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This article was written by Emily Riddle, PhD, RD, assistant professor, SUNY-Oneonta, Oneonta, NY (at the time of the study, she was a PhD Candidate, Cornell University, Ithaca, NY); and Emily Gier, MBA, RD, associate professor of practice, and Kimberly Williams, PhD, teaching support specialist, Cornell University, Ithaca, NY.
STATEMENT OF POTENTIAL CONFLICT OF INTEREST No potential conflict of interest was reported by the authors.
FUNDING/SUPPORT This work was funded through the CTI Graduate Research and Teaching Fellowship.
All work was conducted at Cornell University, Ithaca, NY.