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Unlike when I started teaching introductory nutrition at the college level nearly 30 years ago, today’s college students have a wealth of information available to them within just seconds. My teaching approach has had to change with technology and the vast information that is now so readily available through so many different mediums. I see my role as an instructor to both disseminate evidence-based course content, as well as to connect that content through real-world scenarios. I lean into current events, food culture, and public health events to challenge students to apply course content in a meaningful way.

To help students connect what they are learning through the textbook and other course materials, I intentionally curate modules and assignments that allow students to truly think. Yes, in academia we call this developing critical thinking skills, but I like to simplify with students, and my messaging with them is to connect course content with real-world issues. For example, we learn about food safety and foodborne illnesses as part of the textbook reading and assignments. Nothing drives the importance of that home more than foodborne illness outbreaks, such as the cyclosporiasis outbreak in Summer 2026. Or, with the release of the 2025-2026 Dietary Guidelines for Americans, there is an opportunity for real-world and practical discussions. How are the guidelines developed and what is their intent? 

As I develop my courses each semester, I start with a foundational approach using the textbook and associated materials (e.g. pre-recorded mini-lectures) and assessments (e.g. homework assignments, quizzes) as the core course content. From there, I build on to that foundation with application-based activities and discussions. I share with my students the “why” in terms of the course design—it is not random, but rather an intentional design as you need to have the baseline knowledge to then apply evidence-based recommendations to real-world scenarios. From a time standpoint, the foundational course materials remain similar semester-to-semester, but I can quickly modify the application activities based on current events and topics. Student feedback is consistently and overwhelmingly positive in terms of the impact of a variety of interactive and engaging activities on the learning process, and retaining information in a meaningful way.

For example, I often use case studies with peer discussions. I can use these in both my in-person and online offerings of the introductory nutrition course, modifying slightly based on the modality of the course. Here are three current real-world nutrition case studies that I have found spark classroom discussion and support students in both learning and applying the course content. 

1. Gut Health—In my introductory nutrition course, the current topic that most peaks students’ interest is that of gut health. This topic has definitely kept me on my toes in terms of the number of questions I receive related to social media and influencer trends! Because many students in my class have some knowledge and appreciation for gut health, I include a case study on the topic. This case study leads to lively discussions on specific products marketed to support gut health, including a variety of unique probiotic products. We discuss fermented foods, using sour dough as an example of the fermentation process. With the popularity of sour dough in the young adult population (again… much driven by social media), showing pictures and talking about the starter and ingredients that feed the starter, stimulates interest and a more clear understanding of fermentation.  
2. Mental Health—A second case study topic that resonates with students in my introductory nutrition class is that of mental health. We focus on anxiety and stress and, again, students have many examples of tips and recommendations that they have seen on social media! I take a holistic approach with this case study, integrating a variety of topics, including stress and disordered eating habits. We spend time evaluating evidence-based recommendations to support stress management. This is a topic that resonates with many students, which leads to lively conversation and a genuine desire to understand the role of nutrition and related lifestyle factors to support mental health
3. Energy Drinks—Compared to some other topics, I find that the vitamin chapters and associated classroom lecture is sometimes difficult for students to connect with in their daily lives. One approach I have taken to engage students in the vitamin content is to include a case study on energy drinks. I start with some examples of energy drinks, and we look closely at the nutrition labels, focusing on the specific vitamins, and their associated amounts. This leads to a discussion of why certain vitamins are included and how that vitamin is even related to energy. From there, I have students look at their favorite energy drink (many have them right there in class) and evaluate the vitamins specifically. The last part of this case study is an open discussion on energy drinks, and I pose the question of whether students think they should be available in vending machines in dorms and classroom buildings. I am always impressed with the energetic conversations and students appreciate there is no one “right” answer.

I find teaching introductory nutrition at the college level to be both exciting and fun, as well as at times challenging! One thing is for sure… the field of nutrition is one that is always evolving and changing based on new science, as well as current events and trends. As educators, this keeps us on our toes, while also providing an opportunity to make our courses meaningful and impactful. I lean into real-world application and discussion as tools to engage students, while keeping the foundational content at the core of the course. 

As I share with my students at the start of each course, there are going to be assignments and grades but my primary goal for the course, and why I continue to teach it every semester, winter and summer for going on 27 years, is because I want this content to be something the students use in their daily lives and share with their friends and family members. My “why” as an introductory nutrition educator is because we need to teach and practice with our students how to be thoughtful consumers of information—just because someone posted that on social media, let’s practice using critical thinking skills and evidence-based sources to make informed decisions.

Source of reliable evidence-based nutrition information:

I refer my students to the Academy of Nutrition & Dietetics Nutrition Fact Check Topics. Trending topics, such as food dyes, seed oils, and low- and no-calorie sweeteners are summarized through an evidence-based and consumer-friendly lens. Follow online or at