Food Science Education Publications and Websites

Abstract

Food product development usually lies in the domain of the food scientist. In 1996, the Research Chefs Association introduced the concept of Culinology®– the blending of culinary arts and food science. The result has quickly changed the way America's food industry develops new food products. A Culinology® degree incorporates elements from both the culinary arts and food science disciplines, enabling the student to understand the science behind the food while mastering the culinary arts. As a new academic discipline, Culinology® has the potential to revolutionize the food industry, and its practitioners will define the future of food. Michael Cheng, CHE, Director/Associate Professor, Culinology and Hospitality Management, Associate Graduate Faculty, Southwest Minnesota State Univ., Marshall, MN 56258. The enrollment of international students in U.S. colleges and universities is increasing. Because these students are exposed to new foods and the potential risks these food pose for these students, the authors wanted to determine the best ways to provide students with safety training and information. An electronic group method was used to engage students in discussions on food safety concerns and training needs and the students’ preferred method for receiving this information. A group of 29 undergraduate and 29 graduate students participated in the study. Three discussion questions were asked: 1) What types of foods have you discovered in the United States that are quite different from the foods in your home country?, 2) What type of food safety information would you like to receive?, and 3) How would you prefer to receive food safety information. Participants noted “ … foods … discovered … had less natural flavor and freshness because of the use of “too many” additives and preservatives.” (p. 748). Participants also wanted information on “ … safe handling and preparation of salads, fresh vegetables, and fruits” (p. 748) as well as information on shelf-life of frozen and refrigerated foods and concerns on chemical effects. Delivery methods of safety information included packaging and labels, “ … interactive websites and emails … .” (p. 748), and “ … ”school curriculum, awareness, and training programs … .” (p. 748). Auburn Univ. (AU), in Alabama, has a designated Dept. of Poultry Science. Redlands Community College (RCC), in El Reno, Okla., has an innovative animal science program but no poultry. Collaboration between the 2 institutions has given RCC students an opportunity to learn about the poultry industry virtually. RCC utilizes Eagle Island to augment classroom presentations and encourage critical thinking. It is very difficult, if not impossible, to schedule real life food processing facility tours. Eagle Island exists in the virtual world of Second Life and exists to share space, provide interaction in real time and persist around the clock for global accessibility. The Island has been built based on actual poultry and egg facilities, with creative liberties taken. Marcia Owens Kloepper, AUFSI Technology Coordinator, Auburn Univ., Auburn, AL 36849-5416 Place-based science education encompasses the meanings and sense of attachment local residents feel for places. One university science methods class in north-western Spain prepared lesson plans related to local culinary production and practices, to expand the narrow vision of food usually offered in science classes in terms of anatomical, physiological, or biochemical aspects of digestion and nutrition. In addition, students designed environmental research projects responding to 3 questions: How is it made?, How does it work?, and What skills are demanded? Most projects were related to local traditional knowledge, such as flour milling, meat curing, cheese making, and cabinetry. Such investigations served to integrate aspects of the natural, social, and cultural environment to foster a critical pedagogy of place. Renée DePalma Ungaro, Depto. de Pedagoxía e Didáctica, Faculdade de Ciencias da Educación, Univ. da Coruña, Campus de Elviña, s/n, A Coruña Spain. (Pedro Membiela, Univ. of Vigo, Spain was the instructor for the course described). The authors describe a case-based laboratory for upper-level chemistry and biochemistry majors using an actual case from the FDA laboratory involving possible alteration of orange juice concentrate to claim fresh-squeezed orange juice. The case-based approach to teaching involves brief cases and allows for student ownership through independent work, creating increased student confidence. This case-based laboratory was very positively received by the students. Using the “Food – a fact of life” website (http://www.foodafactoflife.org.uk/) the authors provide a brief report on how the British Nutrition Foundation disseminates accurate information on healthy eating and cooking to primary and secondary school teachers. The site includes teaching notes and learning objectives, recipes, interactive games and tutorials, and activity sessions.