Abstract A situated learning exercise was employed to teach food safety content in agribusiness management classes at Renmin University in China. Pedagogical objectives included proficiency at identification and assessment of food safety risk factors, source causation factors, and risk mitigation strategies. Identified themes emerging from student ex‐post questionnaire responses suggest these objectives were successfully met as students reflected on the process of observing and participating in street food markets and their instinctive reaction to stimuli encountered (affective interpretation), resulting changes in their attitudes and perceptions (cognitive response), and changes in behaviors. Additional learning objectives were defined as an outcome of the learning exercise including identifying and assessing the impact of stimuli and the resulting emotions on attitudes and perceptions; attributing source of food safety concerns to various actors and processes in street food markets; and identifying potential solutions to the environments and practices that generate food safety concerns.

Abstract A broad range of approaches to learning such as traditional lectures, laboratory learning, online learning, and active learning are used in higher education settings. Specifically, in the field of science and technology, laboratory learning is crucial and a form of active learning. The objective of this study was to examine the use of these four different learning approaches in a third‐year, undergraduate Food Science and Technology subject to facilitate learning, where previously only traditional lectures and laboratory learning had been used. Two new learning approaches, online learning and active learning in class, were incorporated, replacing two‐thirds of the traditional lectures. Student perspectives and preference to these four learning approaches were recorded using an online survey. Hands‐on laboratory classes were selected by the majority of students as the most effective way they learned, and also their most preferred learning approach. Majority of the students also found that the use of an educational technology, a polling tool contributed to their active learning in class. Finally, the intended learning outcome of an activity should be carefully considered when applying a learning approach to facilitate learning.

Abstract Organizational patterns can serve as a teaching strategy for instructors and as a learning tool for students to develop their expository writing skills, which are commonly required for assignments (for example, laboratory reports and research papers) in Food Science courses and in their future careers. The article discusses the importance of organizational patterns for teaching expository writing through an interdisciplinary collaboration. The teaching collaboration occurred with professors from Food Science, English, and Anthropology in an introductory Food Science course (FSCI 232) taught at California State University Long Beach (CSULB). In FSCI 232, students learned how to use organizational patterns to interpret and explain the content of an infographic obtained from the Food Technology magazine, published by the Institute of Food Technologists (IFT). The infographic “Global Obesity's Expanding Girth, the World is Getting Fatter” served as a visual stimulus to help students identify these patterns, focusing on inquiry and analysis of scientific data and skills required for technical writing. Furthermore, the article illustrates those other potential applications of organizational patterns using the infographic could extend to interdisciplinary content (that is, Food Anthropology), which facilitates the development of cultural competency and sensitivity in food systems. Additionally, the article provides sample activities for teachers to use in their classrooms. To summarize, organizational patterns can serve as an effective teaching strategy to enhance students’ writing skills across Food Science and related disciplines.

Abstract It has been well documented that for many students science is difficult to learn. Thus, as a food chemistry teacher, it has been my mission to continually search for and implement better ways to help my students learn chemistry. One strategy for improved learning, based on Johnstone's Triangle, that has been shown to be exceedingly effective, is to intentionally and explicitly provide students with opportunities to see and experience chemistry at the macroscopic level (things they can observe), so that they can make a more meaningful and lasting connection to the molecular level (things they cannot directly observe). Thus, the focus of this article is to share with you six demonstrations and one assignment that help make chemistry visible to students, providing them with a macromolecular manifestation of a molecular level property or event. Featured demonstrations are grouped into two categories: The Properties of Water Demonstrations (Water's #1 Superpower: Hydrogen Bonding) and The Phase Transitions of Water Demonstrations (Water's #2 Superpower: Shapeshifting). The assignment is modeled after the popular Unwrapped TV series.

Abstract In STEM (science, technology, engineering, and mathematics) courses, undergraduate laboratory classes are vital for students to develop competencies such as critical observation, collaboration, critical thinking, technical, and problem‐solving skills. Thus, for students to successfully acquire these competencies, preparation for laboratory classes is essential. This study aimed to explore the students' performance and perceptions of online pre‐laboratory videos and quizzes in undergraduate food science and technology. Quantitative data on student usage statistics of the videos, student performance in online quizzes and practical reports scores and student perceptions were analysed to provide a detailed perspective of the course. The students' performance was above 60% in all pre‐lab quizzes for both the 2018 and 2019 cohorts. The average pre‐lab video views were higher in the 2019 cohorts compared to the 2018 cohort. The majority of the students felt that the topics were well explained in the videos (M = 4.25 ± 0.84) and it was easy to learn from the videos (M = 4.31 ± 0.76). In terms of students perceptions, a strong positive correlations were found between course organisation and motivation and self‐efficacy (r = 0.86, p < 0.05); course engagement and motivation and self‐efficacy (r = 0.82, p < 0.05). The strongest positive correlation was between course organisation and online engagement (r = 0.95, p < 0.05). The results of this study suggest that the introduction of multimodal/digital preparation resources (pre‐lab videos and online quizzes) was positively received and benefited the students. Students have engaged enthusiastically with these resources and completed the majority of the tasks set. These findings will further expand research directed towards student perception of the lab experience and aid in the adaptation of food science and technology curriculums to accommodate both student and university needs.

Abstract Green skills need to be developed in vocational education for sustainable future. However, the vocational high school curriculum of agricultural food processing technology in Indonesia does not explicitly state the development of green skills. Teaching materials, such as module are needed to develop vocational students’ green skills. This study aimed to develop green skills module for meat processing technology at vocational high schools. Development of this module used the analysis, design, development, implementation, and evaluation (ADDIE) model. The contents for a green skills module were developed based on a need analysis for the elements of green skills that must be developed in vocational high schools, curriculum and a literature review analysis related to sustainability in meat processing technology. The module was designed using a scientific approach to strengthen active student learning as per the 2013 curriculum policy for vocational high schools in Indonesia. The developed module was sent to the four selected experts for validating. It gained score of 88.56% in material aspect about meat processing technology by the material experts and 89.18% in media aspects by the media experts. These scores mean that the module was categorized as very feasible. Based on the pre‐test and post‐test of students’ green skills with this module, the calculation of n ‐gain test was 0.4 which means moderate category. The findings of this study imply that the module can be used in learning to improve student's green skills. This study may be adapted for the development of other subject modules in vocational schools.

I'm not sure how many of you are interested in Greek mythology. Truth be told, in general, I was not a big fan. No reason really, I just never got into it. That is, until I was introduced11 I was introduced to Kairos and the tale he has to tell at a Habitudes Intensive Workshop taught by Tim Elmore in January 2019, at Growing Leaders (https://growingleaders.com), Atlanta, GA. The Opportunity Statue is in The Art of Leading Yourself Habituates book, image 10 (Elmore, 2018) to Kairos. Let me explain. Kairos (also called Caerus) was the Greek god or personified spirit of opportunity and the youngest of the divine sons of Zeus. The original bronze allegoric statue of Kairos was made by Lysippos22 The original statue of Kairos made by Lysippos is lost, but there is an attic sarcophagus fragment depicting Kairos the god of opportunity at the Museum of Antiquities in Turin, Italy, a picture of which can be viewed at Antiquities Exhibits (n.d.). and stood outside his home in the Agora of Hellenistic Sikyon (Figure 1). Lysippos depicted Kairos as a young man with winged feet, a large lock of hair on the front of his head, and no hair at all in the back. That's right, he's complete bald in the back. “What is thy name?” “My name is Opportunity.” “Why do you have wings on your feet?” “That I will be able to fly efficiently.” “How come you have such a big forelock?” “That men will apprehend me when I arrive.” “Can you tell me why you're bald in the back?” “That no one will be able to catch me as I pass.” As is clear from the excerpt from the inscription beneath the statue, opportunity is something that you must grab hold of when it arrives, but you will not be able to catch hold of it after it passes. I will close with one of my favorite quotes about opportunity and a story to go along with it. “Opportunity is missed by most people because it is dressed in overalls and looks like work.” -Thomas A. Edison A number of years ago, I was privileged to get involved, at just the right time, with some amazing faculty members from a variety of universities who had a passion and a vision for the future of food science education. It was hard work, but it was so very worth it. Born of those efforts were the Education Division44 The petition to form the Education Division was submitted to IFT on February 27, 1995, by Dr. Faye Dong, from University of Washington, Seattle, WA at that time, who later became the Head of the Department of Food Science and Human Nutrition at the University of Illinois at Urbana-Champaign. (currently Education, Extension, and Outreach Division) and the Journal of Food Science Education55 Dr. Wayne Iwaoka in his first editorial acknowledges the following key individuals in the IFT Education Division for their efforts in the creation of JFSE: Darrell Donahue, Alfred Bushway, Jim Bird, and Denise Skonberg from the University of Maine; Grady Chism from Ohio State University; Clark Brekke from University of Tennessee; Shelly Schmidt and Kris Campbell from the University of Illinois; Rich Hartel from the University of Wisconsin; Faye Dong from the University of Washington; Paul Singh from the University of California, Davis; Carolyn Fisher from McCormick and Co.; and Albert McGill from Victoria University of Technology, Melbourne, Australia. Thank you for your vision and perseverance that made JFSE a reality. . I encourage you to grab hold of the opportunity to be a part of the future of Food Science Education. Don't let it pass you by. It has been my great pleasure and honor to serve as the third Scientific Editor of the Journal of Food Science Education from 2014 to 2021, preceeded by two wonderful colleagues and friends – Dr. Wayne Iwaoka, emeritus professor at the University of Hawaii, the inaugural Scientific Editor from 2000 to 2005, followed by Dr. Grady Chism, emeritus professor at the Ohio State University, the second Scientific Editor from 2006 to 2013. Final Course Project (FCP) Information - FSHN 101 The Science of Food, Fall 2021 (See supplemental file “JFSE-v20i1-Schmidt editorial supplemental-Final Course Project.pdf”) Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article.