mailto:tjohnson@troy.edu

Large online classes (defined

as class enrollments with 60 plus

students)1 can overwhelm the

student and instructor. An asyn-

chronous learning environment

with large student numbers can

result in poor student perform-

ance and isolation. However, a

well-designed and well-managed

course can result in a positive

experience for teacher and stu-

dent.

Online instructors need to

identify with the learners who

may have little or no experience

in the online environment and

are novices regarding course

content.1 Student expectations

and classroom policies must be

clearly stated at the beginning

through a detailed syllabus that

is treated like a contract between

the instructor and student. One

approach in setting up a suc-

cessful course is to examine

course design rubrics like the

one produced by the Quality Mat-

ters Program.3 It focuses on

quality standards in “Course

Overview and Introduction,

Learning Objectives, Assess-

ment and Measurement, Instruc-

tional Materials, Learner Interac-

tion and Engagement and

Course Technology.”2

Does this quote remind you of

times you’ve had to set the re-

cord straight on the latest nutri-

tion quackery? Why does fact

have such a hard time competing

with fallacy- especially when it

comes to nutrition information?

As nutrition educators, our job

is to make sure that fact comes

out on top. Brothers Chip and

Dan Heath outline a strategy to

help ideas ‘stick’ with the listener

in their book Made to Stick.1 It’s

summarized in the acronym

SUCCES.

This doesn’t mean dumbing

down or sound bite teaching. It

does mean avoiding details that

can bury the main ideas. As ex-

perts we are likely to be enam-

ored with nuances and complexi-

ties of nutrition topics- leading to

what the Heaths call ‘the curse of

knowledge.’

Although we are part of the

process of training people to fill

very complex roles as nurses,

doctors, dentists, etc., they do

not have to learn it all in one

class! Curriculum mapping to

build complexity throughout pro-

grams will get the desired stu-

dent outcomes and prevent dilu-

tion of main concepts relative to

a single course. Create ideas

with clear and simple objectives.

Wouldn’t it be great to just

once hear a flight attendant say,

“Although the song says there

are 50 ways to leave your lover,

there are only six exits on this

plane?” Now that would get our

attention!

As nutrition educators, we can

attract our students’ attention

with unexpected innovation. For

example, rather than lecturing on

the micronutrients one by one,

why not divide the class into

teams and have a 3-minute de-

bate on the water fluoridation

controversy, the best calcium

supplement, government regula-

tion of sodium content in food or

the role of B-vitamins in heart

disease?

Start the lecture with a case

study that builds mystery around

a nutrition-related cause of

death. Spice up a lecture with

Prezi instead of Powerpoint.

Conduct your class at the local

grocery store or assign an online

‘scavenger hunt’ to answer a

PICO (Patient Problem, Interven-

tion, Comparison, Outcomes)

question. Taste tests, guest lec-

tures, man-on-the-street inter-

views, flipping the class- ideas

are only limited by your imagina-

tion!

Terms like unhealthy diet,

malnutrition, and aspiration are

abstract terms for students until

we show them test tubes of fat

and sodium in processed foods,

pictures of bloated stomachs in

children with kwashiorkor, and

video clips of a modified barium

swallow. Ideas ‘stick’ when they

are presented in ways that en-

gage the senses or common hu-

man experiences.

To build that credibility, ideas

need to be articulated by an ex-

pert. Sometimes the expert is a

field expert, and sometimes it’s

the person who has ‘been there’.

Think of the powerful effect of

commercials featuring the dete-

riorating health of cocaine users

and smokers. These vivid im-

ages are far more compelling

than health statistics.

The statement “Obesity ad-

versely affects joints” draws a

yawn; showing students X-rays

of crushed growth plates in mor-

bidly obese children creates be-

lief.

They are likely to ‘stick’. Anti-

tobacco campaigns that show

body bags to illustrate the con-

nection between smoking and

death have far greater emotional

appeal than statistical pie charts

and bar graphs.

Students grasp the complexi-

ties of eating disorders when

they view images and hear the

emotional stories of people who

struggle with bulimia or anorexia

nervosa.

Case studies, clinical sce-

narios, and historical events

told with vivid details perma-

nently etch a concept in the

brain. Students are more

likely to remember the im-

portance of personal hy-

giene when handling food if

they know the story of Ty-

phoid Mary. They can ap-

preciate the impact of

scurvy on world history

when they read about Dr.

James Lind.

Perhaps the ideas pre-

sented in Made to Stick will

inspire greater creativity in your

courses. I invite each of you to

send examples of ‘sticky ideas’

you have used in your courses

to tjohnson@troy.edu. I will

compile and disseminate to all

NEHP members.

The Society for Nutrition

Education and Behavior (SNEB)

will gather at the Hilton Portland

and Executive Tower in Port-

land, Oregon, August 9 - 12 for

the 46th SNEB Annual Confer-

ence, “Nutrition Education:

Moving from Good to Great.”

The conference will kick off

with a keynote address by Mi-

chelle May, founder of the Am I

Hungry? Mindful Eating Work-

shops. Conference attendees

will also participate in education

sessions featuring the latest in-

formation on dietary guidelines,

educational strategies, nutrition

policy, and wellness initiatives

with a focus on putting research

into practice.

This premier event for nutri-

tion education professionals

from around the world allows

attendees the opportunity to in-

terface with influential nutrition-

ists from extension, public

health, government, academia,

industry, and community set-

tings.

In addition to education ses-

sions, the SNEB Annual Confer-

ence features an exhibit hall,

fun run, student networking, and

silent auction to benefit the So-

ciety of Nutrition Education and

Behavior Foundation.

Detailed conference informa-

tion is online at http://

www.sneb.org/events/

conference.html.

Resource,

etc.

Academy’s Mission Academy’s Vision Academy’s Goals

The public trusts and chooses Registered

Dietitians as food, nutrition and health experts.

Academy members optimize the health of

Americans.

Members and prospective members view the

Academy as vital to professional success.

NEHP’s Mission NEHP’s Vision NEHP’s Goals

SNEB’s Mission SNEB’s Vision SNEB’s Goals

Advocate for policies that support healthy

communities, food systems, and behaviors.

Promote research related to effective nutrition

education and behavior change at the individual,

community, and policy level.

Build collaborations with organizations, industries

and government to promote healthy communities,

food systems, and behaviors.

HE Division’s Mission HE Division’s Vision HE Division’s Goals

Share curriculum ideas and materials in a

newsletter; online videos and webinars.

Contribute to program ideas and speakers for the

Annual Conference.

Give awards to students for outstanding research.