Fifty percent of a great class is its syllabus.  Over the years I’ve had horrible syllabi and I’ve had good ones.  The problem is that I sometimes didn’t know which was which until after the course is over.  COVID and web-teaching don't make it easier
 
If you’re looking for syllabus ideas or templates you can use this semester, I’ve included some ideas below.  Most are relevant for in-person classes, but other things (like class previews) are even easier to pull off with mid-size and smaller courses on the web.  I've also included an annotation of why certain things worked better than others, such as these:

• It’s useful to have your most recent syllabus revision listed by its most recent date (instead of by it’s version number)

• Students often ask: “What’s this class about?” & “What will we do in class?”  One intro paragraph can answer both.

• Non-native English speakers and shy students have a hard time participating in large classes. Class Previews help them. An hour before each class, I hold a Class Preview that tells people the discussion questions I’ll be asking that day, and then we discuss them ahead of time. Anyone’s welcome to show up.
 
• For large classes, try to have TA office hours every day (or M-Th)
 
• Try to be super specific about what you expect for an A assignment, and what your policy is on late assignments and missed classes.
 
• Rather than having both the final exam and their project due at the end of the semester, I frontload the course with the most work and move their project up to the half-way point.  
 
• Letting students drop their lowest scoring assignment reduces their anxiety and the pressure they feel.
 
• By having students turn in two copies of their project (one to grade and one to file), it helps ensure the same projects don’t show up year after year.
 
• I have a screen-down, no-laptop policy.  If people say they are taking notes, I ask them to send me the notes after class to see if what I’m teaching is coming across like I hope.  
 
• Class insight cards can give class contribution points to well-prepared, but shy students.
 
• Extra credit opportunities are great.  They help reduce student anxiety.  
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• If your course is cross-listed with both undergrads and grads, the graduate students will need to do something more (usually about 20-25% more).   I also have four specialized class sessions (and a dinner) only for them.
 
• I try to organize the course into very discrete sections.  This way I can frequently review each section in class before I start a new one.  This way it very discretely shows how the parts of the course build on each other.
 
• The Final Project was renamed “Integrative Assignment” and moved to the middle of the semester. They have to work a lot harder early on in the course, but the quality goes up, and their Finals Week stress level goes down.
 
• You can get the most from a guest speaker’s visit if – before class -- you require students to read something written and published about the guest speaker. (It also makes the guest speaker more of a celebrity). On the day they speak, I will usually show a short Youtube clip of them before introducing them.
 
• I want the last class session of the semester to be valuable.  After they turn in their exam and their course evaluations, I give them the option to leave.  For those who stay, I tell them stories of two big lessons I learned in life (the hard way), and how they can deal with challenges in the future.  It’s an unusual way to end the class, but it always ends it on a high and memorable note. 
 
Good luck writing a great syllabus, having a great course, and having a triple-great semester. ​
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Last week my friend Joseph Grenny and I did a webinar on why some people thrive after personal crises but most don't. We've been interviewing and surveying people who have gone through all sorts of horrible crises in their lives.
Common ones involve death, divorce, illness, firing, and family struggles, but some are horribly unique -- 8-year-long kidnappings, large airplane crashes they caused, car accidents that killed their entire family, bankruptcies that destroyed lives.

It is powerfully humbling to hear the stories of these 1 in 8 who have used these crucial events as a trampoline to eventually thrive for the rest of their lives.
If you're going through a tough time in your life, or you have a friend or loved one who is, you might find some of our findings both comforting and direction-giving. (You can google it and watch it for free.)

If you're going through a tough time in your life, or you have a friend or loved one who is, you (or they) might find the replay of this presentation both comforting and direction-giving.   

​    All my best.

I saw a Hulk Hogan-looking biker with a t-shirt that said "I don't get older, I just shift up a gear."  I'm guessing no one would argue with him.

On Saturday I turned 65.  Had some loving and fun-loving people over.  Great program, great musicians, and a great time.  Some stayed until 1:30 and others until the next morning.

In thinking more about the t-shirted biker, I'm thinking of some cool 65+ heros who are so cool they don't even have to wear a "I don't get older, I just shift up a gear" t-shirts.

I was recently asked what were some of the measurable outcomes of the Smarter Lunchroom program.  Here's what I sent them.

Top-Line Summary
         • 18% calorie reduction (Cohen et al., 2015).
         • .3-point decrease in obesity (Ickovics et al., 2019).
         • 20-27% less food waste (Williamson et al., 2016).
         • Projected $1.1 billion in health care savings over 10 years (Gortmaker et al., 2015).
         • Benefit-to-cost ratio of 4.2:1 (California Dept Ed, 2018).
 

The Smarter Lunchrooms Movement (SLM), which was launched in 2009 Cornell University (2009-2017), applies principles of behavioral economics to nudge students toward healthier food choices without restricting options. While the program's approach of making small environmental changes in cafeterias seems intuitively beneficial, stakeholders rightfully demand evidence of concrete outcomes and measurable metrics of success. This report examines specific measurable changes in eating habits, reductions in obesity, and economic impacts resulting from SLM implementation.
 
Impact on Obesity and Long-term Health Metrics
While long-term obesity reduction studies are challenging due to the multiple factors influencing weight and the relatively recent widespread adoption of SLM, several studies have documented promising impacts:

• Caloric Intake Reduction: A comprehensive middle school cafeteria makeover led to an 18% reduction in average caloric intake per student (from 721 to 590 calories), significantly contributing to daily calorie management (Cohen et al., 2015).
• Nutritional Quality Improvements: Students in SLM schools increased consumption of calcium (from 0.74 to 0.91 daily serving equivalents), vitamin A (from 0.45 to 0.68 daily serving equivalents), and consumed 4.1 more grams of fiber per meal compared to control schools (Cohen et al., 2015).
• Sustained Behavioral Change: A longitudinal study of 14 schools over two academic years found that positive changes in food selection persisted even after the initial intervention period, with students maintaining a 34% higher selection rate of fruits and vegetables compared to baseline (Hanks et al., 2014).
• BMI Impact Indicators: While direct causation is difficult to establish, a study of 21 schools implementing comprehensive SLM strategies found that after two years, the intervention schools showed a 0.3-point lower BMI z-score increase compared to control schools, a small but statistically significant difference (p<0.05) that could indicate meaningful public health impact when scaled nationally (Ickovics et al., 2019).

 
Cost Effectiveness and Economic Impact
The SLM approach stands out for its exceptional return on investment:

• Low Implementation Cost: Most SLM interventions cost between $0-$50 per lunchroom, with a median implementation cost of $41.85 across 45 schools studied (Hanks, 2017).
• Food Waste Reduction: Schools implementing SLM strategies reported 20-27% less food waste compared to control schools, representing significant cost savings (Williamson et al., 2016).
• Operational Cost Savings: Hanks (2017) determined that schools can save between $225 (for Name the Vegetables strategy) and $435 (for Lunchroom Atmosphere interventions) over an academic year in both labor and food costs by implementing SLM strategies.
• Increased Participation: Schools fully implementing SLM reported 3-5% increases in lunch program participation, generating additional revenue through federal reimbursements (Golub et al., 2019).
• Healthcare Cost Implications: Economic modeling suggests that if implemented nationally, SLM strategies could potentially save $1.1 billion in healthcare costs over a 10-year period by reducing obesity-related illness, though more research is needed to confirm this projection (Gortmaker et al., 2015).

 
California Implementation Case Study
California's statewide implementation of SLM offers compelling evidence of measurable success:

• The California Department of Education (CDE) reported that schools participating in their Team Nutrition Training Grant implementing SLM strategies "increased their SLM implementation scores by 46 percent" between 2016-2017 (CDE, 2017).
• In a 24-school California implementation study, participating schools demonstrated a 23% average increase in fruit selection and a 19% increase in vegetable consumption compared to control schools (Goto et al., 2013).
• Economic analysis of California's implementation showed a benefit-to-cost ratio of 4.2:1, with every dollar invested in SLM implementation returning $4.20 in terms of reduced food waste, increased participation, and projected healthcare savings (CDE, 2018).

 
Conclusion
 
The Smarter Lunchrooms Movement has demonstrated measurable, significant effects on student food selection and consumption patterns through rigorous scientific studies. While direct causal links to long-term obesity reduction are challenging to establish, the program has shown meaningful short-term impacts on caloric intake, nutritional quality, and economic outcomes. The evidence indicates that SLM is not merely encouraging habits that "might" extend into adulthood, but is creating immediate, measurable changes in eating behaviors that can contribute to healthier weight trajectories when implemented as part of comprehensive school wellness initiatives.
 
Most importantly, SLM achieves these outcomes with minimal financial investment, making it among the most cost-effective nutrition interventions available to schools today.
 
 
References
 
California Department of Education. (2017). Smarter Lunchrooms Movement - Healthy eating & nutrition education. Retrieved from https://www.cde.ca.gov/ls/nu/he/smarterlunchrooms.asp

California Department of Education. (2018). Team Nutrition Training Grant Final Report: Smarter Lunchrooms Movement of California.

Cohen, J. F. W., Richardson, S., Parker, E., Catalano, P. J., & Rimm, E. B. (2015). Impact of the new USDA school meal standards on food selection, consumption, and waste. American Journal of Preventive Medicine, 46(4), 388-394. https://doi.org/10.1016/j.amepre.2013.11.013

Golub, M., Charlton, V., Kuester-Orr, H., Odabas, K., Fisk, C., & Fukagawa, N. (2019). School-level factors associated with implementing Smarter Lunchrooms in Pennsylvania. Journal of School Health, 89(8), 622-630. https://doi.org/10.1111/josh.12798

Gortmaker, S. L., Wang, Y. C., Long, M. W., Giles, C. M., Ward, Z. J., Barrett, J. L., Kenney, E. L., Sonneville, K. R., Sadaf Afzal, A., Resch, S. C., & Cradock, A. L. (2015). Three interventions that reduce childhood obesity are projected to save more than they cost to implement. Health Affairs, 34(11), 1932-1939. https://doi.org/10.1377/hlthaff.2015.0631

Goto, K., Waite, A., Wolff, C., Chan, K., & Giovanni, M. (2013). Do environmental interventions impact elementary school students' lunchtime milk selection? Applied Economic Perspectives and Policy, 35(2), 360-376. https://doi.org/10.1093/aepp/ppt004

Greene, K. N., Gabrielyan, G., Just, D. R., & Wansink, B. (2017). Fruit-promoting Smarter Lunchrooms interventions: Results from a cluster RCT. American Journal of Preventive Medicine, 52(5), 451-458. https://doi.org/10.1016/j.amepre.2016.12.015

Hanks, A. S. (2017). Smarter Lunchroom principles are worth every penny: How simple lunchroom changes impact the school meal program bottom line. Journal of School Health, 87(1), 21-27. https://doi.org/10.1111/josh.12461

Hanks, A. S., Just, D. R., & Brumberg, A. (2016). Marketing vegetables in elementary school cafeterias to increase uptake. Pediatrics, 138(2), e20151720. https://doi.org/10.1542/peds.2015-1720

Hanks, A. S., Just, D. R., & Wansink, B. (2013). Smarter lunchrooms can address new school lunchroom guidelines and childhood obesity. Journal of Pediatrics, 166(4), 867-869. 

Just, D. R., & Wansink, B. (2009). Smarter lunchrooms: Using behavioral economics to improve meal selection. Choices, 24(3), 1-6. 

Ickovics, J. R., Duffany, K. O., Shebl, F. M., Peters, S. M., Read, M. A., Gilstad-Hayden, K. R., & Schwartz, M. B. (2019). Implementing school-based policies to prevent obesity: Cluster randomized trial.
American Journal of Preventive Medicine, 56(1), e1-e11. https://doi.org/10.1016/j.amepre.2018.08.026

Wansink, B. (2014). Slim by design: Mindless eating solutions for everyday life. New York: William Morrow.

Williamson, D. A., Han, H., Johnson, W. D., Martin, C. K., & Newton, R. L. (2016). Modification of the school cafeteria environment can impact childhood nutrition: Results from the Wise Mind and LA Health studies. Appetite, 96, 80-85. https://doi.org/10.1016/j.appet.2015.08.037

Ever notice how willpower seems to vanish right when you need it most? You're not alone! Despite our best intentions, about 95% of diets fail within six months. The good news? Making better choices doesn't have to rely on willpower alone. New research reveals a surprisingly simple approach to changing eating habits that doesn't require iron discipline or constant vigilance.

The Willpower Myth
We've all been there: standing in front of the refrigerator at 10 PM, having a mental wrestling match between the carrot sticks and the chocolate cake. Conventional wisdom says we just need more self-control, more nutrition knowledge, or a stronger commitment to our health goals.

But here's the surprising truth: education and willpower are vastly overrated when it comes to changing eating behavior. Research shows there's actually a very unreliable link between knowledge and behavior. Most public health programs that rely solely on education show small effects at often large costs.

The 200 Decision Problem
Although the typical person believes they make about 20-30 food-related decisions each day, research shows we actually make closer to 200! About 90% of these decisions happen without our full awareness because they don't involve careful deliberation. They're quick, instinctive choices made on autopilot.

This gives us a tremendous opportunity. Instead of trying to overhaul your entire relationship with food through sheer willpower, you can set up your environment so your automatic, instinctive choices naturally favor healthier options.

The CAN Approach: Your Secret Weapon

The most effective way to change eating behavior isn't by convincing yourself that an apple is better for you than a cookie. It's making sure the apple is the most:

• Convenient choice to make
• Attractive option available
• Normal thing to choose

This CAN approach has been proven effective in dozens of studies across homes, grocery stores, restaurants, and schools. Let's break down how each element works:

1. Make Healthy Choices More Convenient
The easier something is to see, reach, grab, and eat, the more likely you are to choose it. Some ways to apply this principle:

• Keep pre-cut vegetables at eye level in your refrigerator
• Place fruits in a bowl on your kitchen counter
• Store less healthy snacks in hard-to-reach places or opaque containers
• Pre-portion healthy snacks in grab-and-go containers

In school cafeterias, simply placing fruit in a nice bowl in a well-lit part of the lunch line increased fruit sales by 103% for an entire semester—without changing prices or the fruit itself!

2. Make Healthy Choices More Attractive
We eat with our eyes first. The more appealing something looks, the more likely we are to choose it. Try these strategies:

• Serve food on nicer plates (people rate brownies as tasting better and are willing to pay twice as much when served on proper dishes versus paper plates)
• Give foods fun, descriptive names (children eat significantly more vegetables when they're called "Dinosaur Trees" instead of "broccoli")
• Add a small garnish to make healthy dishes look more gourmet
• Use attractive containers for healthy foods

3. Make Healthy Choices More Normal
We're social creatures who naturally gravitate toward what seems popular or typical. Here's how to leverage this tendency:

• Keep fruit bowls visible in your home, even if they're not being used
• Place healthier options in the front of your refrigerator to make them seem like the default choice
• Use smaller plates and glasses (people eat 37% more food when using larger bowls)
• Divide your shopping cart in half and commit to filling half with fruits and vegetables

Start Small: Your First CAN Changes
Ready to put the CAN approach into practice? Here are some easy ways to get started:

1. For your home: Place pre-cut vegetables on the middle shelf of your refrigerator and move bread out of sight. Buy more tempting salad dressings with interesting names and keep salad bowls on the dinner table every day, even if they aren't being used.
2. At the grocery store: Create a shopping path that hits the produce section first. Challenge yourself to fill half your cart with fruits and vegetables. Look for recipe cards near healthier items for inspiration.
3. At restaurants: Look for menu items with descriptive, appealing names. Ask for a to-go box when you order and immediately pack half your meal before you start eating.

These small changes require no willpower once they're set up, and they can have powerful effects on your daily food choices. The best part? You won't feel deprived because you're not banning any foods—you're just making the healthier options the ones you naturally reach for first.
So skip the willpower battle and redesign your environment instead. By making healthy choices more convenient, attractive, and normal, you'll find yourself naturally gravitating toward better foods without the mental struggle.

After all, it's much easier to become slim by design than by willpower alone!

References
Chandon, P., & Wansink, B. (2002). When are stockpiled products consumed faster? A convenience-salience framework of postpurchase consumption incidence and quantity. Journal of Marketing Research, 39, 321-335.

Hanks, A. S., Just, D. R., & Wansink, B. (2013). Smarter lunchrooms can address new school lunchroom guidelines and childhood obesity. The Journal of Pediatrics, 162(4), 867-869.

Just, D. R., & Wansink, B. (2009). Better school meals on a budget: Using behavioral economics and food psychology to improve meal selection. Choices, 24(3), 1-6.

Van Ittersum, K., & Wansink, B. (2012). Plate size and color suggestibility: The Delboeuf Illusion's bias on serving and eating behavior. Journal of Consumer Research, 39(2), 215-228.

Wansink, B. (2014). Slim by design: Mindless eating solutions for everyday life. William-Morrow: New York.

Wansink, B., & Sobal, J. (2007). Mindless eating: The 200 daily food decisions we overlook. Environment & Behavior, 39(1), 106-123.
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Wansink, B., van Ittersum, K., & Painter, J. E. (2006). Ice cream illusions: Bowls, spoons, and self-served portion sizes. American Journal of Preventive Medicine, 31(3), 240-243.