For the past 15 years, Institute of Food Technologists (IFT) has mandated assessment of undergraduate student learning outcomes as the basis for approving food science (FS) programs. No longer is a check-off course system sufficient to be an IFT-approved program. The 4 steps to gaining IFT approval include developing learning outcomes for all required FS courses, developing outcomes for the program as a whole, assessing student learning through a comprehensive series of assessment tools, and developing and reporting a plan to use the assessment data collected for continuous program improvement. This article reviews these steps in some detail, providing guidance on possible approaches that may be used. In the end, the aim of the IFT requirements is to improve student learning in FS to advance the field.
{"title":"A Report from the Higher Education Review Board (HERB): Assessment of Undergraduate Student Learning Outcomes in Food Science.","authors":"R. Hartel, W. Iwaoka","doi":"10.1111/1541-4329.12084","DOIUrl":"https://doi.org/10.1111/1541-4329.12084","url":null,"abstract":"For the past 15 years, Institute of Food Technologists (IFT) has mandated assessment of undergraduate student learning outcomes as the basis for approving food science (FS) programs. No longer is a check-off course system sufficient to be an IFT-approved program. The 4 steps to gaining IFT approval include developing learning outcomes for all required FS courses, developing outcomes for the program as a whole, assessing student learning through a comprehensive series of assessment tools, and developing and reporting a plan to use the assessment data collected for continuous program improvement. This article reviews these steps in some detail, providing guidance on possible approaches that may be used. In the end, the aim of the IFT requirements is to improve student learning in FS to advance the field.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"15 1","pages":"56-62"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77772000","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":"Life-Touching Teaching is A Two-Way Street","authors":"S. Schmidt","doi":"10.1111/1541-4329.12088","DOIUrl":"https://doi.org/10.1111/1541-4329.12088","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"20 1","pages":"45-46"},"PeriodicalIF":0.0,"publicationDate":"2016-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74846054","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 design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post-test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post-test scores. Also, students that reported more germane cognitive load had higher post-test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post-test scores (ANOVA, P < 0.05).
{"title":"The Impact of Instructional Design on College Students' Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course.","authors":"J. Andrade, W. Huang, D. Bohn","doi":"10.1111/1541-4329.12067","DOIUrl":"https://doi.org/10.1111/1541-4329.12067","url":null,"abstract":"The effective design of course materials is critical for student learning, especially for large lecture introductory courses. This quantitative study was designed to explore the effect multimedia and content difficulty has on students’ cognitive load and learning outcomes. College students (n = 268) were randomized into 1 of 3 multimedia groups: text + graphics (Group 1–TG); audio + text + graphics (Group 2–ATG); or video + audio + text + graphics (Group 3–VATG). Participants answered a demographic survey and pretests before viewing 2 food science supplemental lecture materials (i.e., water mobility and amino acid structures) and completing the cognitive load instrument and post-tests within a noncontrolled setting. Cognitive load scores were tabulated and compared using a 3 × 3 ANOVA and Tukey post hoc analysis across multimedia groups and food science supplemental lecture materials. Based on the post hoc, students in Group 1–TG had higher intrinsic cognitive load scores than Group 2–ATG (ANOVA, P < 0.05). Cognitive load and post-test scores were tabulated and compared using a spearman correlation across groups. In Group 1–TG, students that reported less intrinsic cognitive load had higher post-test scores. Also, students that reported more germane cognitive load had higher post-test scores. In Groups 2–ATG and 3–VATG, students that reported less extraneous cognitive load had higher post-test scores (ANOVA, P < 0.05).","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"145 1","pages":"127-135"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80435803","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}
Let's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint-driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem-based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom.
{"title":"Taking an Attention‐Grabbing “Headlines First!” Approach to Engage Students in a Lecture Setting","authors":"G. Harris, C. Stevenson, H. Joyner","doi":"10.1111/1541-4329.12068","DOIUrl":"https://doi.org/10.1111/1541-4329.12068","url":null,"abstract":"Let's face it. Traditional lectures do not consistently capture our students’ attention, especially when they are PowerPoint-driven and lack student/instructor interaction. Most of us have had the unfortunate feeling that our students were not fully engaged in our lectures, despite hours of preparation on our part. This sense of “wasted” investment of time can be especially frustrating for pretenure faculty, who must balance teaching, research, extension and administrative (as well as personal) responsibilities in order to be successful. How can we engage students in our course content, given limited time and resources to prepare lecture material and demonstrations? Active learning strategies are a possibility, but shifting courses from a lecture format to problem-based learning or a flipped format requires a significant time and effort investment from the instructor. Why not start by making lecture more fun and engaging for our students? Storytelling is an effective and efficient means of getting and maintaining our students’ attention and interest during lecture to drive home key points. The BSCS (Biological Sciences Curriculum Study) 5E Instructional Model provides a conceptual framework that emphasizes the primacy of student engagement in science education (Bybee). Our goal here is to provide practical examples and external references to show how “Headlines First!” storytelling can be used effectively to engage students in the science classroom.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"30 1","pages":"136-141"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73458686","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":"Helping Our Students “Be There, Be Ready!”","authors":"S. Schmidt","doi":"10.1111/1541-4329.12073","DOIUrl":"https://doi.org/10.1111/1541-4329.12073","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"22 1","pages":"121-122"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74746150","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":"Make It Stick: The Science of Successful Learning","authors":"S. Schmidt","doi":"10.1111/1541-4329.12075","DOIUrl":"https://doi.org/10.1111/1541-4329.12075","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"44 1","pages":"142-144"},"PeriodicalIF":0.0,"publicationDate":"2015-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88458682","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":"Key “Dos” in Food Industry Internships – Part I","authors":"J. Bohlscheid","doi":"10.1111/1541-4329.12065","DOIUrl":"https://doi.org/10.1111/1541-4329.12065","url":null,"abstract":"","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"66 1","pages":"73-75"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76063586","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}
This experiment exposed 3rd and 4th y undergraduates and graduate students taking a course in advanced food analysis to DNA extraction, polymerase chain reaction (PCR), and DNA sequence analysis. Students provided their own fish sample, purchased from local grocery stores, and the class as a whole extracted DNA, which was then subjected to PCR, gel electrophoresis, and Sanger sequencing. Students retrieved their sequences and identified their fish using the NCBI BLAST nucleotide database. Slightly more than half of the samples yielded sequences identical or close to expected (based on the identification of the fish on the packaging); some other samples matched unanticipated fish or other organisms, due to an incomplete database, minor sequencing errors, or laboratory contamination (human and fungal sequences); 1 canned tuna sample identified as hake could represent food fraud.
{"title":"Food Fish Identification from DNA Extraction through Sequence Analysis.","authors":"H. Hallen-Adams","doi":"10.1111/1541-4329.12063","DOIUrl":"https://doi.org/10.1111/1541-4329.12063","url":null,"abstract":"This experiment exposed 3rd and 4th y undergraduates and graduate students taking a course in advanced food analysis to DNA extraction, polymerase chain reaction (PCR), and DNA sequence analysis. Students provided their own fish sample, purchased from local grocery stores, and the class as a whole extracted DNA, which was then subjected to PCR, gel electrophoresis, and Sanger sequencing. Students retrieved their sequences and identified their fish using the NCBI BLAST nucleotide database. Slightly more than half of the samples yielded sequences identical or close to expected (based on the identification of the fish on the packaging); some other samples matched unanticipated fish or other organisms, due to an incomplete database, minor sequencing errors, or laboratory contamination (human and fungal sequences); 1 canned tuna sample identified as hake could represent food fraud.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"1 1","pages":"116-120"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90242031","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 current face of the dairy manufacturing industry has changed from its traditional conception. Industry emphasis is moving away from traditional dairy products, such as fluid milk, ice cream, and butter, and moving toward yogurts, dairy beverages, and value-added products incorporating ingredients derived from milk and whey. However, many undergraduate dairy curricula still focus on production of fluid milk and traditional dairy products. In addition, despite the significant production of dairy products in the northwestern United States, there are few universities in the Pacific Northwest that offer courses in dairy products or manufacturing. Washington State Univ. and the Univ. of Idaho have developed a dairy manufacturing option to address these issues. To ensure that the curriculum was in alignment with current industry needs, dairy experts in the Pacific Northwest were asked to provide feedback on the proposed curriculum using a modified Delphi survey. Top industry concerns and desired knowledge and skills in new hires were identified. Survey participants emphasized the importance of including new processing technologies, waste management concepts, sustainability principles, engineering skills, and novel dairy products/ingredients in curriculum coverage. The results of the survey were used to modify the proposed curriculum to more closely address dairy industry needs. Alignment between industry needs and university curricula is vital to promote continued growth, development, and innovation in any industry; universities must be aware of changing needs in industry and modify curricula when necessary to address industry challenges.
乳制品制造业目前的面貌已经改变了它的传统观念。行业的重点正在从传统的乳制品，如液态奶、冰淇淋和黄油，转向酸奶、乳制品饮料和含有从牛奶和乳清中提取的成分的增值产品。然而，许多本科乳品课程仍然侧重于液态奶和传统乳制品的生产。此外，尽管美国西北部有大量的乳制品生产，但在太平洋西北地区，很少有大学提供乳制品或制造课程。华盛顿州立大学(Washington State university)和爱达荷大学(university of Idaho)开发了一种乳制品制造方案来解决这些问题。为了确保课程与当前行业需求保持一致，太平洋西北地区的乳制品专家被要求使用修改后的德尔菲调查对拟议的课程提供反馈。确定了行业最关注的问题以及新员工所需的知识和技能。调查参与者强调了在课程内容中纳入新的加工技术、废物管理概念、可持续性原则、工程技能和新型乳制品/配料的重要性。调查的结果被用来修改拟议的课程，以更密切地解决乳制品行业的需求。行业需求与大学课程之间的一致性对于促进任何行业的持续增长、发展和创新至关重要;大学必须意识到行业需求的变化，并在必要时修改课程以应对行业挑战。
{"title":"Using Delphi Surveying Techniques to Gather Input from Non-Academics for Development of a Modern Dairy Manufacturing Curriculum","authors":"H. Joyner, Denise M Smith","doi":"10.1111/1541-4329.12062","DOIUrl":"https://doi.org/10.1111/1541-4329.12062","url":null,"abstract":"The current face of the dairy manufacturing industry has changed from its traditional conception. Industry emphasis is moving away from traditional dairy products, such as fluid milk, ice cream, and butter, and moving toward yogurts, dairy beverages, and value-added products incorporating ingredients derived from milk and whey. However, many undergraduate dairy curricula still focus on production of fluid milk and traditional dairy products. In addition, despite the significant production of dairy products in the northwestern United States, there are few universities in the Pacific Northwest that offer courses in dairy products or manufacturing. Washington State Univ. and the Univ. of Idaho have developed a dairy manufacturing option to address these issues. To ensure that the curriculum was in alignment with current industry needs, dairy experts in the Pacific Northwest were asked to provide feedback on the proposed curriculum using a modified Delphi survey. Top industry concerns and desired knowledge and skills in new hires were identified. Survey participants emphasized the importance of including new processing technologies, waste management concepts, sustainability principles, engineering skills, and novel dairy products/ingredients in curriculum coverage. The results of the survey were used to modify the proposed curriculum to more closely address dairy industry needs. Alignment between industry needs and university curricula is vital to promote continued growth, development, and innovation in any industry; universities must be aware of changing needs in industry and modify curricula when necessary to address industry challenges.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"50 1","pages":"88-115"},"PeriodicalIF":0.0,"publicationDate":"2015-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79310948","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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