The Journal of Food Science Education最新文献_第5页

A Report from the Higher Education Review Board (HERB): Assessment of Undergraduate Student Learning Outcomes in Food Science. 高等教育审查委员会(HERB)的一份报告:食品科学本科学生学习成果评估。

The Journal of Food Science Education Pub Date : 2016-04-01 DOI: 10.1111/1541-4329.12084

R. Hartel, W. Iwaoka

引用次数: 3

Life-Touching Teaching is A Two-Way Street 感动人生的教学是双向的

The Journal of Food Science Education Pub Date : 2016-04-01 DOI: 10.1111/1541-4329.12088

S. Schmidt

引用次数: 0

The Impact of Instructional Design on College Students' Cognitive Load and Learning Outcomes in a Large Food Science and Human Nutrition Course. 大型食品科学与人体营养课程教学设计对大学生认知负荷及学习效果的影响。

The Journal of Food Science Education Pub Date : 2015-10-01 DOI: 10.1111/1541-4329.12067

J. Andrade, W. Huang, D. Bohn

{"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}

引用次数: 9

Taking an Attention‐Grabbing “Headlines First!” Approach to Engage Students in a Lecture Setting 抓住注意力-“头条优先!”如何让学生参与课堂教学

The Journal of Food Science Education Pub Date : 2015-10-01 DOI: 10.1111/1541-4329.12068

G. Harris, C. Stevenson, H. Joyner

{"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}

引用次数: 2

Helping Our Students “Be There, Be Ready!” 帮助我们的学生“在那里，准备好!”

The Journal of Food Science Education Pub Date : 2015-10-01 DOI: 10.1111/1541-4329.12073

S. Schmidt

引用次数: 1

Make It Stick: The Science of Successful Learning 坚持:成功学习的科学

The Journal of Food Science Education Pub Date : 2015-10-01 DOI: 10.1111/1541-4329.12075

S. Schmidt

引用次数: 92

Key “Dos” in Food Industry Internships – Part I 食品行业实习的关键事项-第一部分

The Journal of Food Science Education Pub Date : 2015-07-01 DOI: 10.1111/1541-4329.12065

J. Bohlscheid

引用次数: 0

Food Fish Identification from DNA Extraction through Sequence Analysis. 通过序列分析从DNA提取中鉴定食用鱼。

The Journal of Food Science Education Pub Date : 2015-07-01 DOI: 10.1111/1541-4329.12063

H. Hallen-Adams

引用次数: 1

Using Delphi Surveying Techniques to Gather Input from Non-Academics for Development of a Modern Dairy Manufacturing Curriculum 利用德尔菲调查技术收集非学术界人士的意见，以发展现代乳品制造课程

The Journal of Food Science Education Pub Date : 2015-07-01 DOI: 10.1111/1541-4329.12062

H. Joyner, Denise M Smith

{"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}

引用次数: 7

Let's Keep Moving Forward! 让我们继续前进!

The Journal of Food Science Education Pub Date : 2015-07-01 DOI: 10.1111/1541-4329.12066

S. Schmidt

引用次数: 1