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1.
One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.  相似文献   

2.
Abstract: One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.  相似文献   

3.
3D Food Printing: A Taste of the Future   总被引：1，自引：0，他引：1       下载免费PDF全文
One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education, Extension and Outreach Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top 3 papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a worldwide audience.  相似文献   

4.
Abstract: One of the core competencies in the Institute of Food Technologists (IFT) education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to ``communicate technical information to a nontechnical audience.'' The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.  相似文献   

5.
ABSTRACT: One of the core competencies in the IFT Education standards for students is to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in a nontechnical language such that someone reading a local newspaper could also understand it. Due date for submissions is typically the 1st week in June every year. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 articles, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Mary Scourboutakos from the Univ. of Toronto.  相似文献   

6.
ABSTRACT:  One of the core competencies in the IFT education standards for students is to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a nontechnical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in a nontechnical language such that someone reading a local newspaper could also understand it. Due date for submissions is typically the 1st week in June every year. More information on eligibility, rules, submission, and judging criteria is posted on IFT's Student Association website. Monetary prizes are awarded to the authors of the top 3 articles, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Masooma Zahed from Chapman Univ.  相似文献   

7.
ABSTRACT:  One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Stephanie Chiu from the Univ. of British Columbia.  相似文献   

8.
ABSTRACT:  One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Judy Smith from the Univ. of Maine.  相似文献   

9.
One of the core competencies in the new IFT Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to "communicate technical information to a non-technical audience."
The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. JFSE is pleased to publish this year's winning entry submitted by Chee Syen Ong from the University of Guelph.  相似文献   

10.
One of the core competencies in the new IFT Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to "communicate technical information to a non-technical audience."
Earlier this year, the Education Division of IFT sponsored a writing competition for undergraduate students to bring attention to and promote the development of communication skills. JFSE is pleased to publish the winning entry submitted by Marie-Claire Hurteau from the Univ. of Guelph.  相似文献   

11.
ABSTRACT:  The Institute of Food Technologists (IFT), the IFT Foundation, and Discovery Education partnered to create and distribute food science information to science department and school counselor chairs in all 18000 U.S. high schools in January 2006. Two multimedia "kits" were generated for teachers and counselors, each consisting of DVDs with food science technical or career information, respectively, and a call to action to visit a newly created web microsite. To support and promote the program, IFT initiated a "Food Science Ambassador" program, where IFT member food scientists complete a brief survey indicating their interest in speaking with or visiting teachers, students, and counselors to discuss the field of food science or give a demonstration. IFT, through the career guidance committee, exhibited and conducted workshops at the National Science Teachers Association regional and national conferences, and coordinated a "Train the Trainer" program at the IFT Annual Meeting in Florida for local area science teachers and Food Science Ambassadors. Survey results from kit recipients were overwhelmingly positive, with over 97% of the respondents indicating that they intend to use the materials. The microsite developed for this program received over 18000 unique visits in the first 6 mo, and traffic to the IFT Teacher Resources web page increased. In the first 6 mo of its availability, nearly 250 IFT members have signed up to be Food Science Ambassadors. Long-term metrics for success are in place and continue to be monitored.  相似文献   

12.
ABSTRACT:  It has been reported that students learn best when they use a wide variety of techniques to understand the information of the discipline, be it visual, auditory, discussion with others, metacognition, hands-on activities, or writing about the subject. We report in this article the use of academic journals not only as an aid for students to learn about content knowledge needed in an Experimental Foods course, but also as a way to have students think about and reflect on their own personal values. The topics of these journal entries cover several of the core competencies in the Institute of Food Technologists (IFT) Undergraduate Education Standards for Degrees in Food Science. These are basic principles of food science, as well as address several "Success Skills" (written communication, critical thinking, professionalism, life-long learning, interaction skills, and organizational skills). While there are no quantitative "measurements" of gains in learning, comments from the students indicate that learning took place, critical reasoning occurred, and personal values were analyzed. A guideline for writing and grading academic journals and a simple rubric for scoring the quality of the writing are included.  相似文献   

13.
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.  相似文献   

14.
In the twenty‐first century, communication has become truly global. Advances in technology have opened up a host of ways in which we are able to communicate to retrieve or pass on information and knowledge. In many cases we have moved from a place‐based communication approach to one of increasing mobility. With this shift in approach, it is apparent that effective communication skills are perhaps even more important so that we can connect appropriately with diverse audiences. Despite this, relatively little attention has been paid to training our students in different modes of communication and therefore we may not be fully preparing our students to play their part in the global community. Given anatomy's place within many health‐care curricula, an ideal avenue is available for anatomists to take the lead in providing communications skills training for students. There are a variety of approaches, some of which are outlined in this article, which can be used to create appropriate opportunities for developing different communication skills and these can be woven into existing practices to ensure courses do not become overburdened. A sustained approach to communication skills training will help equip our students to communicate easily with the many aspects of modern society. Anat Sci Educ 6: 134–137. © 2012 American Association of Anatomists.  相似文献   

15.
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.  相似文献   

16.
Food science researchers have pronounced the Institute of Food Technologists Success Skills to be the most important competency mastered by graduates entering the work force. Much of the content and outcomes of the Success Skills pertains to oral communication skills of public speaking and interpersonal and group communication. This qualitative study reports the results of an examination of oral communication activities in the classes of 9 faculty in the food science program at Iowa State Univ. The findings revealed communication activities in the classes that support the Success Skills oral communication mandates; however, the food science faculty did not explicitly teach these skills. Faculty assumed the students would acquire proficiency in oral communication through participation in disciplinary activities that required them to practice the skills. A situated communication framework cautions communication researchers to honor the oral communication traditions in other disciplines. Still, the practice of preparing students to communicate in professional contexts without formal instruction raises 2 questions from the perspective of a communication researcher: first, are students aware of the communication skills they applied in classroom activities? Second, are students able to transfer communication skills to other classes and, more importantly to professional practice, when they graduate, as a result of this approach? The discussion suggests exercises that direct students’ attention to the specific skill sets inherent in the oral communication activities in the Success Skills while enabling faculty to maintain the communication traditions of food science as they prepare students for professional practice.  相似文献   

17.
Abstract: This article describes an innovative assessment tool designed to evaluate the effectiveness of a food safety skills curriculum for learners receiving special education services. As schools respond to the increased demand for training students with special needs about food safety, the need for effective curricula and tools is also increasing. A Food Safety Education for High School and Transition Special Needs Students curriculum served as the basis upon which our assessment tool was developed. The project was a collaborative effort by food safety and education professionals in Connecticut, Rhode Island and Massachusetts. This USDA‐funded initiative emerged from teacher‐generated data that identified critical gaps in food safety knowledge and skills among students with disabilities (SWD) receiving special education services. As an adjunct to this curriculum, a Food Safety Practices Assessment Tool was developed to: 1) conduct observations of students as they demonstrate food safety practices, and 2) use this information to design classroom‐based learning activities that are aligned with students’ Individual Education Plans (IEP). Pilot data suggest that the tool is valid and reliable for use in a kitchen‐based setting. This is the first known tool of its kind to test food safety skills of individuals with special needs in a real‐world environment. Further testing is needed to determine the usefulness of the tool for broader audiences.  相似文献   

18.
Abstract

Effective communication of science is a ubiquitous learning outcome for most science degrees, and a national threshold learning outcome for science in Australia. Evidence suggests that employers and academics are dissatisfied with the communication skills of many science graduates. Our study examines communication tasks used in summative assessment in bachelor of science (BSc) degrees. We compiled public information for all units of study from the BSc programmes at five research-intensive Australian universities. Our analysis suggests that science academics place high value on developing the ability of students to communicate, with 66% of all science units (n?=?1225) using one or more communication tasks as assessment (mean weighting 44%). However, opportunities for students to communicate in a variety of contexts are lacking. We found that communication tasks from eight majors (n?=?683) across the five universities addressed a very narrow range of contexts; an audience of scientists (including students) in the same discipline (97%), in the mode of traditional writing (79%) and for the purpose of interpreting and presenting results (66%). As such, assessment practice does not match the variety of contexts required by the Australian threshold learning outcomes or guiding statements in other countries. We identify opportunities and offer practical recommendations to help correct this mismatch.  相似文献   

19.
While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for the topic and generate audience interest. This paper provides food science presentation “best practices” based upon the results of the author's 10 y of experience teaching communication skills to 1st‐year graduate students. Topics include development of a “Presentation Inventory” that encourages presenters to consider why they are presenting, who they are presenting to, what information they plan to present, and how they plan to present the information. More specific sections of the paper address presentation introductions and conclusions, developing visual aids, responding to audience questions, flow, pacing, and time management, technological competency, and tips on how to practice a presentation. Such information should be applicable to all types of food science practitioners including undergraduate and graduate students, postdoctoral scholars, teaching and research academics, and government, industrial, and consulting food scientists. An awareness of such “best practices” among presenters of food science information can help raise the bar to improve the quality of contemporary food science presentations.  相似文献   

20.
Design students are asked to regularly communicate their ideas to a diverse audience. Students' abilities may be affected by their perceived self‐efficacy, the perception of abilities to perform a task. Because self‐efficacy is conceived of as context‐specific, it is vital to consider self‐efficacy as it specifically relates to design studios and the communication within that context, rather than to look at generalised self‐efficacy for communication. To that end, this article explains the development and validation of measures of students' perceived self‐efficacy for communicating in both formal (critique) and informal (studio working time) design circumstances. Using data from students at two institutions, the measures were found to be reliable; these results were further supported through their relationship to previously validated measures. The development of these measures and the results from pilot data provide insight into students' perceptions of their communication abilities that may be beneficial to educators seeking to help design students communicate competently.  相似文献   

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