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1.
There is opportunity to decrease the frequency of foodborne illnesses by improving food safety competencies and planned behaviors of college students before they begin careers in the food industry. The objectives of this study were to (1) develop a multimedia case study teaching method that provides real world context for food science education; and (2) evaluate the extent to which it improves the intentions of students to implement food safety management systems upon entering the workforce, as well its impact on knowledge gains and students’ abilities to understand complex concepts. The target audience consisted of all participants in an upper‐level undergraduate food safety management systems course (n = 17). A pretest and posttest survey research instrument was developed to measure knowledge gains and also students’ food safety intentions using the framework of the Theory of Planned Behavior. Students experienced significant gains in knowledge, attitude, and intention after completion of the course (P < 0.05). One hundred percent of students agreed that the interactive videos aided in their understanding of food safety concepts. A paired t test suggested that both behavioral control beliefs and attitudes of students toward food safety management significantly increased (P < 0.5) after completion of the case study. These results suggest that integrating multimedia case studies into food science education may enhance food safety behaviors.  相似文献   

2.
South African societal stakeholders are in general not satisfied with the work preparedness of newly graduated food science and technology students. There is currently little local literature available that defines the graduate capabilities required of newly graduated food scientists and technologists in South Africa. Therefore, the outcomes of an empirical analysis conducted through stakeholder engagement to identify the required graduate capabilities of newly graduated students in food science and technology are reported in this article. A self‐developed questionnaire, administered as a web‐based survey, was used to conduct a needs analysis to identify the required graduate capabilities. The results of this study showed that the identified graduate capabilities composed of generic graduate attributes, including the related employability skills and characteristics of graduateness, the desirable personal attributes, and the foundational food science and technology knowledge, skills, and competencies required to be an effective food science and/or technology graduate that meets the expectations of stakeholders within the South African context. Comparison with the minimum educational requirements of international food science and technology organizations, including the Institute of Food Technologists 2018 “Standards and Essential Learning Outcomes,” showed considerable overlap with the required graduate capabilities identified in this study. However, it was also shown that within the South African context some additional skills and competencies in food science and technology are required from South African graduates and that existing curricula must be aligned to fully prepare students to be workplace ready.  相似文献   

3.
This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.  相似文献   

4.
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   

5.
This article discusses the development, implementation, and evaluation of a tiered internship program for undergraduate students in geospatial science and technology (TIMSGeoTech). The internship program assists education programs in providing skill development that is relevant and useful, and it aligns graduates and their skills with industry needs, through internship experiences. The unique internship tiers clarify the United States Department of Labor’s requirements on geospatial technician competencies and preparation. The vibrant internship process and its thorough evaluation improve the relevance of coursework to today’s geospatial applications and competencies, student academic performance, student retention and graduation rates, and employer’s satisfaction.  相似文献   

6.
Connecting the public to concepts in science, technology, engineering, and mathematics (STEM) is an essential for technological advancement and inspiring future scientists, impacting both the communicator and the audience's understanding of scientific topics. Without proper communication of scientific knowledge, acceptance and implementation of new technologies can be hindered. Additionally, increasing public awareness about current scientific issues through STEM engagement permits more informed policy and consumer choices, especially in the field of food science where many new food technologies are met with initial resistance by the consuming public. Here, we describe an event that introduced topics in food science to the nonexpert public, including K‐8th grade participants and their adult caregivers in an informal learning environment. This program consists of six activities that collectively introduce three areas in food science: food chemistry, food microbiology, and process engineering. Protocols are provided for each activity including a materials list (with the option to scale up or down according to event duration, event space allowances, and number of participants), learning objectives and discussion points that are adaptable to different age groups, event spaces, or budgets. Each activity has a participatory component to ensure both audience member and instructor engagement. A program designed for food science communication empowers young scientific minds to better understand complex scientific topics and could inspire them to envision a possible career in STEM fields, with the additional benefit of providing graduate students an exciting medium through which they may practice their science communication skills, potentially benefiting not only their personal academic and professional skills but also broader societal needs.  相似文献   

7.
Critical thinking (CT) skills are essential to academic and professional success. Instruments to assess CT often rely on multiple-choice formats with inherent problems. This research presents two instruments for assessing CT, an essay and open-ended group-discussion format, which were implemented in an undergraduate business course at a large public university. The topics were intentionally chosen to be digitally-related (internet access and social media) since they raise complex issues, are applicable in many disciplines, and students are avid users, thereby making these instruments relevant, multidisciplinary, engaging, and multifaceted. These instruments may be adapted to enable educators to effectively assess undergraduate students’ ability to think critically. Qualitative analysis of the verbatim data with NVivo helps demonstrate the instruments’ efficacy in assessing CT, with (1) high-quality responses receiving high grades, and (2) overarching themes identified by content analysis, that coalesce into the three dimensions of social justice theory (distributive, procedural, and interactional), thus illustrating students’ consideration of complex fairness norms and societal needs. Excerpts of student responses are provided as illustrations of the indicators/evidence of critical thinking. Educators can use these instruments to first assess students’ CT skills, and then devise targeted interventions to improve the quality of students’ thought processes.  相似文献   

8.
英语专业本科毕业论文写作可以提高学生各方面的专业知识和技能,可以培养和提高学生的思维能力,可以促进学生对专业知识认识的深化,可以提高学生的英语写作水平及培养学生初步的科研能力。丽水学院英语专业本科文学毕业论文写作存在选题范围较窄、选题内涵欠深及质量不佳的问题。《英美文学史及作品选读》课程的教学现状是其相关原因之一。改革《英美文等史及作品选读》课程的教学有助于解决文学毕业论文写作存在的问题。  相似文献   

9.
Previous studies have reported on the inadequacy of youth knowledge and practice of food safety principles. The formal high school science classroom environment presents an opportunity to stimulate interest and increase knowledge in food safety with potential benefits to students in improved science literacy, development of life skills, and greater awareness of career opportunities. Previously developed educational materials, Foodborne Illness Outbreak Investigations for Food Safety Education, were evaluated for instruction by high school and community college science educators of various subject matters including foods, microbiology, disease, and chemistry courses. Educator feedback was favorable on measures of quality, implementation ease, and student engagement, with ratings greater than 3 on a 5‐point scale corresponding to “good” to “excellent.” A positive change in familiarity with food safety concepts for 4 groups of students, representing approximately 77% of the participants, was demonstrated by an overall increase, ranging from 4% to 14%, in correct responses to a test administered before and after exposure to the materials. There was variation in degree of change and the topics positively impacted for student groups by subject matter.  相似文献   

10.
Nuclear science has uses and applications that are relevant and crucial for world peace and sustainable development, so knowledge of its basic concepts and topics should constitute an integral part of civic scientific literacy. We have used two newspaper articles that deal with uses of nuclear science that are directly relevant to life, society, economy, and international politics. One article discusses a new thermonuclear reactor, and the second one is about depleted uranium and its danger for health. 189 first-year undergraduate physics and primary education Greek students were given one of the two articles each, and asked to answer a number of accompanying questions dealing with knowledge that is part of the Greek high school curriculum. The study was repeated with 272 first-year undergraduate physics, physics education, science education, and primary education Turkish students. Acceptable or partially acceptable answers were provided on average by around 20 % of Greek and 11 % of Turkish students, while a large proportion (on the average, around 50 % of Greek and 27 % of Turkish students) abstained from answering the questions. These findings are disappointing, but should be seen in the light of the limited or no coverage of the relevant learning material in the Greek and the Turkish high-school programs. Student conceptual difficulties, misconceptions and implications for research and high school curricula are discussed.  相似文献   

11.
Success skills have been ranked as the most important core competency for new food science professionals to have by food science graduates and their employers. It is imperative that food science instructors promote active learning in food science courses through experiential learning activities to enhance student success skills such as oral and written communication, critical thinking, problem solving, and team work. The aim of this study was to incorporate “real‐world” experiential learning into a food product development course. Undergraduate students enrolled in a food product development course worked on a semester‐long product development case study developed by the Instructor of the course and the Manager from ACH Food Companies, Inc. The case study was presented to students in the form of a product development competition. Students were placed into groups and given the task to develop a cake mix with specified parameters. At the end of the semester, student groups participated in a case study competition to showcase their product concepts. Each student group gave a PowerPoint presentation and was evaluated using selected criteria. Students rated the course overall as being very good. Students perceived the case study to be beneficial and informative regarding employer (ACH's) expectations. Students recommended that the Instructor minimize restrictions/specifications for product concepts and increase the quantity of course/laboratory meetings per week. This approach will continue to be used and further evaluated as an approach to incorporate active learning and provide food science undergraduates with a sense of employer expectations.  相似文献   

12.
In response to the American Association for the Advancement of Science''s Vision and Change in Undergraduate Biology Education initiative, we infused authentic, plant-based research into majors’ courses at a public liberal arts university. Faculty members designed a financially sustainable pedagogical approach, utilizing vertically integrated curricular modules based on undergraduate researchers’ field and laboratory projects. Our goals were to 1) teach botanical concepts, from cells to ecosystems; 2) strengthen competencies in statistical analysis and scientific writing; 3) pique plant science interest; and 4) allow all undergraduates to contribute to genuine research. Our series of inquiry-centered exercises mitigated potential faculty barriers to adopting research-rich curricula, facilitating teaching/research balance by gathering publishable scholarly data during laboratory class periods. Student competencies were assessed with pre- and postcourse quizzes and rubric-graded papers, and attitudes were evaluated with pre- and postcourse surveys. Our revised curriculum increased students’ knowledge and awareness of plant science topics, improved scientific writing, enhanced statistical knowledge, and boosted interest in conducting research. More than 300 classroom students have participated in our program, and data generated from these modules’ assessment allowed faculty and students to present 28 contributed talks or posters and publish three papers in 4 yr. Future steps include analyzing the effects of repeated module exposure on student learning and creating a regional consortium to increase our project''s pedagogical impact.  相似文献   

13.
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14.
食品检测技术是食品质量与安全专业的专业课之一。随着科学技术的日新月异,食品检测技术的发展十分迅速,新的检测技术和检测手段不断应用到食品检测领域中来,在这方面的研究开发工作也变得异常活跃。现代食品检测技术科研与本科教学的有效融合,对培养高素质的创新型人才将起到积极的作用。  相似文献   

15.
The gross anatomy dissection course is a cost‐intensive piece of undergraduate medical education that students and professionals alike describe as very important within the overall medical curriculum. We sought to understand more explicitly students' valuation of gross anatomy as an “important” course and so developed a quantitative longitudinal questionnaire. Medical students (n = 124) enrolled in the winter term 2006/2007 gross anatomy course at the Ulm University Faculty of Medicine were surveyed anonymously prior to, in the middle of, and at the end of the dissection course. Subgroups of students expressing rising or falling opinions of course value were identified and correlated with student opinions about the course's ability to convey professional competencies. Five‐point Likert scales were used for each survey item, which included such standardized instruments as the NeoFFI, BSI, and FBM. The study confirmed that medical students believe dissection to be valuable. Students indicated that participation in the course facilitated acquisition of anatomy knowledge as well as skills related to teamwork, coping with stress, and, to a lesser extent, time management. Students also noted that they developed less empathy than expected beforehand. Significant subgroup differences were observed relative to the competencies of teamwork, stress coping strategies, and empathy, as well as in students' stress levels associated with having to take a dissection course. Our study builds on previous work that has shown dissection courses help students develop professional competencies. The increase in professionalism might be a reason for the generally high value students place on the gross anatomy dissection course, Anat Sci Educ 3:3–11, 2010. © 2010 American Association of Anatomists.  相似文献   

16.
This study investigates the effects of a competency‐oriented course and the effects of feedback training on students’ reflection skills. Thirty‐one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency‐oriented course, which included more performance‐oriented tasks based on competencies and a performance‐based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non‐trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency‐oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non‐trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency‐oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered.  相似文献   

17.
A summer program was created for undergraduates and graduate students that teaches bioinformatics concepts, offers skills in professional development, and provides research opportunities in academic and industrial institutions. We estimate that 34 of 38 graduates (89%) are in a career trajectory that will use bioinformatics. Evidence from open-ended research mentor and student survey responses, student exit interview responses, and research mentor exit interview/survey responses identified skills and knowledge from the fields of computer science, biology, and mathematics that are critical for students considering bioinformatics research. Programming knowledge and general computer skills were essential to success on bioinformatics research projects. General mathematics skills obtained through current undergraduate natural sciences programs were adequate for the research projects, although knowledge of probability and statistics should be strengthened. Biology knowledge obtained through the didactic phase of the program and prior undergraduate education was adequate, but advanced or specific knowledge could help students progress on research projects. The curriculum and assessment instruments developed for this program are available for adoption by other bioinformatics programs at http://www.calstatela.edu/SoCalBSI.  相似文献   

18.
ABSTRACT: This article describes the outcomes of a needs assessment concerning current training needs and performance targets for non-degreed employees in the food industry. Focus groups were used to gather data from 5 food-processing companies: a fresh vegetable company, a canned vegetable company, 2 snack food companies, and a meat company. Focus group participants consisted of 1 senior-level manager each from human resource, production, quality assurance, purchasing, and product development departments within each company. The needs assessment identified 4 major themes that employers indicated as beneficial knowledge and skills for employees to possess: safety training, knowledge of food and production systems, learning and applying mathematical skills, and professional conduct. The authors anticipate that the knowledge of industry needs, with respect to the desired incoming workforce competencies and knowledge, will facilitate the development of integrated curriculum modules for secondary career and technical education programs (high school grades). These integrated curriculum modules will address the growing needs of the food industry and facilitate the development of employment skills required to function and prosper in the new global economy.  相似文献   

19.
Over the past several decades, there has been increasing interest in program‐ and university‐level assessment and aligning learning outcomes to program content. Curriculum mapping is a tool that creates a visual map of all courses in the curriculum and how they relate to curriculum learning outcomes. Assessment tools/activities are often included in the curriculum map. The School of Food Science, a joint program between the Washington State Univ. and the Univ. of Idaho, recently completed a curriculum mapping and assessment exercise. The goal of this exercise was to determine the alignment of the undergraduate curriculum with program learning outcomes and the degree of student mastery of these outcomes. Curriculum learning outcomes were revised from existing learning outcomes to better align with university learning outcomes and the IFT Core Competencies. All undergraduate courses were mapped to the IFT Core Competencies, and several competencies were assessed to determine student mastery. The mapping and assessment activities revealed potential gaps and redundancies in course content, as well as student ability to meet standards for competency. The results of the mapping and assessment exercises will be used to refine the content delivered to undergraduate students in the School of Food Science, with the overall goal of increasing the quality of the education provided to these students and helping them to be more prepared for a successful career in food science.  相似文献   

20.
新时代对人才核心素养提出了新要求.针对当前师范生培养过程中存在的教育情怀淡化、师范性边缘化和专业素养弱化等问题,以生物科学专业为例,通过对新时代核心素养、师范生专业认证标准、中学生物学课程教学目标,以及生物科学专业人才培养质量国家标准的比较分析,解读了不同标准对核心素养的理解,提出了优化培养方案,突出师范性;重视教育实...  相似文献   

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