The Journal of Food Science Education最新文献_第8页

Using Food Science Demonstrations to Engage Students of All Ages in Science, Technology, Engineering, and Mathematics (STEM) 利用食品科学演示吸引所有年龄段的学生学习科学、技术、工程和数学(STEM)

The Journal of Food Science Education Pub Date : 2012-04-01 DOI: 10.1111/J.1541-4329.2011.00138.X

S. Schmidt, D. Bohn, Aaron J. Rasmussen, Elizabeth A. Sutherland

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引用次数: 16

Positive Effects of Converting a Food and Bioprocessing Analysis Course to an Inquiry‐Guided Approach 将食品和生物加工分析课程转变为探究导向方法的积极影响

The Journal of Food Science Education Pub Date : 2012-04-01 DOI: 10.1111/J.1541-4329.2011.00140.X

G. Harris, Sanja Cvitkusic, A. S. Draut, C. S. Hathorn, A. M. Stephens, Karen E. Constanza, Michael J. Leonardelli, R. Watkins, L. Dean, N. Hentz

{"title":"Positive Effects of Converting a Food and Bioprocessing Analysis Course to an Inquiry‐Guided Approach","authors":"G. Harris, Sanja Cvitkusic, A. S. Draut, C. S. Hathorn, A. M. Stephens, Karen E. Constanza, Michael J. Leonardelli, R. Watkins, L. Dean, N. Hentz","doi":"10.1111/J.1541-4329.2011.00140.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2011.00140.X","url":null,"abstract":"Abstract: Food science laboratory courses are traditionally taught as a series of preplanned laboratories with known endpoints. In contrast, inquiry-guided (IG) laboratories allow students to ask questions, think through problems, design experiments, then adapt and learn in response to unexpected results. This study examined the effects of converting the course, “Analytical Techniques in Food and Bioprocessing Sciences” from a traditional approach (2008 to 2010 data) to an IG approach (2011 data) by assigning teams of 2–3 students a food and a set of 5 analyses to conduct over the course of the semester. Students were required to choose and justify the use of specific methods for each analysis, as well as to develop a supply list and a budget for the semester-long project. During the semester, students were required to post and discuss their weekly progress with the instructor, teaching assistants, and the rest of the class using an online discussion forum. At the end of the semester, students were required to present the results of their analysis in both oral and written formats. Overall course grades were significantly higher (P≤ 0.05) using IG in 2011 compared to 2010 and 2009, but not to 2008 grades. Numerical course evaluations for the instructor, overall course, and lab, as well as written course evaluations all significantly (P≤ 0.05) improved. This suggests that an IG approach may measurably improve student performance in terms of course grades and the ability to complete semester long projects. It may also increase student satisfaction with the course, as measured by numerical and written end of semester surveys.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"74 1","pages":"23-27"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89748298","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: 0

Career Preparedness Survey Outcomes of Food Science Graduates—A Follow-Up Assessment 食品科学专业毕业生职业准备调查结果-后续评估

The Journal of Food Science Education Pub Date : 2012-04-01 DOI: 10.1111/J.1541-4329.2011.00139.X

J. Bohlscheid, Stephanie Clark

{"title":"Career Preparedness Survey Outcomes of Food Science Graduates—A Follow-Up Assessment","authors":"J. Bohlscheid, Stephanie Clark","doi":"10.1111/J.1541-4329.2011.00139.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2011.00139.X","url":null,"abstract":"Abstract: Fifty-eight recent graduates (1998–2008) from the joint Washington State University (WSU) and University of Idaho (UI) BiState School of Food Science program and 27 of their employers participated in a survey assessing learning outcomes based on the 2001 Institute of Food Technologists (IFT) core competencies for undergraduate food science programs. Parallel web-based survey instruments for the graduates and employers using the WSU Skylight Matrix Survey System© were employed to assess the attitudes of the respondents to the frequency of usage of IFT defined skills and the adequacy of the graduates’ preparation from the program. Graduates responded that they were generally satisfied with their education; however, they reported lower rates of adequate or better preparation in Success Skill involving group dynamics, processing and engineering skills, and government regulations. Most of these skills were also the least frequently used by graduates in their careers. Success Skills were the most frequently performed competencies, while food microbiology and safety, and some engineering and processing skills were used less frequently by graduates of the Food Science program. Greater than 80% of the employers reported that the graduates’ performance was adequate or better in all skill areas. The assessment suggested program improvement since a similar survey in 2004, but also illuminated areas for improvement in teaching and learning, particularly in light of the revised IFT 2011 Guidelines. Specifically, graduates and employers emphasized the need for more course work that weaves critical thinking skills, group dynamics, and government regulations into the classroom. Graduates also highlighted the importance of internships and extracurricular activities for career preparation.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"126 1","pages":"8-15"},"PeriodicalIF":0.0,"publicationDate":"2012-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79050652","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: 16

Educating a New Generation of Students 教育新一代学生

The Journal of Food Science Education Pub Date : 2011-10-01 DOI: 10.1111/J.1541-4329.2011.00132.X

G. Chism

引用次数: 1

Identifying Food Safety Concerns When Communication Barriers Exist 当沟通障碍存在时，识别食品安全问题

The Journal of Food Science Education Pub Date : 2011-10-01 DOI: 10.1111/J.1541-4329.2011.00128.X

Jack A. Neal, M. Dawson, Juan M. Madera

{"title":"Identifying Food Safety Concerns When Communication Barriers Exist","authors":"Jack A. Neal, M. Dawson, Juan M. Madera","doi":"10.1111/J.1541-4329.2011.00128.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2011.00128.X","url":null,"abstract":"Abstract: Students must be prepared to lead a diverse workforce. The objective of this study was to establish a teaching method that helps students identify barriers to food safety while working in a simulated environment with communication barriers. This study employed a perspective taking exercise based upon the principles of social learning theory. Students were randomly assigned as a “manager” or an “employee.” The managers were provided with a recipe and instructions in English and employees were provided with the recipe and instructions in an abstract, non-English language. Students were instructed to prepare the recipe in silence using only nonverbal communication methods. Three teaching techniques were employed under this scenario to determine the most effective method of instruction. For the 1st method (Barrier Identification), students were asked to complete an open-ended survey concerning their communication barriers in regards to food safety. Next (Modeling through Pictures), recipe books with pictures of each recipe with food safety icons were provided to half of the participants. In the 3rd scenario (Observation), students were videotaped to identify communication techniques and to identify common food safety violations. Lastly, a focus group was conducted, whereby students were required to reflect upon the experiment in order to identify specific food safety barriers. Students identified communication challenges to food safety and developed techniques to help overcome language barriers. However, the use of pictures did not increase the frequency of proper food handling procedures. This study found that a combination of gestures and demonstrations were the most valuable nonverbal forms of training.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"1 1","pages":"36-44"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85707709","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: 13

Motivation, Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates 动机、信心和控制力;营养与食品本科生的主动学习

The Journal of Food Science Education Pub Date : 2011-10-01 DOI: 10.1111/J.1541-4329.2011.00129.X

J. Paxman, K. Nield, A. Hall

{"title":"Motivation, Confidence, and Control; Unraveling Active Learning for Nutrition and Food Undergraduates","authors":"J. Paxman, K. Nield, A. Hall","doi":"10.1111/J.1541-4329.2011.00129.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2011.00129.X","url":null,"abstract":"Nutrition and food students at Sheffield Hallam University completed an “active learning” assessment as part of a final year module, Applied Nutrition 2. The purpose of the “active learning” assessment was to encourage and enhance learner autonomy. The assessment consisted of 5 main stages: a briefing, thought shower, oral business proposal presentation, a feedback stage, and Nutrition Fair. To assess learner autonomy, levels of motivation, confidence, and control were quantitatively and qualitatively monitored throughout the learning journey. The results showed that levels of confidence, motivation, and control increased following each stage and significantly across the learning journey. However, there were significant gender differences in terms of achievement of marks and in levels of motivation at various stages. On average, females achieved higher marks in certain assessments and they demonstrated higher levels of motivation after the initial briefing. Further, significant differences were also reported between different degree routes in terms of achievement of marks and levels of confidence, motivation, and control. “Active learning” has been shown to foster improved levels of confidence, motivation, and control in a cohort of nutrition and food students, contributing to overall learner autonomy. Graduates able to demonstrate such qualities will undoubtedly be welcomed by employers in the relevant sectors.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"29 1","pages":"45-53"},"PeriodicalIF":0.0,"publicationDate":"2011-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87477028","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: 8

Introduction to the IFT 2011 Resource Guide for Approval and Re-Approval of Undergraduate Food Science Programs 食品科学本科项目批准和再批准的IFT 2011资源指南简介

The Journal of Food Science Education Pub Date : 2011-10-01 DOI: 10.1111/J.1541-4329.2011.00130.X

W. Iwaoka

引用次数: 17

Book Review: How Learning Works: 7 Research-based Principles for Smart Teaching by Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman, and Richard E. Mayer 书评:《学习如何运作:智慧教学的7个基于研究的原则》，作者:Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, Marie K. Norman和Richard E. Mayer

The Journal of Food Science Education Pub Date : 2011-07-01 DOI: 10.1111/J.1541-4329.2011.00127.X

A. A. Karim

引用次数: 0

Book Review: Group Genius: The Creative Power of Collaboration by R. Keith Sawyer 书评:R. Keith Sawyer的《团队天才:合作的创造力》

The Journal of Food Science Education Pub Date : 2011-07-01 DOI: 10.1111/J.1541-4329.2011.00126.X

G. Chism

引用次数: 0

Institute of Food Technologists (IFT) Education Division Competition 2010 Winner: The Organic Price Tag 食品技术协会(IFT) 2010年教育竞赛冠军:有机价格标签

The Journal of Food Science Education Pub Date : 2011-07-01 DOI: 10.1111/J.1541-4329.2011.00122.X

A. Lam

引用次数: 0