P. McSweeney, J. Calvo, Michael Santhanam-Martin, H. Billman-Jacobe
{"title":"Meeting the Capstone Challenge in Postgraduate Food Science Education.","authors":"P. McSweeney, J. Calvo, Michael Santhanam-Martin, H. Billman-Jacobe","doi":"10.1111/1541-4329.12113","DOIUrl":"https://doi.org/10.1111/1541-4329.12113","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"18 1","pages":"77-80"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82417968","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}
{"title":"Food Science Education Publications and Websites","authors":"Robert S. Allen","doi":"10.1111/1541-4329.12115","DOIUrl":"https://doi.org/10.1111/1541-4329.12115","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"1 1","pages":"67-69"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83622397","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}
“When educators fail to appreciate the importance of students’ emotions, they fail to appreciate a critical force in students’ learning. One could argue, in fact, that they fail to appreciate the very reason that students learn at all.” (Immordino-Yang 2016, p.40) In the April 2017 JFSE editorial, we began exploring the emotional dimensions of learning. I have continued that expedition by discussing the topic with a wide variety of people, including my colleagues, the Illinois Center for Innovations in Teaching and Learning personnel, my husband, my children, my friends, and my children’s teachers. I also have continued the journey by deep readingi the book “Emotions, Learning, and the Brain” by Mary Helen Immordino-Yang (2016). My deep reading of the first few chapters, which are focused on why and how emotions are integral to learning, caused me to grow in appreciation of the profound and impactful relationship that exists between emotion and cognition. In turn, it also strengthened my resolve to discover ways that I could incorporate what I was learning about emotion and cognition into my pedagogical practices. Thus, the purpose of this editorial is to further explain and convince you, the readers, of the critical connection between emotion and deep, meaningful learning. Once convinced, I believe you won’t be able to help it; you will be driven, like I am, to learn more about how to practically employ emotion to facilitate cognition in your classroom (or workplace, or boardroom, or team, and so on).
“当教育者没有意识到学生情绪的重要性时，他们就没有意识到学生学习中的一种关键力量。事实上，有人可能会说，他们根本没有理解学生学习的真正原因。(Immordino-Yang 2016, p.40)在2017年4月的JFSE社论中，我们开始探索学习的情感维度。我与各种各样的人讨论这个话题，包括我的同事、伊利诺斯州教学创新中心的工作人员、我的丈夫、我的孩子、我的朋友和孩子们的老师，继续着我的探索之旅。我还深入阅读了Mary Helen Immordino-Yang(2016)的《情感、学习和大脑》一书，继续了这一旅程。我对前几章的深入阅读，重点是情感为什么以及如何成为学习的一部分，使我越来越欣赏情感和认知之间存在的深刻而有影响力的关系。反过来，它也坚定了我的决心，去寻找方法，把我所学到的情感和认知知识融入到我的教学实践中。因此，这篇社论的目的是进一步解释和说服你，读者，情感和深刻，有意义的学习之间的关键联系。一旦被说服，我相信你会情不自禁;你会像我一样，被驱使去学习更多关于如何在课堂(或工作场所、会议室、团队等等)中实际运用情感来促进认知的知识。
{"title":"What Does Emotion Have to Do with Learning? Everything!","authors":"S. Schmidt","doi":"10.1111/1541-4329.12116","DOIUrl":"https://doi.org/10.1111/1541-4329.12116","url":null,"abstract":"“When educators fail to appreciate the importance of students’ emotions, they fail to appreciate a critical force in students’ learning. One could argue, in fact, that they fail to appreciate the very reason that students learn at all.” (Immordino-Yang 2016, p.40) In the April 2017 JFSE editorial, we began exploring the emotional dimensions of learning. I have continued that expedition by discussing the topic with a wide variety of people, including my colleagues, the Illinois Center for Innovations in Teaching and Learning personnel, my husband, my children, my friends, and my children’s teachers. I also have continued the journey by deep readingi the book “Emotions, Learning, and the Brain” by Mary Helen Immordino-Yang (2016). My deep reading of the first few chapters, which are focused on why and how emotions are integral to learning, caused me to grow in appreciation of the profound and impactful relationship that exists between emotion and cognition. In turn, it also strengthened my resolve to discover ways that I could incorporate what I was learning about emotion and cognition into my pedagogical practices. Thus, the purpose of this editorial is to further explain and convince you, the readers, of the critical connection between emotion and deep, meaningful learning. Once convinced, I believe you won’t be able to help it; you will be driven, like I am, to learn more about how to practically employ emotion to facilitate cognition in your classroom (or workplace, or boardroom, or team, and so on).","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"44 1","pages":"64-66"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75879297","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}
{"title":"Incorporation of Cross‐Disciplinary Teaching and a Wiki Research Project to Engage Undergraduate Students’ to Develop Information Literacy, Critical Thinking, and Communication Skills","authors":"C. Crist, S. Duncan, Laurie M. Bianchi","doi":"10.1111/1541-4329.12111","DOIUrl":"https://doi.org/10.1111/1541-4329.12111","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"23 1","pages":"81-91"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82175997","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}
C. Wickware, Charles T. C. Day, Michael Adams, A. Orta-Ramirez, A. Snyder
The opportunities for outreach activities for professionals and academics in food science are extensive, as too are the range of participants’ experience levels and platforms for delivery. Here, we present a set of activities that are readily adaptable for a range of students (ages 10 to 18) in multiple platforms (demonstration table and hands-on workshop). Our activity, collectively called “The Science of a Sundae,” has three units, one for each of the three parts of a sundae: the caramel sauce, the cherry, and the ice cream. In each unit we use these familiar food items to illustrate how colligative properties (or, simply, “solutions” for younger students) impact the chemical, microbiological, and sensorial properties of food. We have used these activities to present to over 1000 students and their parents/chaperones. Grade levels of student participants have ranged from 5th grade through high school, and these activities have been presented in the form of a demonstration table at science events as well as a set of three 45-minute workshops in a classroom setting. Educational impact of these activities was evaluated with 7th grade students (n = 77) who participated in the 3-phase workshop. On average, students who took the posttest (after participation in the workshop) scored 36% higher than students who took the pretest (prior to participation in the workshop). These results and instructor observations suggest the merit of this lesson and its adaptability among ages and platforms.
{"title":"The Science of a Sundae: Using the Principle of Colligative Properties in Food Science Outreach Activities for Middle and High School Students","authors":"C. Wickware, Charles T. C. Day, Michael Adams, A. Orta-Ramirez, A. Snyder","doi":"10.1111/1541-4329.12112","DOIUrl":"https://doi.org/10.1111/1541-4329.12112","url":null,"abstract":"The opportunities for outreach activities for professionals and academics in food science are extensive, as too are the range of participants’ experience levels and platforms for delivery. Here, we present a set of activities that are readily adaptable for a range of students (ages 10 to 18) in multiple platforms (demonstration table and hands-on workshop). Our activity, collectively called “The Science of a Sundae,” has three units, one for each of the three parts of a sundae: the caramel sauce, the cherry, and the ice cream. In each unit we use these familiar food items to illustrate how colligative properties (or, simply, “solutions” for younger students) impact the chemical, microbiological, and sensorial properties of food. We have used these activities to present to over 1000 students and their parents/chaperones. Grade levels of student participants have ranged from 5th grade through high school, and these activities have been presented in the form of a demonstration table at science events as well as a set of three 45-minute workshops in a classroom setting. Educational impact of these activities was evaluated with 7th grade students (n = 77) who participated in the 3-phase workshop. On average, students who took the posttest (after participation in the workshop) scored 36% higher than students who took the pretest (prior to participation in the workshop). These results and instructor observations suggest the merit of this lesson and its adaptability among ages and platforms.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"19 1","pages":"92-98"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74972737","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}
R. Elias, H. Hopfer, Amanda N. Hofstaedter, J. Hayes
The human nose is a very sensitive detector and is able to detect potent aroma compounds down to low ng/L levels. These levels are often below detection limits of analytical instrumentation. The following laboratory exercise is designed to compare instrumental and human methods for the detection of volatile odor active compounds. Reference standards of 3-mercapto-1-hexanol (3MH), a secondary thiol that is important to food quality, are analyzed by gas chromatography with flame ionization detection (GC-FID), and these raw data are provided to students. Students also perform a series of 3-alternative forced choice (3-AFC) sensory tests to determine the human detection limits in a series of samples. For both data sets, 2 methods of data analysis (standard deviation of the response and the slope and signal-to-noise ratio for GC-FID data; forced-choice ascending concentration series method of limits and linear regression for 3-AFC data) will be used to estimate instrumental detection limits and human thresholds. GC-FID and 3-AFC results are then compared by the students to demonstrate the importance of instrumental and human methods for food analysis, and to provide an experiential learning opportunity to critically think through multiple methods of analysis and compare the outcomes of those methods. In completing the laboratory exercise and discussion questions, students will gain an understanding of the advantages and disadvantages of human and instrumental measurements in food analysis, and compare the outcome of common data analysis methods for instrumental and sensory data.
{"title":"Man vs. Machine: A Junior‐Level Laboratory Exercise Comparing Human and Instrumental Detection Limits","authors":"R. Elias, H. Hopfer, Amanda N. Hofstaedter, J. Hayes","doi":"10.1111/1541-4329.12114","DOIUrl":"https://doi.org/10.1111/1541-4329.12114","url":null,"abstract":"The human nose is a very sensitive detector and is able to detect potent aroma compounds down to low ng/L levels. These levels are often below detection limits of analytical instrumentation. The following laboratory exercise is designed to compare instrumental and human methods for the detection of volatile odor active compounds. Reference standards of 3-mercapto-1-hexanol (3MH), a secondary thiol that is important to food quality, are analyzed by gas chromatography with flame ionization detection (GC-FID), and these raw data are provided to students. Students also perform a series of 3-alternative forced choice (3-AFC) sensory tests to determine the human detection limits in a series of samples. For both data sets, 2 methods of data analysis (standard deviation of the response and the slope and signal-to-noise ratio for GC-FID data; forced-choice ascending concentration series method of limits and linear regression for 3-AFC data) will be used to estimate instrumental detection limits and human thresholds. GC-FID and 3-AFC results are then compared by the students to demonstrate the importance of instrumental and human methods for food analysis, and to provide an experiential learning opportunity to critically think through multiple methods of analysis and compare the outcomes of those methods. In completing the laboratory exercise and discussion questions, students will gain an understanding of the advantages and disadvantages of human and instrumental measurements in food analysis, and compare the outcome of common data analysis methods for instrumental and sensory data.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"2 1","pages":"72-76"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74071867","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}
N. Abdulsalam, M. Condrasky, W. Bridges, P. Havice
{"title":"The Promise of Andragogy and Experimental Learning to Improve Teaching of Nutrition Concepts to Culinary Arts Students.","authors":"N. Abdulsalam, M. Condrasky, W. Bridges, P. Havice","doi":"10.1111/1541-4329.12107","DOIUrl":"https://doi.org/10.1111/1541-4329.12107","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"17 1","pages":"54-61"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88264757","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}
The effective application of food science depends on social constraints, yet the training for food scientists does not adequately consider the contested social context under which food is processed, packaged, and prepared. We recently co-taught a new course (“Arguing about food”) intended to introduce students to critical perspectives on the epistemological, ethical, and empirical assumptions that characterize contemporary food controversies. Through a series of guest lectures, readings, and discussions, students engaged with contrasting views on data quality, food ethics, nutrition, safety, governance, and the scientific enterprise as a whole. A key feature of the course was that we did not seek to defend any particular position. Rather, we examined how different values could lead reasonable people to take different views on scientific issues. Course requirements included a pass/fail quiz, a series of written reading responses, a group project devoted to a case study, and active attendance and participation. The students were engaged and challenged by the material, and at the end of the semester, reported that the course had also been useful and informative to them as young professionals embarking upon careers in the food and agricultural sciences.
{"title":"Questioning Reality, Questioning Science: Teaching Students in the Food and Agricultural Sciences about Epistemological, Ethical, and Empirical Controversies","authors":"R. Chiles, J. Coupland","doi":"10.1111/1541-4329.12106","DOIUrl":"https://doi.org/10.1111/1541-4329.12106","url":null,"abstract":"The effective application of food science depends on social constraints, yet the training for food scientists does not adequately consider the contested social context under which food is processed, packaged, and prepared. We recently co-taught a new course (“Arguing about food”) intended to introduce students to critical perspectives on the epistemological, ethical, and empirical assumptions that characterize contemporary food controversies. Through a series of guest lectures, readings, and discussions, students engaged with contrasting views on data quality, food ethics, nutrition, safety, governance, and the scientific enterprise as a whole. A key feature of the course was that we did not seek to defend any particular position. Rather, we examined how different values could lead reasonable people to take different views on scientific issues. Course requirements included a pass/fail quiz, a series of written reading responses, a group project devoted to a case study, and active attendance and participation. The students were engaged and challenged by the material, and at the end of the semester, reported that the course had also been useful and informative to them as young professionals embarking upon careers in the food and agricultural sciences.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"102 1","pages":"49-53"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79430909","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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