Journal of Food Science Education最新文献

Importance of online learning has become more critical with the advent of a global pandemic. Effective online learning requires design characteristics that support learning that crosses traditional disciplinary boundaries. The example of educational delivery of food safety encompasses multiple disciplines to prepare students for real-world situations, practical problem-solving, and to be “future proof” as food safety becomes more quantitative. This study explicates how six simulation-based learning modules were evaluated, two each in microbiological growth/inactivation, food process dynamics with microbiological growth/inactivation, and risk assessment. Each group of three modules was targeted to the students in undergraduate food science and engineering programs. Altogether, the 6 modules were implemented and assessed in 17 courses at 14 universities over 5 years. The effectiveness of the module-based approach was sustained across subject matter (microbiology, process, and risk), disciplines (food science and engineering), and their implementations. Students’ and instructors’ survey responses indicated the modules’ value in real-world and practical problem-solving ability. Instructors were also motivated to implement the modules as they saw the potential for improvement in student understanding, how modules reinforced course learning outcomes, the quality of support provided with modules, and their ability to replace existing course assessment without adding work for the instructor or the students. This self-learning, module-based approach to introduce interdisciplinary content employed has proven successful. The template for making these modules is described in sufficient detail so future modules can be built for a wide variety of subject matter beyond food safety.

IFT Approval of undergraduate food science and technology programs has continued to evolve since its inception in the 1960s. This report provides rationale and outlines key changes in the latest revisions of the IFT Approval Guidelines that were approved by the IFT Board of Directors in 2018. The 2018 Guidelines retained the previously established outcomes-based assessment model, but includes changes to Program Goals, redefined Standards, and measurable Essential Learning Outcomes. In addition, this report describes a new online submission platform. The report also provides insights into the training and review systems employed by the Higher Education Review Board.

It was noted in 2000 that computer-based simulations showed promising impact as a supplement to science-related didactic instruction to students. Computer simulations were able to provide varied experiences to prepare more entry-level practitioners (Turner, William, Bennett-Wood, Lehman, & Peck, 2000). Since that time, the simulation experience in education has evolved to create environments with some dramatic effects. Healthcare simulations include patients that can speak, have a pulse, and even spit blood. Simulations allow educators to create a safe environment for students to become competent without the risk to real clients (Song, Yun, Kim, Ahn, & Jung, 2015). Dietetics education, as accredited by the Accreditation Council for Education in Nutrition and Dietetics (ACEND), requires documentation of educational approaches like simulation (ACEND, 2016). Although simulation provides educators with new opportunities, the potential use of simulation for competency testing needs to be strategic (Decker, Sportsman, Puetz, & Billings, 2008).

To test the hypotheses, quantitative data was analyzed using paired samples t-test to compare the pre- and postsurvey results of participants in a small-bowel feeding tube placement simulation. Perceived knowledge was computed with four pairs. The results indicated that there was a statistically significant increase in perceived knowledge between the pre- and postsurvey results for all four of the knowledge statements (p ≤ .05) (see Table 1) supporting our first hypothesis. Additionally, similar results were found for student perceived confidence. Each of the six perceived confidence statements were found to have a statistically significant increase from the presurvey to the postsurvey supporting our second hypothesis (p ≤ .05) (see Table 2).

Qualitative data were collected related to participants’ level of confidence before going into the simulation experience and after the experience. Students were asked to respond in an open-ended response format to the presurvey question, “What is your level of confidence going into this experience?” Of the eight responses, five included statements about having “very low confidence” or “not being very confidence” prior to the simulation lab. The other three responses exemplified that the students were “excited to learn” through the simulation lab. As one student stated: “I'm really excited to learn about this procedure but it is also a little scary knowing I could possibly do it for real in the future.” The postsurvey question read, “Do you feel your level of confidence has increased now that you have experience with bedside Tube Feeding? Please explain your answer.” Participants unanimously stated that their level of confidence increased after experiencing the bedside Tube Feeding simulation. As one participant shared: “Yes, after extensively learning

High school students’ prevalence as food-service industry employees and their lack of food safety knowledge make them prime candidates for food safety education. The researchers developed a food-safety-focused curriculum for high school students aligned with Indiana Academic Standards for Agriculture, Advanced Life Science: Food. The curriculum was designed to provide students with fundamental food safety concepts through experiential learning and incorporation of science, technology, engineering, agriculture, and mathematics (STEAM) activities in the context of different careers related to agriculture, especially in food science. This study uses the Delphi technique to evaluate the food safety curriculum, including the identification of barriers to incorporating the curriculum into classrooms. The Delphi technique uses an expert panel to generate consensus related to a topic. A panel of experts in the field of education evaluated the curriculum through three rounds of surveys containing questions related to six curriculum assessment topics. Experts rated the degree to which they agreed with statements about the curriculum using a 5-point Likert scale and multiple-choice questions. At the conclusion of the study, the cost to purchase materials for cooking labs was the only identified barrier to curriculum incorporation (62.5%). Experts agreed that the curriculum addressed academic standards (100%), was engaging for students (100.0%), was easy for teachers to use (89.5%), and successfully incorporated STEAM (100.0%), experiential learning (89.5%), and career-education (78.9%). This study highlights the feasibility of providing food safety education to high school students in less traditional disciplines while promoting career development through the incorporation of experiential learning, STEAM, and career-education components.

Understanding safe food practice is important for home-based food operators to prevent foodborne illness. Earlier work has found that home-based food operators lack food safety knowledge and may benefit from training that is specifically tailored to their needs. Unfortunately, home-based food operators may be deterred from enrolling in traditional educational formats due to their busy schedules. The objective of this study was to pilot and evaluate the effectiveness of an online food safety education module for home-based food operators in Iowa through three learning assessments. Twenty-one participants enrolled in a blended workshop in which participants completed one online module before attending a face-to-face session where they completed the remaining five modules. The effectiveness of the online module was measured by examining the first-attempt average scores on learning assessments, the number of assessment attempts required to achieve 100%, and the first-attempt performance by question type. The three learning assessment tools resulted in first-attempt averages of approximately 86%, 90%, and 83%, surpassing our standard of effectiveness of 75% and showing good potential for the online format. The learning assessment attempt numbers of 4.65, 1.67, and 3.81 showed difficulty with knowledge transfer for some topics. Comprehension and analysis-style questions had first-attempt success rates of approximately 85% and 88%, respectively. Scores on knowledge and application-style questions were lower with first-attempt success rates of approximately 80% and 75%, respectively. These findings were used to improve the first online module and guide the transition of the remaining five modules to the online format.

The Institute of Food Technologists’ (IFT) success skills highlight the importance of developing professional skills in the food science curriculum. On the other hand, many students in higher education report that the public school system feels disconnected and unrelated to their future. In this context, this study aimed to evaluate student's perceived importance of professional skills, as well as to enhance their awareness and confidence in them. Students in a sensory science class at the University of Illinois completed a questionnaire at the beginning, middle, and end of the semester to assess their opinion of and self-assurance in professional skills, such as writing technical reports, providing leadership, making formal presentations, and applying critical thinking. During the semester, students received basic training and guidelines on each skill and were given assignments and activities to practice them as part of their coursework. Results showed increased knowledge about the existence of IFT core competencies, as well as an increased motivation to practice success skills regularly. They also showed an increased perceived importance of presentation skills, leadership, dealing with group conflict, researching scientific information, and library resources. Confidence in 80% of the skills increased significantly by the end of the semester, after students had been presented with opportunities to practice and discuss the skills in groups. Students were also able to relate their learning of specific success skills to different course assignments. This study concluded that a general exposure to the importance of practicing professional skills in a college setting enhanced student's experiences and awareness by connecting them to their future professional careers.

Hands-on learning is a proven method of improving students’ critical thinking skills. Undergraduate research projects are encouraged to help students develop research and laboratory skills. If properly designed and implemented, research opportunities can be embedded in existing student coursework, which increases the number of students who can participate in these research opportunities. Objectives of this study were twofold: (a) to determine students’ perceptions of an undergraduate research laboratory exercise and (b) provide an innovative laboratory exercise for instructors to implement in their own classrooms. Rolled cookies were prepared by a food science class according to American Association of Cereal Chemists Method 10–50.05, using sucrose and alternative sweeteners and evaluated for physicochemical and organoleptic attributes. After completing the exercise, students evaluated cookie physical/organoleptic properties using a hedonic scale, were asked about personal demographics, and were surveyed about research/writing skills and food processing knowledge using a Likert scale. Approximately 50% of the class responded to the 2018 survey and nearly 85% responded to the 2019 survey. On average, 81.6% of students responded with “Strongly Agree” or “Somewhat Agree” to all survey questions, including data collection and analysis, critical thinking skills, experimental design, and replications. Students responded that detailed instructions provided by instructors were beneficial to their ability to understand experimental design, scientific communication, and the importance of using scientific resources.

Properly made solutions are critical to the scientific method. However, in various laboratories and collaborative environments, we have noticed a lack of proper technique for making solutions. Instead of measuring the moles of solute then filling up to the needed volume with solvent, we observed many individuals would measure the moles of solute then add a premeasured volume of solvent, resulting in more dilute solutions. This disturbing trend is particularly of interest for high-molarity solutions, such as sucrose solutions common in sensory science. The higher the molarity, the greater the skew from the incorrect technique. Therefore, we designed a survey investigating the prevalence of improper solution-making techniques. We had 811 participants of which 186 we determined likely to make solutions based on field of study and job description. The 186 participants were categorized by current position as faculty, postdoctoral fellow, research assistant, or graduate student. Our results indicate that almost a third of scientists may be making molar solutions incorrectly. Given the current crisis of reproducibility in science, and the importance of concentration in a variety of applications, the possibility of the concentrations being mismatched from one research group or even one lab member to another is concerning. We urge all researchers to document and seek/provide training for day-to-day work in research laboratories, ensuring all researchers can correctly perform even very basic procedures.