The Journal of Food Science Education最新文献_第9页

Closing in on Ten Years of JFSE 接近十年的JFSE

The Journal of Food Science Education Pub Date : 2011-07-01 DOI: 10.1111/J.1541-4329.2011.00123.X

G. Chism

引用次数: 0

Incorporating a Modified Problem‐Based Learning Exercise in a Traditional Lecture and Lab‐Based Dairy Products Course 将改进的基于问题的学习练习纳入传统的讲座和基于实验的乳制品课程

The Journal of Food Science Education Pub Date : 2011-04-01 DOI: 10.1111/J.1541-4329.2011.00117.X

A. Liceaga, T. Ballard, B. Skura

{"title":"Incorporating a Modified Problem‐Based Learning Exercise in a Traditional Lecture and Lab‐Based Dairy Products Course","authors":"A. Liceaga, T. Ballard, B. Skura","doi":"10.1111/J.1541-4329.2011.00117.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2011.00117.X","url":null,"abstract":"Abstract: A modified problem-based learning (PBL) exercise was implemented in a food science Dairy Products course, which had previously been taught in the traditional lecture and laboratory format only. The first 10 wk of the course consisted of weekly lectures and laboratory exercises. During the remaining 3 wk, students were presented with a case study that described milk quality problems that could be encountered by the dairy industry. Each week, students received a set of case disclosures containing relevant information that assisted in solving the case. Students were asked to present their findings at the end of the course in the form of a written “consultant's report.” In addition, students were given a survey asking for feedback on the PBL exercise, and the usefulness of having the lectures and labs prior to the PBL experience. Eighty percent of the students found that lectures and labs provided them with sufficient background knowledge to understand and solve the PBL case, 70% found that the PBL reinforced course material covered during lecture and labs, 50% responded that PBL helped them develop new ways of reasoning about the subject matter and 65% reported that PBL taught them to think critically. Of the total students surveyed, 56% would prefer to participate in similar types of PBL exercises in the future. Incorporating PBL into traditionally taught food science courses can have a positive influence on the learning process.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"172 1","pages":"19-22"},"PeriodicalIF":0.0,"publicationDate":"2011-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84009729","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

Food Science Program Rankings 食品科学专业排名

The Journal of Food Science Education Pub Date : 2011-04-01 DOI: 10.1111/J.1541-4329.2011.00119.X

G. Chism

引用次数: 0

Food microbiology - design and testing of a virtual laboratory exercise. 食品微生物学。虚拟实验室练习的设计和测试。

The Journal of Food Science Education Pub Date : 2010-10-01 DOI: 10.1111/J.1541-4329.2010.00108.X

S. Flint, T. M. Stewart

{"title":"Food microbiology - design and testing of a virtual laboratory exercise.","authors":"S. Flint, T. M. Stewart","doi":"10.1111/J.1541-4329.2010.00108.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00108.X","url":null,"abstract":"A web-based virtual laboratory exercise in identifying an unknown microorganism was designed for use with a cohort of 3rd-year university food-technology students. They were presented with a food-contamination case, and then walked through a number of diagnostic steps to identify the microorganism. At each step, the students were asked to select 1 of 4 tests. All tests had an associated cost. Feedback was given on selection and once the right test was selected, students were shown the results and could progress. At the end of the exercise, students had determined a number of characteristics of the microorganism. They were then required to identify the organism using a variety of reference material and present a report on the significance of the microorganism identified. A student survey showed they enjoyed the exercise and felt it fulfilled the aims and objectives of the lesson. There was a positive response to its flexible nature and the inclusion of test costs. This virtual laboratory was less expensive and 10 times faster than a traditional laboratory exercise yet achieved the same learning outcomes for students who were already familiar with laboratory techniques. The virtual lab was developed with a generic template that could be used for future lessons.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"17 1","pages":"84-89"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87851996","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: 15

Looking forward to the 10th year for the Journal of Food Science Education 期待《食品科学教育杂志》的第十个年头

The Journal of Food Science Education Pub Date : 2010-10-01 DOI: 10.1111/J.1541-4329.2010.00109.X

G. Chism

引用次数: 0

The Science of Pizza: The Molecular Origins of Cheese, Bread, and Digestion Using Interactive Activities for the General Public 披萨的科学:奶酪、面包和消化的分子起源，为公众使用互动活动

The Journal of Food Science Education Pub Date : 2010-10-01 DOI: 10.1111/J.1541-4329.2010.00101.X

A. Rowat, Daniel Rosenberg, K. Hollar, H. Stone

引用次数: 7

A 10-Year Review of the Food Science Summer Scholars Program: A Model for Research Training and for Recruiting Undergraduate Students into Graduate Programs and Careers in Food Science. 食品科学暑期学者计划的十年回顾:食品科学研究培训和招收本科生进入研究生课程和职业的模式。

The Journal of Food Science Education Pub Date : 2010-10-01 DOI: 10.1111/J.1541-4329.2010.00103.X

A. Roberts, Janette Robbins, L. McLandsborough, M. Wiedmann

{"title":"A 10-Year Review of the Food Science Summer Scholars Program: A Model for Research Training and for Recruiting Undergraduate Students into Graduate Programs and Careers in Food Science.","authors":"A. Roberts, Janette Robbins, L. McLandsborough, M. Wiedmann","doi":"10.1111/J.1541-4329.2010.00103.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00103.X","url":null,"abstract":"Abstract: A pressing problem facing regulatory agencies, academia, and the food industry is a shortage of qualified food science graduates, particularly those with advanced degrees (that is, M.S. or Ph.D.). In 2000, the Cornell Institute of Food Science established the annual Food Science Summer Scholars Program as an experiential summer research program for undergraduate students with the goal of increasing the number of individuals enrolling in graduate programs in Food Science and entering careers in food science. In 2008, to explore expansion to other food science programs, the program also included 5 students placed at the Univ. of Massachusetts. Between 2000 and 2009, a total of 147 undergraduate students, representing a nationally and internationally diverse student body, have participated in the program. Sixty program participants have been recruited from nonfood science majors and 25 have been U.S. citizens representing traditionally underrepresented minorities. Forty-five program alumni have completed graduate degrees with a food science or related major, and 56 alumni are currently pursuing graduate degrees in food science or related disciplines. Thirty program alumni are working in the food industry. The Food Science Summer Scholars Program at Cornell and the Univ. of Massachusetts has proved to be an effective program for recruiting students into graduate programs and careers in food science. Furthermore, the Summer Scholars Program at Cornell and the Univ. of Massachusetts serves as a model for the development of a cooperative multi-institutional food science summer research program for undergraduates to further increase the supply of students for graduate study and careers in food science.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"2 1","pages":"98-105"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78417212","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

Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations 利用计算流体动力学模拟加强学生在食品工程中的学习

The Journal of Food Science Education Pub Date : 2010-10-01 DOI: 10.1111/J.1541-4329.2010.00102.X

S. Y. Wong, R. Connelly, R. Hartel

{"title":"Enhancing Student Learning in Food Engineering Using Computational Fluid Dynamics Simulations","authors":"S. Y. Wong, R. Connelly, R. Hartel","doi":"10.1111/J.1541-4329.2010.00102.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00102.X","url":null,"abstract":"Abstract: The current generation of students coming into food science and engineering programs is very visually oriented from their early experiences. To increase their interest in learning, new and visually appealing teaching materials need to be developed. Two diverse groups of students may be identified based on their math skills. Food science students tend to find it difficult to use mathematics as a problem-solving tool for food engineering problems. Food engineering students, on the other hand, should be challenged to use emerging mathematical tools to develop their problem-solving skills. Therefore, the approach of this project involved the development of a curriculum to train undergraduate food engineers in the effective use of computational fluid dynamics (CFD) software to solve food engineering problems by engaging them in the creation of food engineering teaching tools. These CFD outputs were then used as innovative teaching tools for the food science students. In this paper, this concept will be illustrated by unsteady-state heat transfer and fluid flow problems. To evaluate the efficiency of the teaching materials developed, a student focus group was asked to answer the same quiz following a conventional and CFD output aided teaching session. The assessment result showed an improved understanding of the subject after the CFD teaching session. These visual aids were excellent tools to illustrate the validity of the formulas presented in class. In addition, the new visual materials enabled a better understanding of the relationships among different process parameters. In general, this helped the food science students better appreciate the food engineering concepts that govern food processing operations.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"26 1","pages":"90-97"},"PeriodicalIF":0.0,"publicationDate":"2010-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82612699","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: 10

Editorial: Summer Reading and Writing 社论:暑期阅读和写作

The Journal of Food Science Education Pub Date : 2010-08-17 DOI: 10.1111/j.1541-4329.2010.00104.x

G. Chism

引用次数: 0

Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries 衡量食品科学和人类营养课程中批判性思维的收获:康奈尔批判性思维测试、基于问题的学习活动和学生日记条目

The Journal of Food Science Education Pub Date : 2010-07-01 DOI: 10.1111/J.1541-4329.2010.00100.X

W. Iwaoka, Yong Li, W. Y. Rhee

{"title":"Measuring Gains in Critical Thinking in Food Science and Human Nutrition Courses: The Cornell Critical Thinking Test, Problem-Based Learning Activities, and Student Journal Entries","authors":"W. Iwaoka, Yong Li, W. Y. Rhee","doi":"10.1111/J.1541-4329.2010.00100.X","DOIUrl":"https://doi.org/10.1111/J.1541-4329.2010.00100.X","url":null,"abstract":"Abstract: The Cornell Critical Thinking Test (CCTT) is one of the many multiple-choice tests with validated questions that have been reported to measure general critical thinking (CT) ability. One of the IFT Education Standards for undergraduate degrees in Food Science is the emphasis on the development of critical thinking. While this skill is easy to list as a student-learning objective, measuring gains in CT is relatively difficult. If the majority of the class time is spent discussing and solving ill-defined problems, then will students become actively and meaningfully involved in their own learning and will there be any gains in CT skills? To measure gains using this format, the CCTT was administered as a pre- and posttest to Food Science and Human Nutrition students in an Experimental Foods class taught every fall over an 8 y period (2001–2008). Statistical analysis indicated that in 2 of the years (2002 and 2004), there were significant gains (P values 0.036 and 0.045, respectively) in CT scores. Furthermore, in both years, there were significant gains in the same 2 aspects of CT (deduction and assumption) and not in the other aspects. However, we suggest that completing several take-home exams with many open-ended questions, writing detailed laboratory reports, and documenting unsolicited student reflections in journal entries that comment on apparent gains in CT skills may be a better indication of actual gains in CT skills compared to the actual CCTT test scores.","PeriodicalId":22784,"journal":{"name":"The Journal of Food Science Education","volume":"36 1","pages":"68-75"},"PeriodicalIF":0.0,"publicationDate":"2010-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90050345","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: 33