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Educational technology research and development - Educational technologies in mathematics typically focus on fostering either procedural knowledge by means of structured tasks or, less often,...  相似文献   
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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.  相似文献   
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The shortage of highly qualified graduates with advanced training in food science is a pressing problem facing government agencies and the food industry. This has created a need to recruit and train food scientists at the graduate level. However, most graduate level programs are research‐based and do not meet the needs of many students. The College of Agriculture and Life Sciences at Cornell Univ. has a Master of Professional Studies Program in Agriculture and Life Sciences (MPS‐ALS), which is offered through the Field of Food Science and Technology (FFST), as an alternative to research‐based masters and doctoral degrees. Although the MPS‐ALS program began in the 1970s, the FFST did not take an active role in recruiting students or tracking alumni until 2000. From 2000 to 2013, a total of 56 students, representing an internationally and academically diverse student body, have received MPS‐ALS degrees through the FFST. In May and August 2013, alumni were asked, via e‐mail, to complete an online survey to assess the long‐term impact of the MPS‐ALS program on their career success. The results of the survey indicate that the MPS‐ALS program at Cornell Univ. is a strong program that attracts excellent candidates from a variety of undergraduate fields. Program alumni have been very successful in obtaining full‐time employment, graduate positions and internships, and are highly satisfied with the program. The MPS‐ALS offered through the FFST at Cornell Univ. is a model for the development of course‐based graduate programs that seek to increase the supply of and meet the demand for trained professionals in food science.  相似文献   
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Career and educational opportunities in food science and food safety are underrecognized by K‐12 students and educators. Additionally, misperceptions regarding nature of science understanding persist in K‐12 students despite being emphasized as an important component of science education for over 100 y. In an effort to increase awareness concerning career and educational opportunities in food science and food safety and to improve the nature of science understanding among K‐12 students, a series of problem‐based learning modules was developed and pilot tested with a total of 61 K‐12 students. Results of pre‐ and postevaluations and assessments indicated that (1) interest in science, food science, and food safety increased and (2) content knowledge related to the nature of science, food science, and food safety was improved. We further suggest that these modules provide opportunities for educators in traditional as well as extracurricular settings to demonstrate important concepts contained in the newly released Next Generation Science Standards.  相似文献   
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Developing novel, engaging courses in food safety is necessary to train professionals in this discipline. Courses that are interactive and case‐based encourage development of critical thinking skills necessary for identifying and preventing foodborne disease outbreaks. The purpose of this study was to assess the efficacy of a case study module‐based course for upper division undergraduate and graduate students interested in food safety. Four independent case study modules were developed and implemented by 4 universities working in tandem over a semester course. All case studies incorporated molecular and epidemiological methods employed by professionals in food safety in outbreak investigations. Each case study was based on a (i) suspect foodborne pathogen, (ii) identification tools including biochemical test variations and pulsed field gel electrophoresis, multiplex PCR and/or whole genome sequencing, and (iii) suspect location and company type from farm to production site to restaurant. Pre‐ and postinstruction evaluations revealed significant increases in understanding of the concepts introduced through each module as demonstrated by overall mean normalized gain of 0.32 ± 0.35 (15% ± 19%; n = 60). Institution, role of instructor, prescore, and learning environment all played a significant role in the effects of overall learning. This study provides a successful model for a case study‐based course in food safety. The guidelines and materials developed by our group are available for use by other institutions.  相似文献   
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基于德国大学教育模式的FMS实验室建设   总被引：4，自引：1，他引：3  
针对中国高等教育工科专业学生在理论应用能力、独立分析问题和解决问题以及创新能力方面与世界发达国家学生之间存在的问题,围绕引进德国应用科技大学人才培养模式的主题,通过对同济大学中德工程学院背景的介绍,阐述了德国模式的柔性制造系统FMS实验室建设.指出了该实验室的规划设计是依据德国应用科技大学相关实验室模式,遵循接近工业生产系统同时拥有自己功能特色的原则.论述了该实验室建设关键是引进德国先进的高等教育理念,为培养中国自己具有国际竞争力的理论研究、高级工程应用和管理等人才探索一条新路.  相似文献   
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Identification of core competencies for undergraduates in food safety is critical to assure courses and curricula are appropriate in maintaining a well‐qualified food safety workforce. The purpose of this study was to identify and refine core competencies relevant to postsecondary food safety education using a modified Delphi method. Twenty‐nine experts representing food safety professionals in academia, government, and industry were given 2 rounds of questionnaires that specified initial food safety competencies, core domains, and subdomains. Competencies were defined as a set of skills, knowledge, and abilities that correlate to success of a trainee. The framework for which competencies were classified consisted of (1) core domains, defined as broad food safety subjects; and (2) subdomains, or more specific food safety subjects. The expert panel used a 5‐point Likert scale with an acceptance criterion, or consensus, of 75%, with a rating of “4” or greater. After 2 rounds of questionnaires and revisions from the expert panel, 5 core domains were established: (1) Food Production, Manufacturing, Retail, and Consumer; (2) Foodborne Hazards; (3) Public Health; (4) Legislation and Policy; and (5) Communication and Education. Specific responses from the experts highlighted areas in which further curriculum revision would be beneficial. This study provides a framework for the development of a vetted, standardized undergraduate food safety curriculum. The Delphi method, with its inclusion of professionals representing various sectors of food safety, provided relevant perspectives for curriculum design, and also allowed participants the opportunity to contribute to the education of future food safety professionals.  相似文献   
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Schwartz and Martin (Cogn Instr 22:129?C184, 2004) as well as Kapur (Instr Sci, this issue, 2012) have found that students can be better prepared to learn about mathematical formulas when they try to invent them in small groups before receiving the canonical formula from a lesson. The purpose of the present research was to investigate how the effectiveness of invention activities may be mediated by composition of the small groups in terms of their mathematical skills. In two studies, small groups of undergraduates engaged in an ??inventing standard deviation?? task. Results suggested that groups may need at least one member with high math ability to take advantage of ??learning by invention??. Groups consisting of both high and low math ability members generated a broader range of solution attempts during the invention task, and this seemed to be related to better uptake of the standard deviation formula from a later lesson.  相似文献   
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