the lens of a nutrition scientist. Their assignment is to

support or refute two points from the movie using abstracts from research or review articles from a search of PubMed. My hope is that they can step back and watch these often-sensationalized documentaries and be able to question the assertions in the light of evidence.

7. HEALTH RISK TESTS CAN BE INCORPORATED BEYOND THE TEXTBOOK AS AN IN-CLASS

ACTIVITY OR ASSIGNMENT. While the risk scores for undergraduate students tend to be low, scenarios can be provided that help illustrate risk for “typical” American adults. Here are a few ideas:

Type 2 Diabetes Risk Test http://www.diabetes.org/are-you-at-risk/diabetes-risk-test/

Heart disease (AHA) https://ccccalculator.ccctracker.com/

Cancer prevention quiz http://www.aicr.org/can-prevent/what-you-can-do/quiz-cancer-prevention-knowledge.html

Blood alcohol concentration calculator http://www.clevelandclinic.org/health/interactive/alcohol_calculator.asp

8. THE CUMULATING PROJECT FOR THE SEMESTER IS A “NUTRITION IN THE NEWS”

PROJECT FOR WHICH STUDENTS SUGGEST AND THEN VOTE ON CURRENT HOT TOPICS IN NUTRITION. They choose one of the four to five topics the class selected to explore in the media as well as research in the scientific literature. Students are asked to evaluate how well media interpreted and reflected the scientific evidence. As part of the project they are asked to draft their own consensus statement about the topic beginning with “Based on available evidence….” During the last class students convene with others students who chose the same topic and the group is asked to draft a group consensus statement. This has proven to be a lively discussion as not all students agree and will have looked at different media stories and scientific literature – and yet they must come to a group consensus.

I would also be delighted to share the project guidelines and worksheets for some of the ideas presented above. You can email me at [email protected].


TEACHING TIPS

Founding Director of Nutrition Programs, Pace UniversityCollege of Health [email protected]

Textbooks often supply a skeletal deck of PowerPoint slides for each chapter of a textbook. I add to these, putting in links to videos, current journal or newspaper articles, images from the web and even my own diagrams when I feel it’s necessary. I pull in my own experience and include that in my lecture whenever I can.

Ask colleagues to guest lecture and co-teach to broaden the expertise (and teaching styles) you offer your students. I am director of a new Coordinated MS in Nutrition and Dietetics at Pace University in Pleasantville, NY. My clinical coordinator and I will co-teach our class on Professional Issues in Dietetics. She is an ace at MNT and I am a community/entrepreneurship person. We will split the lessons to give our students both of our perspectives, expertise and different personalities/teaching styles. This course is also one we offer the first semester of our program so this way students get to know us and we get to know each and every student up-front. We also get to fire them up about all of the possibilities in our growing field!

Shake things up. We have content we have to teach, yes. But I have found that sometimes, after a major world event or on a snowy day when everyone is half asleep, a debate/conversation about a hot topic can really bring the class back to center. Students get to learn from one another, learn the importance of LISTENING and not always talking and get to know our thoughts as professors as well. It

shows students that thinking on one’s feet and reading the newspaper, especially articles involving food, nutrition, the environment is very important to our success and broad understanding of how RDNs fit into the economy and the world. Some of the most awesome classes I have held included impromptu debates. To catch the students up, I recorded my “regular” lecture on YouTube and I asked them to watch it. They did so without complaint.

Walking the walk as well as talking the talk. I had incredible mentors at Teachers College, Columbia University. Dr. Pam Koch in particular is a huge proponent of the notion that we absorb little of what we read; we absorb a bit more of what we read and hear, and more of what we read, hear and see. But DOING is what makes knowledge and skills stick. So, Pam’s classes were always hands-on. We didn’t just read about how shipping food long distances burns fossil fuels and is damaging to the environment, we researched food products and made maps on how many food miles the foods we chose had to travel to get to market. When we addressed preschool nutrition, Pam had us slicing and dicing fruits and veggies with plastic knives just as preschoolers would. She SHOWED us what we needed to do and it gave me great confidence go out and put my knowledge and skills into practice.

Give students unique opportunities to develop lifelong, transferrable skills. I taught at Brooklyn College prior to teaching at Pace. In my Community Nutrition

Education course, which is one of the final courses juniors and seniors in dietetics must take, I wanted to show students how to take their knowledge and skills and put them to work in a formal/workplace setting. Therefore, I required a 3-page paper on the background and health status of a particular population (e.g. elderly African-Americans). I had them use Google maps to look at food establishments in particular local neighborhoods that were home to members of this population and the access that people in these neighborhoods had to healthful food. As a second part to the assignment, they had to seek out a venue in which they would do 20 fieldwork hours, creating a nutrition education class or program for this population. Their second paper was a theory-based design for such a program. And, the third paper covered their implementation of the program and the outcome/feedback from participants. In addition, students were required to prepare a 10-minute PowerPoint presentation with pictures, if possible, showing the whole process. I had every student wear a suit or formal attire and I reserved an auditorium with a podium, stage and microphone so that they could present to all of their classmates and me. Many students had never done this before. All told me that it was a valuable, ice-breaking exercise for them and it gave them confidence that they could see a project start to finish and could also feel comfortable presenting to an audience.

CHRISTEN CUPPLES COOPER, EdD, RDN

I think that many dietitians who teach yearn for new ideas and examples. Here are a few ideas from my teaching:


TEACHING TIPS

Columbia College of [email protected]

Nutritional Science Program, Arkansas State [email protected]

I like to use attention-getters on the course homepage to welcome students as well as introduce them to the course contents.

This can be in the format of a video, audio, image or a cross between animation and image (GIF’s).

I have used the learning management system’s built-in webcam to upload a video of myself introducing the course and learning objectives. I follow it with a screencast (using Jing or Snagit software) of how to navigate in the course and where to find the syllabus.

Also, I have embedded GIF’s, graphics interchange format, in order to illustrate what is to come in the class. For example, in the Food Preparation class, I uploaded a GIF of the proper way to hold a chef knife. In Food Science class, I included a GIF of rising dough and cookies baking. I have found already created GIFS on the website, giphy.com; however, there is a way to create your own. I ensure that the source of the GIF I embedded in my course has a source listed in order to give the owner credit.

These attention-getters allow students to get a preview of what is to come in the class.

When possible, I incorporate field trips into my courses to make them more unique and current.

I have found the trips to be extremely beneficial in student learning. The students have reported connecting all of the dots when they observe the topics discussed in class being executed in real life. I am also able to witness the benefit of each outing. The students are able to ask questions to the true professionals working in these environments.

I also have my students write a personal reflection after each trip and involve them in a classroom discussion. For instance, we tour the Sysco Distribution Center each year in our Quantity Foods course. This is an excellent activity for my students to learn more about products, purchasing, and distribution. They are able to observe the large amounts of food in a temperature-controlled environment and many trucks being loaded with a variety of products. Students also learn where the food actually originated from and which facilities receive the Sysco products. The RDN even takes some time to discuss her role at Sysco, which peaks my students interest in the other career routes in the field of dietetics. A few other class field trips have included to Riceland Foods for the Experimental Foods course, Sodexo for the Dietetics Administration course, and The Pregnancy Resource Center for the Nutrition Through Life Cycle course.

One downside is that field trips can be challenging to schedule, but they are worth it. Textbooks can only teach so much, and I have found that field trips are my way of “keeping it real.”

CHRISTINA JOHNSON JOANNA CUPP, MS, RDN


Q WITH NEHP MEMBERS WHO ARE TEXTBOOK AUTHORS

A U T H O R S

Linda Boyd, EdD, RDH, RD Diet and Nutrition in Oral Health, 3rd edition Pearson, Prentice Hall Clinical Practice of the Dental Hygienist, 13th edition (Publication Jan 2020) Wolters Kluwer

Lisa Hark, PhD, RD Medical Nutrition and Disease: A Case-Based Approach, 1st through 5th editions Wiley Blackwell

Lisa Mallonee, MPH, RDH, RD, LD Clinical Practice of the Dental Hygienist, 13th edition (Publication Jan 2020) Wolters Kluwer

Carole Palmer, EdD, RD, LDN Diet and Nutrition in Oral Health, 1st through 3rd editions Pearson, Prentice Hall

Jamie Pope, MS, RDN, LDN, FADN Nutrition for a Changing World, 1st and 2nd editions Macmillan Learning/Scientific American

Cynthia Stegeman, EdD, RDH, RD, LD, CDE, FAND The Dental Hygienist’s Guide to Nutritional Care, 1st through 5th editions Elsevier

Tammy Stephenson, PhD Human Nutrition: Science for Healthy Living, 1st and 2nd editions William’s Nutrition for Health, Fitness, and Sport, 12th edition McGraw-Hill Education

Q: HOW DID YOU GET INVOLVED IN

TEXTBOOK AUTHORING?

STEPHENSON: I had been teaching various nutrition courses for several years and had consulted on several projects for a few different publishing companies, such as writing question banks and reviewing chapters and content. Through that work, the publisher then reached out to discuss my interest in co-authoring a major’s level introduction nutrition textbook. It was a pretty quick “yes!” and the rest is history.

STEGEMAN: The publisher came to me in the mid-1990s asking if I would like to be involved with this project. This came about because I was an RDH, RD and I recently reviewed another nutrition textbook. At that time, there was no other nutrition textbook specific to dental hygiene and I needed one to teach with.

POPE: The acquisitions editor for my publisher approached me about authoring an introductory nutrition textbook. I had published in the popular press in the 80’s and 90’s before I began teaching. He was acquainted with my work, publishing experience and the course I was teaching at Vanderbilt. I met with the editorial team to learn more about the project and the expectations before agreeing.

PALMER: I realized that the textbook was needed.

MALLONEE: My first opportunity to author a chapter in a dental hygiene textbook occurred when I was finishing up graduate school. One of my former professors recommended me as a content expert on nutrition and I was contacted to revise a chapter previously included in a dental hygiene review textbook. I wasn’t really sure of what I was doing but I felt

Q&A


like it was a great opportunity so I say YES! From there, my involvement with textbook chapters blossomed and I was asked to contribute to several others.

HARK: I had a great mentor, Gail Morrison, MD. She encouraged us to publish our curriculum. We were approached by Wiley while exhibiting the nutrition-related cases at the Association of American Medical Colleges.

BOYD: Prior to going back to get my master’s degree in nutrition and complete a dietetic internship, I had worked as a dental hygienist in dentistry for 20 years. During my internship and graduate degree, I worked with Dr. Carole Palmer on a project and a couple of publications. As a result, she first invited me to develop chapters for her nutrition and oral health textbook shortly after I graduated in 1998.

Q: WHAT HAS BEEN THE BEST PART ABOUT

AUTHORING A TEXTBOOK?

MALLONEE: Most of the textbooks that I have authored chapters are used in our curriculum. It’s rewarding when students read a chapter authored in one of their textbooks and realize one of their faculty authored it! Currently, I am serving as co-author on a textbook with Dr. Linda Boyd. The original author, Dr. Esther Wilkins passed away at age 100 in December 2016. She is known as the ‘godmother’ of dental hygiene and her text is widely used and reverently known as “the bible” in dental hygiene programs both nationally and internationally. Dr. Boyd authored previous editions with Dr. Wilkins and prior to her passing was selected to be the lead author on the 13th edition of the text. I was honored when Linda asked me to join her as co-author to continue the legacy of Dr. Wilkins.

BOYD: One of the best parts of authoring chapters or a textbook is it forces you to stay current with the evidence in the literature. This has been a growth opportunity for me. My first chapters in nutrition and oral health, lead to being invited to author other chapters and be a co-editor on several nutrition, oral health, and dental/dental hygiene textbooks.

POPE: It is difficult to identify a single positive outcome – I have learned so much about academic publishing and all that is involved in bringing a textbook to market. I’ve been blessed with new professional and personal relationships within my publishing company as well as with other nutrition instructors. In addition, my nutrition knowledge base and competence/confidence have expanded tremendously.

STEPHENSON: Being a part of the higher education textbook industry during such times of change in the industry and with technology has been exciting! I’ve also had the opportunity to meet and work with amazingly talented folks including my co-authors, the publishing team, the production team, and the instructors using the textbook!

HARK: 5 editions and seeing your name on the cover. The textbook allowed me to gain the skills to work with over 75 contributors over 20 years and create a national network. Many RDs have been NEHP members.

STEGEMAN: The recognition for being the co-author of this text is amazing, particularly at dental hygiene conferences or workshops. My favorite experiences are when people bring their nutrition textbook for me to sign or get excited when they realize that I am the co-author of the textbook.

PALMER: Helping others and getting great feedback from users. Continued on next page

Q: WHAT HAS BEEN THE MOST CHALLENGING

PART ABOUT AUTHORING A TEXTBOOK?

HARK: Marketing your book is typically challenging because you have to lead and direct the promotional strategy. Publishing companies have limited resources now, so when you pitch a proposal, make sure to include your marketing strategy.

BOYD: As a textbook author, the most challenging part is how long the process takes and often not knowing where the chapter is in the publication process. As an editor for a textbook, the most challenging part has been finding qualified contributors for chapters who are able to find and evaluate the evidence and convey it the students in an effective manner.

PALMER: Dealing with the issues presented by the publisher when the publishing business is changing so much so fast. They actually put the book on hold for more than a year as the company decided whether or not they were going to publish hard copy, on-line, or both. By the time they decided, the book needed updating, which took another year!!

MALLONEE: Authoring a textbook has been far more challenging than authoring a chapter. Overseeing contributors’ submissions, providing feedback and ensuring all chapters are received on time is a daunting task that requires much patience and dedication.

STEGEMAN: Without a doubt…time. It takes twice as long as you think it might. Also, the dynamic nature of nutrition means there are changes in material starting the day we finalize the manuscript.

Q&A


PHOTO: PIXABAY.COM

POPE: The time demands are immense and deadlines are often tight. I have given many nights and weekends beyond my “day” job – and at times, sacrificed time with family and friends. It is also a project that is ongoing with media and marketing related work as well as revisions and edits for each subsequent edition.

STEPHENSON: This one is easy… TIME!!!! Writing a textbook requires a lot of time outside of my “day” job as full-time faculty. The first edition of our textbook was nearly five years in development! The work is incredibly rewarding, but you do sacrifice time with family and friends.

Q: WHAT IS THE ONE THING THAT

SURPRISED YOU MOST WHEN YOU BECAME A TEXTBOOK AUTHOR?

PALMER: That the book actually happened!

POPE: I was surprised by the number of people of varying roles and expertise that are involved in envisioning, producing, editing, illustrating, marketing, managing, and supporting the development and publication of a textbook. Also, the changing face of publishing with more electronic and online emphasis.

MALLONEE: That everyone doesn’t have the same level of dedication to reading guidelines for chapter submissions or adhering to a timeline as stringently as I do.

STEPHENSON: I am still shocked by the number of people it takes to develop, produce, and market a textbook and all of the additional instructor and student resources, including digital content.

STEGEMAN: How can there still be mistakes in the textbook after 4-5 people go through the entire manuscript several times word-by-word? Believe me, there still are.

BOYD: The most surprising thing about authoring my first chapters in a textbook was seeing them in print. It was never my intention to write or even to teach so some days I find it surprising I have had so many wonderful opportunities and that I am not still sitting chairside providing dental hygiene care for patients.

HARK: I was not expecting 5 editions.

Q: HOW HAS YOUR TEACHING CHANGED,

IF AT ALL, SINCE BECOMING A TEXTBOOK AUTHOR?

STEGEMAN: Every 3-4 years, Judi David, MS, RDN (co-author) and I begin the next edition. We spend the

interim time filing pertinent research. Once the review of the manuscript begins, we delve deeper into the literature. The outcome is that we present the most current, evidenced-based information to students and dental professionals.

STEPHENSON: Authoring textbooks has definitely helped me to stay current on a wide variety of topics, which has enhanced my teaching. Textbook authoring has also taken me across the country to meet professors at different colleges and universities and I’ve learned a lot about their work and ideas for student-centered learning.

BOYD: As a result of being a textbook author, I think my focus on evidence has changed my teaching for the better. Evidence-based practice is the standard for all health care professionals so I am able to share with my students how to apply evidence to practice.

Q&A


It has been rewarding to have medical students,

nursing students, physician assistant students, nutrition

students, and dietetic students using my

book to learn about medical nutrition.

L I S A H A R K , P h D , R D

HARK: It has been rewarding to have medical students, nursing students, physician assistant students, nutrition students, and dietetic students using my book to learn about medical nutrition.

PALMER: My teaching hasn’t changed, but I now have a relevant text.

POPE: I certainly better “know my stuff!” The research, reading, and review required to produce a scientifically sound textbook that covers a multitude of topics and that publishers, professors, and students can trust to be accurate and current is demanding, but also equips the author with that knowledge and discernment. I also better realize that it is impossible to teach and require all the information and content in a textbook – I am better able to pick and choose what I believe to be most appropriate and relevant for my students.

MALLONEE: I think the one way my teaching may have changed since becoming a textbook author—is that I’m incredibly aware of the importance of staying up to date and current on topics that I teach in the classroom. I also know that it’s essential to provide the highest level of evidence when preparing classroom or professional presentations.

Q: WHAT ADVICE DO YOU HAVE FOR

OTHER NEHP MEMBERS INTERESTED IN GETTING INVOLVED IN TEXTBOOK AUTHORING?

HARK: Come up with an idea for a book. Prepare a proposal and make contacts at publishing companies who publish similar books. Review your competition, develop a table of contents, and be extremely creative and diverse with

your marketing strategies. If you are dedicated to medical nutrition, writing, and project directing, I am looking for two new editors for Medical Nutrition and Disease. This is an unpaid position. Contact me at www.lisahark.com, [email protected]

BOYD: Grab opportunities that come your way! Be unafraid and never doubt your potential to tackle the task! Sometimes others see in you what you don’t see in yourself.

PALMER: Ask a lot of other authors what their experience has been with their publisher. You will be giving away your rights to them so consider how you want to do this very carefully. Look into self-publishing or smaller publishers. Be smart and don’t expect to get rich unless you’re doing a “fad” diet book or you’re in on a unique best seller.

MALLONEE: If asked to contribute as a chapter or textbook author, take advantage of the opportunity! If you are interested in authoring a text, contact a publishing company to pitch your idea. Network at meetings with authors of textbooks so that you are on their radar when there is a need for a contributor with your area of expertise.

STEPHENSON: If you are given an opportunity to review a chapter, work on the instructor materials, or write questions for a textbook, jump at the chance! Do a good job and share your interest in textbook authoring and you never know what might come from that work.

POPE: Be familiar with what is out there and compare approach and features of various textbooks from different publishers. If you see a gap, submit a proposal with a detailed table of contents and how you and your textbook might fill that gap in a unique and credible way. Reach out to publishers (book reps that visit campuses can connect you to managing editors) about ways to get

involved with current textbook projects by developing online media, test banks, reviewing chapters, or assisting with new editions (usually all paid opportunities). Authors do retire, but their textbooks may continue providing opportunities to step in to a contract writer, author or co-author role. I am a member of the Textbook and Academic Authors Association (TAA) which provides networking, education and support for aspiring and established authors.

STEGEMAN: When the opportunity to publish comes along, don’t dwell on it and don’t wonder if you have time (you never will)…take the chance and do it! You will be glad you did.

SNEB UPDATE

Mallory M Koenings, PhD, RDNNational Institute of Food & Agriculture, USDASNEB Higher Education Division Chair, [email protected]

Brandy-Joe Milliron, PhDDrexel UniversitySNEB Higher Education Division Chair, [email protected]


PHOTO: STARTUPSTOCKPHOTOS.COM / PEXELS

Continued on next page

Online Options

N utrition classes, particularly introductory nutrition classes, are among the many

postsecondary subjects being taught online or in a hybrid format. Despite the growth in online courses,

instructors do not necessarily feel prepared to teach online. In a 2017 Gallup survey of over 2,300 faculty members, 63% reported they had never taught an online course. Additionally, less than half

of faculty members said they had received professional development to help design or revise an online or blended course (Lederman & McKenzie, 2017).

In a 2017 Gallup survey of over 2,300 faculty members, 63% reported they had never taught an online course.By: Amy Spielmaker1, RDN, Master’s Candidate; Megan Patton Lopez1, RDN, PhD; Zubaida Qamar2, PhD;Mallory Koenings3, PhD; Brandy-Joe Milliron4, PhD; Marissa Burgermaster5, PhD

1Western Oregon University; 2San Francisco State University; 3National Institute of Food and Agriculture, USDA; 4Drexel University; 5Columbia University

SNEB UPDATE


Given this gap, it seems postsecondary nutrition educators would benefit from an orientation on what works well in online teaching specific to nutrition content. Building upon the work of Cohen and team (2011), members of the SNEB Higher Education Division are currently synthesizing research from 2009-2018 to identify best practices in online postsecondary nutrition courses.

In our systematic review, we looked at studies (n=15) that evaluated the knowledge or satisfaction of undergraduate or graduate students in postsecondary nutrition education courses delivered completely or primarily online. Based on the research available, we offer the accompanying recommendations for educators.

Educators should be aware of how online and face-to-face instruction differ. There are instructional strategies you can use in a classroom that simply won’t work online and there are those you can implement online that won’t work well in a classroom. Whether teaching online or face-to-face, courses should be designed to take full advantage of the learning environment.

REFERENCES

1. Cohen N.L., Carbone E.T., & Beffa-Negrini, P.A. (2011). The Design, Implementation, and Evaluation of Online Credit Nutrition Courses: A Systematic Review. Journal of Nutrition Education and Behavior, 43(2), 76-86.

2. Lederman, D., & McKenzie, L. (2017). Faculty Buy-in Builds, Bit by Bit: Survey of Faculty Attitudes on Technology. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/survey/faculty-buy-builds-bit-bit-survey-faculty-attitudes-technology.

PUBLIC POLICY UPDATE


ICON MADE BY FREEPIK FROM WWW.FLATICON.COM

Your action is needed to help make public policy a priority

actionac·tion \ ak-shən \noun1a: a thing done: DEED

b: the accomplishment of a thing usually over a period of time, in stages, or with the possibility of repetition

• A person of action

2: an act of will • An emergency requiring action

Examples of ACTION in a Sentence:The situation demanded immediate action by the members of the Academy of Nutrition and Dietetics.

Source: Merriam-Webster Dictionary

ROGER SHEWMAKE PhD, LN, [email protected] embers of the Academy of

Nutrition and Dietetics have the responsibility to urge consumers

and lawmakers to learn about the positive role nutrition plays in healthy lifestyles and disease management. Please make the Academy’s efforts at influencing public policy a priority in your professional goals.

Below are important congressional items worthy of our attention.

It is as simple as going to https://www.eatrightpro.org/advocacy/action-center/take-action for you to influence legislation.

ACTION REQUIRED:THERE ARE THREE ACTION ALERTS AVAILABLE THAT NEED YOUR IMMEDIATE ATTENTION. TAKE ACTION TODAY!

1 Preventative Health Savings Act, H.R. 2953/S. 2164: As the chronic

disease epidemic continues to worsen, the need is critical for legislation that will allow Congress to accurately assess the full savings of enacting prevention-focused measures. This bill would encourage a sensible economic review of proposed health policies and programs that Congress believes will improve public health.

2 The Preventing Diabetes in Medicare Act, H.R. 3124/S. 1299:

which would allow Medicare coverage of medical nutrition therapy provided by registered dietitian nutritionists for patients with pre-diabetes.

3 The Expanding Access to Diabetes Self-Management Training in

Medicare Act, H.R. 5768 which would remove existing barriers to Diabetes Self-Management Training and improve utilization.

As a member of the Academy of Nutrition and Dietetics, urge your legislators to support and cosponsor the Preventative Health Savings Act (H.R. 2953/S. 2164), the Expanding Access to Diabetes Self-Management Training in Medicare Act (H.R. 5768), and the Preventing Diabetes in Medicare Act (H.R. 3124/S. 1299). Let them know how this legislation would impact you, the people you serve and your community. The voice of every member is critical as these vital decisions are made regarding the health and nutrition of the nation.

IMPORTANT CONGRESSIONAL ISSUES REQUIRE YOUR ACTION!TAKE ACTION!


The following letter to the Editor was submitted to the American Family Physician by NEHP Leadership in June, 2018.

W e would like to express our appreciation to the American Family Physician

for addressing the significance of nutrition as a major variable in reducing vulnerability to disease in your lead article “Diets for Health: Goal and Guidelines.” The focus is relevant and affirms that good nutrition can make a significant improvement in health outcomes and reduction in health care costs.

Lifestyle choices made daily, over time, will either benefit or impair health for a large majority of the population. Patients can be overwhelmed by the “health messages” they are exposed to from various media and often well-meaning friends and acquaintances. A physician, through their position of trust and authority, can have a great influence on the decisions that a patient makes for personal and family health.

We also understand that in the busy environment of modern health care, a licensed, registered dietitian nutritionist (RDN) can be a powerful and influential member of the health care team. Their experience providing medical nutrition therapy can greatly enhance the behavioral and food decisions of the patient. The concern and guidance by the physician is a critical beginning for patient-centered medical care, which can be further enhanced by the interaction of the RDN with the patient. The RDN is specifically trained and has the expertise to provide appropriate and individualized evidence-based nutrition care.

Diets for Health:Goal and GuidelinesAm Fam Physician 2018;97(11):721-728

Greater inclusion of the RDN and the value of medical nutrition therapy is essential in discussions about health care, disease prevention and healthcare cost reduction. RDNs provide these services to patients and clients paying with Medicare Part B, private insurance, and out-of-pocket.

The authors illustrate the strong and persuasive relationship of positive lifestyle choices and the reduction of many chronic diseases, but unfortunately neglect to highlight the role of the RDN and the valuable resources of the Academy of Nutrition and Dietetics (the “Academy”). As noted in the Revised 2017 Scope of Practice for the RDN, the RDN plays an essential role in the direction and delivery of food and nutrition services. https://www.ncbi.nlm.nih.gov/pubmed/29173834

The Academy is the world’s largest organization of food and nutrition

professionals and the association that represents credentialed nutrition and dietetics practitioners--registered dietitian nutritionists (RDNs) as well as nutrition and dietetics technicians, registered (NDTRs). www.eatright.org

Members of our practice group within the Academy, Nutrition Educators of Health Professionals (NEHP), have been longtime participants of the Society of Teachers of Family Medicine efforts to improve nutrition education of Family Physicians.

Roger A. Shewmake, PhD, LN [email protected]

Jill Goode Englett, DCN, RDN, LDN, RN [email protected]

Jamie Pope, MS, RDN, LDN, FAND [email protected]

LETTER TO EDITOR

PHOTO: DARIA-YAKOVLEVA / PIXABAY.COM


NEHP OFFICER DIRECTORY

Chair Cecile Adkins, EdD, RDN [email protected]

Chair-Elect Joanne Christaldi, PhD, RDN [email protected]

Past-Chair Jill Goode Englett, DCN, RDN, LDN, RN [email protected]

Treasurer Lisa Mallonee, MPH, RDH, RD, LD [email protected]

Secretary Kristen Hicks-Roof, PhD, RDN, LDN [email protected]

Public Policy Chair Roger Shewmake, PhD, LN [email protected]

Newsletter Editor Tammy Stephenson, PhD [email protected]

Communications Coordinator Lynn Janas, PhD [email protected]

Webinar Coordinator [Open position] Contact Cecile Adkins if interested.

Website Coordinator Lona Sandon, PhD, RD, LD [email protected]

Social Media Coordinator Teresa Johnson, DCN, MA, RD [email protected]

Delegate to Academy HOD Teresa Johnson, DCN, MA, RD [email protected]

CEU Chair Ines Anchondo, DrPH, RD, LD, CSP, MPH [email protected]

Awards Chair Sue Cunningham, PhD, RD, CDE [email protected]

Academy Second Century Liaison Barbara Grossman, PhD, RD, LD [email protected]

Nominating Committee Chair Natalie Rodakowski Holzhauer, MS, RDN, LDN [email protected]

Nominating Committee Chair-elect Minerva Haugabrooks, PhD, RDN, LDN [email protected]

Nominating Committee Member Jill Goode Englett, DCN, RDN, LDN, RN [email protected]

Viewpoints and statements in this newsletter do not necessarily reflect policies and/or official positions of the Academy of Nutrition and Dietetics. © 2018 Nutrition Educators of Health Professionals DPG of the Academy of Nutrition and Dietetics.

Membership Chair Emma Laing, PhD, RDN [email protected]

Sponsorship Coordinator [Open position] Contact Cecile Adkins if interested.

DPG Diversity Liaison Lona Sandon, PhD, RDN, LD [email protected]

2018-2019

Q&A WITH NEHP MEMBERS WHO ARE TEXTBOOK AUTHORS PG. … · messages in the media and marketplace....

Documents

Transcript of Q&A WITH NEHP MEMBERS WHO ARE TEXTBOOK AUTHORS PG. … · messages in the media and marketplace....