Abstract
In March 2020, universities switched to online learning in response to the COVID-19 pandemic. The use of technology, asynchronous scheduling, and the semi-anonymous nature of online courses created challenges for engaging students and the teacher-student relationship. The problem was especially relevant for curricula with multisensory components like wine tasting. In Summer 2020, the BevEd SIG became a virtual faculty learning community of both experienced and novice beverage instructors. The group discussed their experiences and addressed the pedagogy, logistics, and potential problems of maintaining the sensory perception (seeing, smelling, and tasting) component as an integral part of wine courses regardless of the class format. The experiential learning of sensory perception as the skill of tasting and evaluating wine is also essential in the industry, including wineries, distributorships, wine sales, serving, bartending, and training. The evaluation of the challenges of teaching the sensory perception tasting component of wine courses during COVID-19 and the solutions developed by the BevEd SIG to address them can be considered best practices for wine course instruction and experiential training for staff and customer sales and events.
Highlights
Teacher pedagogy and assessments for the beverage courses at universities, taught by members of the Beverage Education Special Interest Group (BevEd SIG), which included 120 professors in the summer of 2020, all included a sensory perception tasting component
The members identified that the sensory perception tasting of wine pedagogy was their most difficult challenge and anxiety-inducing component of the newly mandated online delivery mode
While the teachers had different reasons for opting out of teaching the tasting component online, all agreed both the student experience and teacher-student relationship suffered as a result
Summary
Teacher pedagogy and assessments for the beverage courses at universities, taught by members of the Beverage Education Special Interest Group (BevEd SIG), which included 120 professors in the summer of 2020, all included a sensory perception tasting component. Traditional pedagogy, which relied on the face-to-face mode of delivery, was challenged and required reimagining in Spring 2020. Wine courses were required to move online due to the restrictions on public gatherings in response to the COVID-19 pandemic (Kamenetz, 2020). In the midst of the pandemic, members of the BevEd SIG shared panic-gogy stories and experiences. The members identified that the sensory perception tasting of wine pedagogy was their most difficult challenge and anxiety-inducing component of the newly mandated online delivery mode
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