Pub Date : 2010-07-01DOI: 10.1111/J.1541-4329.2009.00091.X
V. Mulimani, K. Naganagouda
ABSTRACT: This laboratory experiment was designed for Biochemistry, Biotechnology, Microbiology, and Food Technology students of undergraduate and postgraduate courses. The experiment shows the advantages of using agricultural waste, copra mannan as potent inducer of β-mannanase. The students were able to compare the enzyme induction by commercial mannans (locust bean gum, and guar gum), copra meal, defatted copra meal, and monosaccharides (glucose, galactose, mannose, and xylose). The students appreciated the use of cheap, locally available copra meal for the enhanced production of enzyme.
{"title":"Research in Food Science Education: Simple Laboratory Exercise for Induction of β-Mannanase from Aspergillus niger","authors":"V. Mulimani, K. Naganagouda","doi":"10.1111/J.1541-4329.2009.00091.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2009.00091.X","url":null,"abstract":"ABSTRACT: This laboratory experiment was designed for Biochemistry, Biotechnology, Microbiology, and Food Technology students of undergraduate and postgraduate courses. The experiment shows the advantages of using agricultural waste, copra mannan as potent inducer of β-mannanase. The students were able to compare the enzyme induction by commercial mannans (locust bean gum, and guar gum), copra meal, defatted copra meal, and monosaccharides (glucose, galactose, mannose, and xylose). The students appreciated the use of cheap, locally available copra meal for the enhanced production of enzyme.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"100 1","pages":"76-79"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76063543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-01DOI: 10.1111/J.1541-4329.2010.00106.X
E. Foegeding
{"title":"Cruess Award Winner Essay: Why I Teach","authors":"E. Foegeding","doi":"10.1111/J.1541-4329.2010.00106.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00106.X","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"2016 1","pages":"67-67"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75674091","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-07-01DOI: 10.1111/J.1541-4329.2010.00107.X
Pat Clark
{"title":"Book Review: Review of Designing and Assessing Courses and Curricula by R.M Diamond","authors":"Pat Clark","doi":"10.1111/J.1541-4329.2010.00107.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00107.X","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"25 1","pages":"80-80"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78844581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-01DOI: 10.1111/j.1541-4329.2010.00098.x
G. Chism
{"title":"Spring Brings New Ideas for Our Teaching","authors":"G. Chism","doi":"10.1111/j.1541-4329.2010.00098.x","DOIUrl":"https://doi.org/10.1111/j.1541-4329.2010.00098.x","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"191 1","pages":"38-38"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75019345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-01DOI: 10.1111/J.1541-4329.2010.00096.X
Jacob Lahne, S. Schmidt
ABSTRACT: Freezing is a key food processing and preservation technique widely used in the food industry. Application of best freezing and storage practices extends the shelf-life of foods for several months, while retaining much of the original quality of the fresh food. During freezing, as well as its counterpart process, thawing, a number of critical physiochemical processes take place, including freeze concentration and freezing-point depression. As a start to understanding the complexities associated with frozen foods, Food Science students should be able to describe and explain what occurs during the freezing and thawing of an aqueous solution. A modern cooking technique, gelatin-filtered consomme, illustrates all of the phenomena associated with the freezing and thawing processes in a memorable, edible, hands-on fashion.
{"title":"Gelatin‐Filtered Consommé: A Practical Demonstration of the Freezing and Thawing Processes","authors":"Jacob Lahne, S. Schmidt","doi":"10.1111/J.1541-4329.2010.00096.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00096.X","url":null,"abstract":"ABSTRACT: Freezing is a key food processing and preservation technique widely used in the food industry. Application of best freezing and storage practices extends the shelf-life of foods for several months, while retaining much of the original quality of the fresh food. During freezing, as well as its counterpart process, thawing, a number of critical physiochemical processes take place, including freeze concentration and freezing-point depression. As a start to understanding the complexities associated with frozen foods, Food Science students should be able to describe and explain what occurs during the freezing and thawing of an aqueous solution. A modern cooking technique, gelatin-filtered consomme, illustrates all of the phenomena associated with the freezing and thawing processes in a memorable, edible, hands-on fashion.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"15 1","pages":"53-58"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78657504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-01DOI: 10.1111/J.1541-4329.2010.00092.X
Susan E. Stein, B. Dirks, J. Quinlan
ABSTRACT: The authors determined the food safety knowledge, attitudes, and behaviors of undergraduates (n = 1122) on an urban college campus using a previously piloted survey tool. Data obtained found that while students reported high levels of confidence in their ability to engage in safe food handling practices, their knowledge and self-reported behaviors indicated that they were not actually engaging in safe food handling practices. Students were particularly lacking knowledge with respect to proper temperatures for cooking, reheating, and refrigerating foods. The data were further analyzed to determine differences in food safety knowledge and practices between populations of different demographics within the students. Differences were found between male and female students, Caucasian and Asian students, and students who had worked in food service compared with those who had not. A final aspect of this study evaluated the effectiveness of a social marketing campaign to increase awareness of safe food handling practices among college undergraduates. A cross-sectional, quasi-experimental, pre- and posttest design was used. Following the baseline knowledge survey described previously, a social marketing campaign developed for young adults was implemented on the campus over a 4-wk period that included promotional events and incentives. Postcampaign survey results indicated increases in food safety knowledge, attitudes, and behaviors, particularly with respect to appropriate temperatures for cooking and refrigeration and found that e-mails and posters may be effective ways to communicate food safety messages to this population.
{"title":"Assessing and addressing safe food handling knowledge, attitudes, and behaviors of college undergraduates.","authors":"Susan E. Stein, B. Dirks, J. Quinlan","doi":"10.1111/J.1541-4329.2010.00092.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00092.X","url":null,"abstract":"ABSTRACT: The authors determined the food safety knowledge, attitudes, and behaviors of undergraduates (n = 1122) on an urban college campus using a previously piloted survey tool. Data obtained found that while students reported high levels of confidence in their ability to engage in safe food handling practices, their knowledge and self-reported behaviors indicated that they were not actually engaging in safe food handling practices. Students were particularly lacking knowledge with respect to proper temperatures for cooking, reheating, and refrigerating foods. The data were further analyzed to determine differences in food safety knowledge and practices between populations of different demographics within the students. Differences were found between male and female students, Caucasian and Asian students, and students who had worked in food service compared with those who had not. A final aspect of this study evaluated the effectiveness of a social marketing campaign to increase awareness of safe food handling practices among college undergraduates. A cross-sectional, quasi-experimental, pre- and posttest design was used. Following the baseline knowledge survey described previously, a social marketing campaign developed for young adults was implemented on the campus over a 4-wk period that included promotional events and incentives. Postcampaign survey results indicated increases in food safety knowledge, attitudes, and behaviors, particularly with respect to appropriate temperatures for cooking and refrigeration and found that e-mails and posters may be effective ways to communicate food safety messages to this population.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"5 1","pages":"47-52"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74348733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2010-04-01DOI: 10.1111/J.1541-4329.2010.00097.X
B. Nummer, S. Guy, Joanne P. H. Bentley
ABSTRACT: Food Safety Manager's Certification is offered through a state-local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access for students in all 29 Utah counties. All 454 students (Jan 2008–Mar 2009) successfully passed the food safety managers exam in 1 or 2 attempts and received certification. Twenty-nine percent of those taking the exam received certification without accessing any of the course materials. The overall passing exam score mean was 82%. When combining both passing and failing exam attempts, the students' mean was 79%. The students' mean of the lower 25% was only 65%. When evaluating the 7 food safety knowledge domains, students' means were highest in personal hygiene and lowest in facility, equipment, and layout. The lower 25% of students failed to score 70% in 6 of 7 food safety knowledge domains. The English course materials were provided in 3 options where students could select 1 or more: online, textbook, and DVD. For students who chose to access educational materials 67% used online learning, 40% textbooks, and 10% DVDs as part of their study options. Extension Agent feedback on Hispanic students enrolled in the program indicates a need for Spanish language study materials. Overall, the Utah Food Safety Managers program demonstrates a successful state-local Food Science Extension approach to distance education, online curricula, and the use of computers to facilitate testing and learning.
{"title":"Knowledge Assessment of Food Safety Managers in Utah and Its Implications on the Exam and Instruction","authors":"B. Nummer, S. Guy, Joanne P. H. Bentley","doi":"10.1111/J.1541-4329.2010.00097.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00097.X","url":null,"abstract":"ABSTRACT: Food Safety Manager's Certification is offered through a state-local Extension partnership in Utah using an online course management system. Exams and course materials were created by an Extension Specialist at Utah State Univ. Extension Agents provide exam and curriculum facilitation in each county. This form of distance education enables access for students in all 29 Utah counties. All 454 students (Jan 2008–Mar 2009) successfully passed the food safety managers exam in 1 or 2 attempts and received certification. Twenty-nine percent of those taking the exam received certification without accessing any of the course materials. The overall passing exam score mean was 82%. When combining both passing and failing exam attempts, the students' mean was 79%. The students' mean of the lower 25% was only 65%. When evaluating the 7 food safety knowledge domains, students' means were highest in personal hygiene and lowest in facility, equipment, and layout. The lower 25% of students failed to score 70% in 6 of 7 food safety knowledge domains. The English course materials were provided in 3 options where students could select 1 or more: online, textbook, and DVD. For students who chose to access educational materials 67% used online learning, 40% textbooks, and 10% DVDs as part of their study options. Extension Agent feedback on Hispanic students enrolled in the program indicates a need for Spanish language study materials. Overall, the Utah Food Safety Managers program demonstrates a successful state-local Food Science Extension approach to distance education, online curricula, and the use of computers to facilitate testing and learning.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"135 1","pages":"59-63"},"PeriodicalIF":0.0,"publicationDate":"2010-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73304941","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-10-01DOI: 10.1111/J.1541-4329.2008.00054.X
K. Hayes, A. Devitt
ABSTRACT: Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAP™ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations.
{"title":"Classroom Discussions with Student-Led Feedback: a Useful Activity to Enhance Development of Critical Thinking Skills","authors":"K. Hayes, A. Devitt","doi":"10.1111/J.1541-4329.2008.00054.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2008.00054.X","url":null,"abstract":"ABSTRACT: Critical thinking skills (CTS) are the core learning outcome measures for higher education. Generally, CTS are not extensively developed or practiced during primary and secondary education. As such, early cultivation of CTS is essential for mastery prior to collegiate matriculation. Weekly engagement in 50 min of classroom discussion with student feedback (CDSF) was utilized to develop the CTS of students in an introductory food science course at Purdue Univ. Students' critical thinking ability was assessed longitudinally over a 16-wk semester using the ACT-CAAP™ (Collegiate Assessment of Academic Proficiency) critical thinking test. The ACT-CAAP measures the students' ability to analyze, evaluate, and extend an argument described in a short passage. We hypothesized that the implementation of CDSF for 16 wk would expedite development of CTS for students enrolled in the course. The CDSF intervention significantly increased critical thinking ability for non-native English speaking students as compared to native English speaking students. Students who were classified as sophomore status or above when compared to freshmen and students enrolled as food science majors when compared to other majors also demonstrated increased critical thinking ability. Recitation size also significantly influenced critical thinking ability where students enrolled in a relatively small recitation section had elevated critical thinking when compared to the abilities of those students enrolled in a large recitation. These observations suggest that engaging students in classroom discussions with student-led feedback is a useful instructional technique for developing CTS. Further, the data suggest the development of critical thinking skill among food science majors can be augmented when classroom discussions with student-led feedback are conducted in smaller sized recitations.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"103 1","pages":"65-68"},"PeriodicalIF":0.0,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79523598","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2008-10-01DOI: 10.1111/J.1541-4329.2008.00059.X
J. Shutske, Jennifer Pierquet, Laura Michel, Ruth Rasmussen, D. Olson
ABSTRACT: This analysis documents the outcomes and impacts from a series of food protection and defense educational programs conducted over a 3-y period for private and public sector food system professionals. Several measures were used to determine the professions of participants; their improvements in skills and abilities that resulted from workshops; the audiences' most valued program content; practice changes resulting from educational program participation; abilities to recognize and change food system vulnerabilities; and changes in knowledge levels. Findings indicate that the knowledge level and interest within the target audience progressed over the 3-y period from basic awareness level through more complex and higher order skills and competencies such as being able to walk through a food production, processing, distribution, or retail facility and identify specific vulnerabilities and make specific risk control recommendations. Pre- and posttest scores from the 3rd y of educational activities indicate that baseline awareness levels of core content on food protection and defense is now high among those most likely to attend these types of events, and that participants need to be challenged with additional higher-level education to promote specific skills. This program series proved successful in building important relationships among food industry and regulatory partners. Analysis of the food security investigation (FSI) series will be useful in the development and delivery of new education and outreach efforts. It is hoped that the analysis and discussion will provide the motivation to further develop a set of competencies that can be used to ground educational efforts that focus on securing and defending our food system.
{"title":"Evaluation of Food Protection and Defense Outreach Education Programs","authors":"J. Shutske, Jennifer Pierquet, Laura Michel, Ruth Rasmussen, D. Olson","doi":"10.1111/J.1541-4329.2008.00059.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2008.00059.X","url":null,"abstract":"ABSTRACT: This analysis documents the outcomes and impacts from a series of food protection and defense educational programs conducted over a 3-y period for private and public sector food system professionals. Several measures were used to determine the professions of participants; their improvements in skills and abilities that resulted from workshops; the audiences' most valued program content; practice changes resulting from educational program participation; abilities to recognize and change food system vulnerabilities; and changes in knowledge levels. Findings indicate that the knowledge level and interest within the target audience progressed over the 3-y period from basic awareness level through more complex and higher order skills and competencies such as being able to walk through a food production, processing, distribution, or retail facility and identify specific vulnerabilities and make specific risk control recommendations. Pre- and posttest scores from the 3rd y of educational activities indicate that baseline awareness levels of core content on food protection and defense is now high among those most likely to attend these types of events, and that participants need to be challenged with additional higher-level education to promote specific skills. This program series proved successful in building important relationships among food industry and regulatory partners. Analysis of the food security investigation (FSI) series will be useful in the development and delivery of new education and outreach efforts. It is hoped that the analysis and discussion will provide the motivation to further develop a set of competencies that can be used to ground educational efforts that focus on securing and defending our food system.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"5 1","pages":"69-77"},"PeriodicalIF":0.0,"publicationDate":"2008-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84117130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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