{"title":"Great Teaching Is Like an Onion","authors":"S. Schmidt","doi":"10.1111/1541-4329.12109","DOIUrl":"https://doi.org/10.1111/1541-4329.12109","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"21 1","pages":"38-40"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85658551","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":"Driving Course Changes with Assessments – Data that Reveal Student Thinking","authors":"Diane Ebert-May","doi":"10.1111/1541-4329.12110","DOIUrl":"https://doi.org/10.1111/1541-4329.12110","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"84 1","pages":"45-48"},"PeriodicalIF":0.0,"publicationDate":"2017-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88276227","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}
L. Pivarnik, Nicole L. Richard, R. Gable, R. Worobo
A needs assessment survey was designed and administered to measure knowledge of and attitudes toward food safety impacts of nonthermal processing technologies of shellfish and produce industry personnel and extension educators. An online survey was sent via e-mail notification with the survey link through professional listserves. The survey evaluated background information, knowledge, attitude, and training needs. A variety of response formats was used. Knowledge/attitude responses were analyzed using descriptive statistics, 1-way ANOVA and t-tests using SPSS software and reported at P 0.9. There were no differences in attitudes and knowledge between the 2 industry groups. The total attitude score, based on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), of the produce and shellfish industry and educator respondents toward nonthermal processing technologies was 3.6 ± 0.4, 3.4 ± 0.5, and 3.6 ± 0.4, respectively. Respondent's slightly indifferent attitude may reflect low knowledge regarding the impact of nonthermal processing technologies on food safety and quality. Both groups indicated a desire for information and/or training. For both industry and educators, common preferred formats for outreach resources were printed materials, Internet/web-based materials, and PowerPoint. Educators identified barriers as equipment cost, lack of information, and lack of product validation. While the majority of the respondents were aware of nonthermal processing, they were not knowledgeable, indicating a need for education and outreach in nonthermal processing methods to both shellfish/produce industry and food safety educators.
{"title":"Knowledge and Attitudes of Produce and Seafood Processors and Food Safety Educators Regarding Nonthermal Processes.","authors":"L. Pivarnik, Nicole L. Richard, R. Gable, R. Worobo","doi":"10.1111/1541-4329.12093","DOIUrl":"https://doi.org/10.1111/1541-4329.12093","url":null,"abstract":"A needs assessment survey was designed and administered to measure knowledge of and attitudes toward food safety impacts of nonthermal processing technologies of shellfish and produce industry personnel and extension educators. An online survey was sent via e-mail notification with the survey link through professional listserves. The survey evaluated background information, knowledge, attitude, and training needs. A variety of response formats was used. Knowledge/attitude responses were analyzed using descriptive statistics, 1-way ANOVA and t-tests using SPSS software and reported at P 0.9. There were no differences in attitudes and knowledge between the 2 industry groups. The total attitude score, based on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree), of the produce and shellfish industry and educator respondents toward nonthermal processing technologies was 3.6 ± 0.4, 3.4 ± 0.5, and 3.6 ± 0.4, respectively. Respondent's slightly indifferent attitude may reflect low knowledge regarding the impact of nonthermal processing technologies on food safety and quality. Both groups indicated a desire for information and/or training. For both industry and educators, common preferred formats for outreach resources were printed materials, Internet/web-based materials, and PowerPoint. Educators identified barriers as equipment cost, lack of information, and lack of product validation. While the majority of the respondents were aware of nonthermal processing, they were not knowledgeable, indicating a need for education and outreach in nonthermal processing methods to both shellfish/produce industry and food safety educators.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"94 1","pages":"120-128"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73235357","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":"You Can Do It!: Editorial","authors":"S. Schmidt","doi":"10.1111/1541-4329.12094","DOIUrl":"https://doi.org/10.1111/1541-4329.12094","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"78 1","pages":"103-104"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83935535","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":"Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach","authors":"Francine H. Hollis, Fulya Eren","doi":"10.1111/1541-4329.12092","DOIUrl":"https://doi.org/10.1111/1541-4329.12092","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"24 1","pages":"109-119"},"PeriodicalIF":0.0,"publicationDate":"2016-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73401657","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}
Over the past several decades, there has been increasing interest in program- and university-level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.
在过去的几十年里，人们对项目和大学水平的评估以及将学习成果与项目内容相结合的兴趣越来越大。课程映射是一种工具，它可以创建课程中所有课程的可视化地图，以及它们与课程学习成果的关系。评估工具/活动通常包含在课程图中。华盛顿州立大学(Washington State university)和爱达荷大学(university of Idaho)的联合项目食品科学学院(School of Food Science)最近完成了一项课程绘制和评估工作。这项练习的目标是确定本科课程与项目学习成果的一致性，以及学生对这些成果的掌握程度。课程学习成果在现有学习成果的基础上进行了修订，以更好地与大学学习成果和IFT核心竞争力保持一致。所有本科课程都被映射到IFT核心能力，并评估了一些能力以确定学生的掌握程度。绘图和评估活动揭示了课程内容的潜在差距和冗余，以及学生满足能力标准的能力。绘图和评估练习的结果将用于改进交付给食品科学学院本科生的内容，其总体目标是提高提供给这些学生的教育质量，并帮助他们为成功的食品科学职业生涯做好更充分的准备。
{"title":"Curriculum Mapping: A Method to Assess and Refine Undergraduate Degree Programs","authors":"H. Joyner","doi":"10.1111/1541-4329.12086","DOIUrl":"https://doi.org/10.1111/1541-4329.12086","url":null,"abstract":"Over the past several decades, there has been increasing interest in program- and university-level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"23 1","pages":"83-100"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85220036","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}
Food spoilage has an enormous economic impact, and microbial food spoilage plays a significant role in food waste and loss; subsequently, an equally significant portion of undergraduate food microbiology instruction should be dedicated to spoilage microbiology. Here, we describe a set of undergraduate microbiology laboratory exercises that focus specifically on food spoilage which were taught in 2 lab periods as part of the undergraduate food microbiology lab curriculum at Cornell University. The lab was broken down into 3 exercises. Two exercises lead students to determine the likely source of contamination in a canned salsa through (exercise 1a) plating and observation of colony morphology and (exercise 1b) determination of the thermal resistance for those isolates. The final exercise (2) involved detection of the spoilage bacterium Alicyclobacillus in apple juice. Spoiled juice demonstrations were also prepared in this exercise for students to observe sensorial changes resulting from spoilage, emphasizing that spoilage is not always visually detectable. Students were able to successfully determine the source of contamination based on the results of their laboratory findings, which they used to make recommendations for production to reduce microbial food spoilage in the canned salsa product. Based on student answers to discussion questions provided following lab exercises, participants were able to (a) identify the significance of microbial spoilage and how spoilage is principally different from food safety, (b) describe varying sensorial changes associated with microbial spoilage, and (c) employ methods and analysis to evaluate sources and type of contamination. Downloadable handouts and stepwise instructions are available as supporting information.
{"title":"Undergraduate Laboratory Exercises Specific to Food Spoilage Microbiology","authors":"A. Snyder, R. Worobo, A. Orta-Ramirez","doi":"10.1111/1541-4329.12089","DOIUrl":"https://doi.org/10.1111/1541-4329.12089","url":null,"abstract":"Food spoilage has an enormous economic impact, and microbial food spoilage plays a significant role in food waste and loss; subsequently, an equally significant portion of undergraduate food microbiology instruction should be dedicated to spoilage microbiology. Here, we describe a set of undergraduate microbiology laboratory exercises that focus specifically on food spoilage which were taught in 2 lab periods as part of the undergraduate food microbiology lab curriculum at Cornell University. The lab was broken down into 3 exercises. Two exercises lead students to determine the likely source of contamination in a canned salsa through (exercise 1a) plating and observation of colony morphology and (exercise 1b) determination of the thermal resistance for those isolates. The final exercise (2) involved detection of the spoilage bacterium Alicyclobacillus in apple juice. Spoiled juice demonstrations were also prepared in this exercise for students to observe sensorial changes resulting from spoilage, emphasizing that spoilage is not always visually detectable. Students were able to successfully determine the source of contamination based on the results of their laboratory findings, which they used to make recommendations for production to reduce microbial food spoilage in the canned salsa product. Based on student answers to discussion questions provided following lab exercises, participants were able to (a) identify the significance of microbial spoilage and how spoilage is principally different from food safety, (b) describe varying sensorial changes associated with microbial spoilage, and (c) employ methods and analysis to evaluate sources and type of contamination. Downloadable handouts and stepwise instructions are available as supporting information.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"1 1","pages":"78-82"},"PeriodicalIF":0.0,"publicationDate":"2016-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74866761","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 increased interest in program- and university-level assessment over the past few decades has led to increased faculty involvement in developing program learning outcomes and performing program assessment activities. Depending on the level of support and encouragement faculty receive from administration and other entities, they may support or resist these activities. Faculty resistance may stem from fear of losing control of their course content, discouragement over previous failed assessment attempts, or confusion from inconsistent leadership. The School of Food Science, a joint program between the Washington State University and the University of Idaho, recently completed a curriculum mapping and assessment exercise that was conducted entirely by faculty. Faculty members teaching undergraduate courses were surveyed about their opinions of the mapping and assessment process both before and after the process was conducted. The goal of the surveys was to evaluate faculty opinion of these processes and how that opinion changed after completing the processes. Faculty members were generally supportive of the mapping and assessment processes, and willing to participate, and this opinion did not change after the processes were complete. The results of the mapping and assessment activities surprised most of the faculty, and they stated that they had ideas to address the issues found during the exercises. Overall, these results are encouraging in terms of faculty support of the mapping and assessment processes. Provided that administrative support of these processes continues and there is consistent leadership, faculty should continue to be supportive of program level assessment.
在过去的几十年里，人们对项目和大学水平评估的兴趣日益浓厚，这导致教师越来越多地参与到开发项目学习成果和执行项目评估活动中。根据教师从管理部门和其他实体获得的支持和鼓励的程度，他们可能支持或抵制这些活动。教师的抵制可能源于对课程内容失去控制的恐惧，对以前失败的评估尝试的沮丧，或者不一致的领导的困惑。华盛顿州立大学(Washington State University)和爱达荷大学(University of Idaho)的联合项目食品科学学院(School of Food Science)最近完成了一项完全由教师进行的课程绘制和评估工作。对教授本科课程的教师进行了调查，了解他们对绘图和评估过程的看法，包括在过程进行之前和之后。调查的目的是评估教师对这些流程的意见，以及这些意见在完成流程后如何变化。教师们普遍支持绘制和评估过程，并愿意参与其中，并且在过程完成后，这种观点并没有改变。绘制和评估活动的结果让大多数教师感到惊讶，他们说他们有想法来解决在练习中发现的问题。总的来说，这些结果在教师对绘图和评估过程的支持方面是令人鼓舞的。如果这些过程的行政支持持续下去，并且有一致的领导，教师应该继续支持项目级别的评估。
{"title":"Curriculum Mapping: A Before-and-After Look at Faculty Perceptions of Their Courses and the Mapping Process.","authors":"H. Joyner","doi":"10.1111/1541-4329.12085","DOIUrl":"https://doi.org/10.1111/1541-4329.12085","url":null,"abstract":"The increased interest in program- and university-level assessment over the past few decades has led to increased faculty involvement in developing program learning outcomes and performing program assessment activities. Depending on the level of support and encouragement faculty receive from administration and other entities, they may support or resist these activities. Faculty resistance may stem from fear of losing control of their course content, discouragement over previous failed assessment attempts, or confusion from inconsistent leadership. The School of Food Science, a joint program between the Washington State University and the University of Idaho, recently completed a curriculum mapping and assessment exercise that was conducted entirely by faculty. Faculty members teaching undergraduate courses were surveyed about their opinions of the mapping and assessment process both before and after the process was conducted. The goal of the surveys was to evaluate faculty opinion of these processes and how that opinion changed after completing the processes. Faculty members were generally supportive of the mapping and assessment processes, and willing to participate, and this opinion did not change after the processes were complete. The results of the mapping and assessment activities surprised most of the faculty, and they stated that they had ideas to address the issues found during the exercises. Overall, these results are encouraging in terms of faculty support of the mapping and assessment processes. Provided that administrative support of these processes continues and there is consistent leadership, faculty should continue to be supportive of program level assessment.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"14 1","pages":"63-69"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88018395","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}
We proposed in the Basic Microbiology Subject for food science and nutrition students, a “hands-on” activity consisting on sampling student's hands for bacterial presence and identification. This is a project to be implemented in multiple laboratory classes throughout the semester, allowing students to learn, and apply general microbiology techniques in mixed or isolated cultures obtained from their own samples in parallel with those from the laboratory collection proposed in the microbiology syllabus (as aseptic technique, hands sampling, streaking for single-colony isolation, culture medium analysis, bacterial morphology, and biochemical study, employ of dichotomous keys) This activity will allow them to understand the association between humans and microorganisms, to recognize the importance of personal hygiene (for example, hand-washing), and to know how hands can be an important vehicle for bacterial spreading in surrounding environments (for example, kitchen, health-care setting). The fact that the isolates for practical work were not only from laboratory collections, but also from the personal student's hands, keeps them interested in discover and study their own bacteria to know their main characteristics and the potential importance to human health, through spread of hazardous isolates. This project also potentially contributed for student's development of other skills such as autonomy and teamwork, planning and write, communication, and debate.
{"title":"Stimulating Participation and Learning in Microbiology: Presence and Identification of Bacteria from Student's Hands.","authors":"P. Antunes","doi":"10.1111/1541-4329.12083","DOIUrl":"https://doi.org/10.1111/1541-4329.12083","url":null,"abstract":"We proposed in the Basic Microbiology Subject for food science and nutrition students, a “hands-on” activity consisting on sampling student's hands for bacterial presence and identification. This is a project to be implemented in multiple laboratory classes throughout the semester, allowing students to learn, and apply general microbiology techniques in mixed or isolated cultures obtained from their own samples in parallel with those from the laboratory collection proposed in the microbiology syllabus (as aseptic technique, hands sampling, streaking for single-colony isolation, culture medium analysis, bacterial morphology, and biochemical study, employ of dichotomous keys) This activity will allow them to understand the association between humans and microorganisms, to recognize the importance of personal hygiene (for example, hand-washing), and to know how hands can be an important vehicle for bacterial spreading in surrounding environments (for example, kitchen, health-care setting). The fact that the isolates for practical work were not only from laboratory collections, but also from the personal student's hands, keeps them interested in discover and study their own bacteria to know their main characteristics and the potential importance to human health, through spread of hazardous isolates. This project also potentially contributed for student's development of other skills such as autonomy and teamwork, planning and write, communication, and debate.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"30 1","pages":"51-55"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84072737","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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