Journal of Food Science Education最新文献

In STEM (science, technology, engineering, and mathematics) courses, undergraduate laboratory classes are vital for students to develop competencies such as critical observation, collaboration, critical thinking, technical, and problem-solving skills. Thus, for students to successfully acquire these competencies, preparation for laboratory classes is essential. This study aimed to explore the students' performance and perceptions of online pre-laboratory videos and quizzes in undergraduate food science and technology. Quantitative data on student usage statistics of the videos, student performance in online quizzes and practical reports scores and student perceptions were analysed to provide a detailed perspective of the course. The students' performance was above 60% in all pre-lab quizzes for both the 2018 and 2019 cohorts. The average pre-lab video views were higher in the 2019 cohorts compared to the 2018 cohort. The majority of the students felt that the topics were well explained in the videos (M = 4.25 ± 0.84) and it was easy to learn from the videos (M = 4.31 ± 0.76). In terms of students perceptions, a strong positive correlations were found between course organisation and motivation and self-efficacy (r = 0.86, p < 0.05); course engagement and motivation and self-efficacy (r = 0.82, p < 0.05). The strongest positive correlation was between course organisation and online engagement (r = 0.95, p < 0.05). The results of this study suggest that the introduction of multimodal/digital preparation resources (pre-lab videos and online quizzes) was positively received and benefited the students. Students have engaged enthusiastically with these resources and completed the majority of the tasks set. These findings will further expand research directed towards student perception of the lab experience and aid in the adaptation of food science and technology curriculums to accommodate both student and university needs.

The Institute of Food Technologists (IFT) has a history of involvement in improving food science education that dates back 80 years (see Figure 1). IFT was founded in 1939, and 2 years later in 1941, the Committee on Education and Curricula was established. In 1966, the first IFT Food Science Undergraduate Curriculum Minimum Standards was approved as the rubric that undergraduate food science programs needed to attain to be considered an “IFT-approved program.” Then in the mid-1990′s, a group of IFT members conceived the idea of starting an Education Division. The rationale was obvious: a division was needed so that abstracts and symposia on education could be sponsored and submitted to the IFT Annual Meeting. IFT members who supported the idea signed a petition, and a request was submitted to Dan Weber, then Executive Director of IFT. Probationary status for the Education Division was granted in 1995, followed by permanent status in 1997. Since its inception, the Education Division has been active in presenting symposia and hosting oral and poster sessions for individual papers at the Annual Meeting. Clearly, starting the Education Division was an important advancement for a professional organization that approves food science undergraduate degree programs in the U.S. and currently around the world.

With presentation of education-related papers at the Annual Meeting, it quickly became clear that there was a need for an IFT-sponsored journal focused on education. After much discussion, the IFT Executive Committee (now IFT Board of Directors; IFT BOD) approved the proposal to start the online Journal of Food Science Education (JFSE). The first issue appeared online in January 2002, and the journal was published quarterly through 2021. So, this leads us to wonder and ask: what has been the impact of the 242 peer-reviewed and the 190 non-peer-reviewed articles published about food science education over the past 19 years? Are professors and instructors teaching and students learning more effectively? Has any of the information shared changed how we think about teaching and learning? Although we haven't done a reader survey or study to determine any potential changes, Amanda Ferguson, Director, IFT Scientific Journals, has download data for articles published between 2006–2021. The top 12 downloaded articles (Table 1) are a mix of book reviews, editorials, and peer-reviewed articles, suggesting that readers have found commentaries and peer-reviewed educational studies very useful and helpful. Topping the list, over 20,000 readers found the topics of Dr. Shelly Schmidt's book review “The Science of Successful Learning” and editorial “Personality Diversity: Extrovert and Introvert Temperaments” of high interest. All totaled, it seems that readers appreciate thought-provoking essays and peer-reviewed studies that discuss aspects of teaching and learning that are practical and personally valuable.

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A broad range of approaches to learning such as traditional lectures, laboratory learning, online learning, and active learning are used in higher education settings. Specifically, in the field of science and technology, laboratory learning is crucial and a form of active learning. The objective of this study was to examine the use of these four different learning approaches in a third-year, undergraduate Food Science and Technology subject to facilitate learning, where previously only traditional lectures and laboratory learning had been used. Two new learning approaches, online learning and active learning in class, were incorporated, replacing two-thirds of the traditional lectures. Student perspectives and preference to these four learning approaches were recorded using an online survey. Hands-on laboratory classes were selected by the majority of students as the most effective way they learned, and also their most preferred learning approach. Majority of the students also found that the use of an educational technology, a polling tool contributed to their active learning in class. Finally, the intended learning outcome of an activity should be carefully considered when applying a learning approach to facilitate learning.

In light of the retirement of the Journal of Food Science Education (JFSE), the IFT Education, Extension, and Outreach Division (EEOD) has been working with IFT and the Journal of Food Science on new vehicles that best serve the food science education community. Below are some updates and a warm invitation to the creation of a new platform for sharing high-quality food science education, extension, and outreach materials.

The Journal of Food Science (JFS) recently launched a new education topic where manuscripts that formerly fit under JFSE’s “Research in Food Science Education” section will be considered for publication. If you are working on the scholarship of teaching and learning related to food science and would like to publish your results, please see the editorial “JFSE and Education Material” by Editor in Chief, Richard W. Hartel, also in this issue. The editors of JFSE have shifted over to the JFS editorial board to seamlessly continue to handle education research submissions. Reviewers, if you would like to be added to the JFS reviewer pool, please contact the Director of IFT Scientific Journals, Amanda Ferguson, at [email protected] to have your reviewer role transferred.

Please consider joining us in this exciting new future venture to make this new platform a sustainable reality. Please fill out the Google Form: https://tinyurl.com/foodscienceeducationtaskforce. If you would like to discuss further about the task force, please feel free to contact Sihui Ma at [email protected] and/or Vinay Mannam at [email protected].

Sihui Ma and Vinay Mannam

IFT Education, Extension, and Outreach Division

I'm not sure how many of you are interested in Greek mythology. Truth be told, in general, I was not a big fan. No reason really, I just never got into it. That is, until I was introduced1 to Kairos. Let me explain.

Kairos (also called Caerus) was the Greek god or personified spirit of opportunity and the youngest of the divine sons of Zeus. The original bronze allegoric statue of Kairos was made by Lysippos2 and stood outside his home in the Agora of Hellenistic Sikyon (Figure 1). Lysippos depicted Kairos as a young man with winged feet, a large lock of hair on the front of his head, and no hair at all in the back. That's right, he's complete bald in the back.

As is clear from the excerpt from the inscription beneath the statue, opportunity is something that you must grab hold of when it arrives, but you will not be able to catch hold of it after it passes.

I will close with one of my favorite quotes about opportunity and a story to go along with it.

“Opportunity is missed by most people because it is dressed in overalls and looks like work.” -Thomas A. Edison

A number of years ago, I was privileged to get involved, at just the right time, with some amazing faculty members from a variety of universities who had a passion and a vision for the future of food science education. It was hard work, but it was so very worth it. Born of those efforts were the Education Division4 (currently Education, Extension, and Outreach Division) and the Journal of Food Science Education5. I encourage you to grab hold of the opportunity to be a part of the future of Food Science Education. Don't let it pass you by.

It has been my great pleasure and honor to serve as the third Scientific Editor of the Journal of Food Science Education from 2014 to 2021, preceeded by two wonderful colleagues and friends – Dr. Wayne Iwaoka, emeritus professor at the University of Hawaii, the inaugural Scientific Editor from 2000 to 2005, followed by Dr. Grady Chism, emeritus professor at the Ohio State University, the second Scientific Editor from 2006 to 2013.

In my March 2021 editorial, I noted that the Journal of Food Science Education (JFSE) was scheduled to end production at the end of 2021, with this October/November issue (Vol. 20 Iss. 4) being the final publication. As such, this is the last JFSE issue, although it's an excellent one. As usual, it contains numerous research-in-education articles, but this one also has 4 editorials, some innovative laboratory exercises, classroom techniques, and teaching tips. It is packed full of useful information for food instructors.

In this last JFSE issue, there are several “farewell” Editorials. First, Wayne Iwaoka and Faye Dong, two of the prime movers for formation of the Education Division and JFSE, write about their experiences with the journal over the past 20+ years. They also express their disappointment with IFT for losing sight of the importance of training the next generation of food scientists. Current Scientific Editor of JFSE, Shelly Schmidt, also adds her comments after many years overseeing the journal. Shelly has written numerous excellent articles and editorials in JFSE over the years – thanks to Shelly for all she's done for the journal.

We're looking forward to building this newest topic within JFS. Based on my background with JFSE, I will be acting as Scientific Editor on all manuscripts submitted in this category and using the Associate Editors from JFSE, who have recently joined the JFS Editorial Board, to handle the peer review process.

Also in the final issue of JFSE, there is an editorial written by members of the Education, Extension, and Outreach Division (EEOD) looking for volunteers to help coordinate a new venue for education material that doesn't fit within the scope of JFS. Specifically, this will include things like practical teaching tips, innovative laboratory exercises, and book reviews, among others. This new venue also allows different formats, like podcasts, videos, and whatever new formats emerge in the future. I encourage any and all of you to get involved with this effort to make sure there is a strong education focus within IFT.

Although we're losing JFSE, we hope that this combination of approaches means the future of education and teaching/learning within IFT is still bright. Finally, all of the 20 years of material accumulated in JFSE will remain available on ift.org and Wiley Online Library, so please feel free to read and cite that work.

Sincerely,

Rich Hartel, PhD

Editor in Chief, IFT Scientific Journals

There is a growing body of research that suggests better course outcomes for instructors that incorporate active learning into their curriculum. Laboratory exercises can be used to promote active learning. The objective of this study was to develop and assess the efficacy of a gluten-free bread laboratory exercise for an undergraduate course (Fundamentals of Food Processing). Students enrolled in the course worked in groups to prepare four treatments: 100% white whole grain sorghum as control (C), 15% burgundy waxy sorghum (15W), 25% burgundy waxy sorghum (25W), and 35% burgundy waxy sorghum (35W) in a gluten-free bread formulation. Students evaluated physical properties (yield, loaf height, color, water activity) using analytical measurements, and organoleptic properties (appearance, color, texture, flavor, and overall acceptability) via sensory analysis on a hedonic scale. Students wrote a scientific report to communicate the results. At the completion of the lab, students answered survey questions (n = 53 or 85% of the class) to self-evaluate their understanding of gluten-free bread properties, research and writing skills, and food processing knowledge. Sixty percent or more of the students said that the exercise improved their understanding of the physical and sensory properties of gluten-free bread. Over 68% of students agreed or strongly agreed that the exercise reinforced their research and writing skills. Over 75% of respondents felt the exercise improved their food processing knowledge. Overall, the results of the survey indicated that the active lab exercise was effective in teaching the desired learning outcomes.

A situated learning exercise was employed to teach food safety content in agribusiness management classes at Renmin University in China. Pedagogical objectives included proficiency at identification and assessment of food safety risk factors, source causation factors, and risk mitigation strategies. Identified themes emerging from student ex-post questionnaire responses suggest these objectives were successfully met as students reflected on the process of observing and participating in street food markets and their instinctive reaction to stimuli encountered (affective interpretation), resulting changes in their attitudes and perceptions (cognitive response), and changes in behaviors. Additional learning objectives were defined as an outcome of the learning exercise including identifying and assessing the impact of stimuli and the resulting emotions on attitudes and perceptions; attributing source of food safety concerns to various actors and processes in street food markets; and identifying potential solutions to the environments and practices that generate food safety concerns.

It has been well documented that for many students science is difficult to learn. Thus, as a food chemistry teacher, it has been my mission to continually search for and implement better ways to help my students learn chemistry. One strategy for improved learning, based on Johnstone's Triangle, that has been shown to be exceedingly effective, is to intentionally and explicitly provide students with opportunities to see and experience chemistry at the macroscopic level (things they can observe), so that they can make a more meaningful and lasting connection to the molecular level (things they cannot directly observe). Thus, the focus of this article is to share with you six demonstrations and one assignment that help make chemistry visible to students, providing them with a macromolecular manifestation of a molecular level property or event. Featured demonstrations are grouped into two categories: The Properties of Water Demonstrations (Water's #1 Superpower: Hydrogen Bonding) and The Phase Transitions of Water Demonstrations (Water's #2 Superpower: Shapeshifting). The assignment is modeled after the popular Unwrapped TV series.

Green skills need to be developed in vocational education for sustainable future. However, the vocational high school curriculum of agricultural food processing technology in Indonesia does not explicitly state the development of green skills. Teaching materials, such as module are needed to develop vocational students’ green skills. This study aimed to develop green skills module for meat processing technology at vocational high schools. Development of this module used the analysis, design, development, implementation, and evaluation (ADDIE) model. The contents for a green skills module were developed based on a need analysis for the elements of green skills that must be developed in vocational high schools, curriculum and a literature review analysis related to sustainability in meat processing technology. The module was designed using a scientific approach to strengthen active student learning as per the 2013 curriculum policy for vocational high schools in Indonesia. The developed module was sent to the four selected experts for validating. It gained score of 88.56% in material aspect about meat processing technology by the material experts and 89.18% in media aspects by the media experts. These scores mean that the module was categorized as very feasible. Based on the pre-test and post-test of students’ green skills with this module, the calculation of n-gain test was 0.4 which means moderate category. The findings of this study imply that the module can be used in learning to improve student's green skills. This study may be adapted for the development of other subject modules in vocational schools.