Food Science Course Research Articles

No Student Left Behind: Students’ Experiences of a Self-Paced Online Learning Orientation in Undergraduate Studies during COVID-19 Pandemic

The rapid transition to remote online learning modality during the COVID-19 pandemic forced traditional brick-and-mortar universities to implement student support mechanisms to ensure that student learning is not impaired. This paper presents data derived from a study aimed at investigating students’ perceptions of a self-paced online learning orientation (OLO) in an undergraduate Food Science and Technology course. To elicit student responses, a mixed-method survey with a five-point Likert scale and open-ended qualitative questions was conducted via the Blackboard learning management system (LMS). In this study, participants reported having access to the LMS: using smartphones (66.3%), followed by a laptop with a webcam (38.55%), and a laptop with no webcam (26.51%). The participants also felt that it was easy to navigate (M = 3.95 ± 0.88) the OLO course, and they were able to locate the required content (M = 3.83 ± 1.03). Furthermore, results also showed that participants expressed a high commitment to accessing the LMS and reviewing course announcements (M = 4.72 ± 0.57) and kept up to date with the course activities (M = 4.58 ± 0.70) after completing the OLO. Therefore, the authors suggest that using a learner-centered OLO with authentic learning activities that mimic course activities is crucial to online students’ success in online learning. These findings have significant implications for educators who intend to re-design their courses and enhance remote online learning experiences for students.

Food – a fact of life

Food – a fact of life

Development and Evaluation of Educational Web-Based Food Safety Game, Potluck Panic!

Food safety education is necessary for development of individual life skills, public health, and fulfillment of societal workforce needs for scientists dedicated to safe food production. An interactive Web-based game, Potluck Panic!, was developed whereby players prevent foodborne illness by mitigating risky practices throughout food systems. Post-secondary students (261) enrolled in food science courses anonymously completed pre- and post-gameplay surveys on gameplay, food safety perceptions, behaviors, and knowledge. Subjects enjoyed the game (84%) with consequent increased awareness of (89%) and interest in food safety (75%), the food science major (57%), and intent to learn more (79%). A significant shift (P < 0.05) in attitudes among students enrolled in an introductory course included decreased trust in families’ food preparation practices, increased confidence in the food supply, recognized need for scientific knowledge to produce safe food, and recognition that companies employ people responsible for food safety. Significant improvement on knowledge-based questions was observed for students enrolled in introductory courses who scored in the lower pregameplay quartiles. Seventy percent (70%) of secondary school educators rated the game favorably for enjoyment, educational value, and willingness to recommend it to a colleague. These data support game use to increase student interest in the science of food safety.

Relationship Between Students Engagement with Academic Performance Among Non-Food Science Students Enrolled in Food Science Course

Relationship Between Students Engagement with Academic Performance Among Non-Food Science Students Enrolled in Food Science Course

Using organizational patterns as a strategy for teaching expository writing in an introductory food science course

AbstractOrganizational 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.

Food industry and engineering—Quo vadis?

Food industry and engineering—Quo vadis?

Virtual and in‐person teaching and learning activities for core food science courses

Virtual and in‐person teaching and learning activities for core food science courses

Application of team‐based learning for teaching food analysis

AbstractFood analysis courses introduce the theory and application of analytical procedures to characterize foods and their ingredients. Students learn the principles behind analytical techniques commonly used to analyze foods in the industry and evaluate their suitability for the analysis of specific food products. Food analysis courses have traditionally been taught in a lecture‐based format. The objective of this study was to evaluate the effectiveness of utilizing team‐based learning (TBL), an established collaborative learning technique, in an undergraduate food analysis course to enhance student learning. Post‐course student surveys, quizzes, and exam scores were used to assess the effectiveness of the TBL implementation. TBL uses pre‐reading assignments, individual and team quizzes, and problem solving in teams to create an active learning environment in the classroom that increases student engagement and long‐term learning. The results from surveys, quizzes, and exam scores from the Food Analysis course show a successful implementation in the classroom: no significant difference in the average midterm exam scores was observed between the TBL and lecture formats (p ≤ 0.05), indicating that TBL maintained performance on midterm exams, students reported being engaged in the course, and the deliberately designed group work encouraged students to prepare for class and participate in the activities. The students also reported that they were able to recall information better, and that the effectiveness of TBL activities helped them strengthen concepts. In conclusion, the results suggest that TBL is beneficial for students in food analysis, and that implementation in additional food science courses could help improve student learning.

Exploring the influence of course elements and emotional connection to content on students’ approaches to learning in an introductory food science and human nutrition course

AbstractResearchers have identified three approaches to learning—surface, strategic, and deep. These approaches are influenced by various contextual and student factors, including teaching methods, assessments, and relevance to future career. The global objective of this study was to explore the influence of course elements and students’ emotional connection to section content on students’ approaches to learning in an introductory Food Science and Human Nutrition course. Students completed two questionnaires for the Nutrition and Health (NH) and Composition and Chemistry (CC) course sections: (a) Entwistle's ASSIST Inventory and (b) a questionnaire developed to assess students’ perceived usefulness of assignments, learning resources, and emotional connection to section content. Students’ approaches to learning did not significantly differ between NH and CC sections, with the majority reporting use of strategic or deep approaches. Generally, positive correlations were obtained for learners who used the deep and strategic approaches and their perceived usefulness of assignments and learning resources. In stark contrast, negative correlations were identified for learners who used the surface approach and their perceived usefulness of learning resources and assignments. Regarding emotional connection to section content, compared to learners who used the deep and strategic approaches, learners who used the surface approach did not enjoy and felt anxious about learning the content in both sections. Furthermore, based on regression analysis, the surface learning approach was a predictor for low exam scores in both sections. Based on these findings, instructors should implement practices in course design, instructional methods, and assessment strategies that help students choose deep and strategic approaches to learning, while minimizing surface approaches.

Serving up graduates

Serving up graduates

Reframing Teaching Problems into Teaching Opportunities

Reframing Teaching Problems into Teaching Opportunities

Effects of Collective Efficacy, Teamwork Attitudes, and Experience on Group Project Performance: Comparisons Between 2 Food Science Courses

The relationship between past teamwork and task-related experiences, attitude toward teamwork, collective efficacy, and task performance among undergraduates (N = 298) assigned to group projects (N = 48) in 2 different Food Science courses was examined. The results of survey data collected at the beginning and end of the projects showed that past teamwork and task-related experience predicted individual student efficacy at the end of the project, and that starting efficacy, but not attitudes toward teamwork, mediated that relationship. Convergence over time among team members’ efficacy, and diversity of past task-related experiences was positively related to project grade, whereas diversity in past teamwork experiences was negatively related to project grade. The relationship between past experiences, attitude toward teamwork, efficacy, and grades did not differ between the 2 courses. Implications for practices of implementing group class projects are discussed.

Development of Scientific Thinking Facilitated by Reflective Self‐Assessment in a Communication‐Intensive Food Science and Human Nutrition Course

AbstractA one‐credit seminar on controversies in food science and human nutrition was a platform to introduce students to learning frameworks for thinking‐like‐a‐scientist. We hypothesized that explicitly engaging students in thinking about their thinking abilities within these frameworks would enhance their self‐perception of scientific thinking, an important general ability for food scientists. Our objectives were to assess thinking‐like‐a‐scientist using a student self‐assessment survey, and analyze their self‐reflections for evidence of such thinking. For students enrolled in one of the offerings of this course among 5 semesters from 2012 to 2014, differences in scores on a survey instrument for thinking‐like‐a‐scientist from the beginning to the end of the course showed gains in self‐assessed abilities (N = 21 to 22 students/semester). In each of the first 2 semesters in which we introduced thinking‐like‐a‐scientist frameworks, students thought they were better at defining problems scientifically by 13% to 14%. In the 3rd course offering, students’ self‐assessment of their abilities to seek evidence improved by 10%. In the 4th and 5th semester course offerings, students’ self‐assessed abilities to develop plans based on evidence improved by 7% to 14%. At the end of each semester, students’ self‐reflections on scientific thinking (N = 20 to 24/semester) included specific reference to asking questions (45% to 65% of reflections) and making plans based on evidence (26% to 50% of reflections). These data support the usefulness of self‐reflection tools as well as specific learning frameworks to help students to think about and practice thinking‐like‐a‐scientist.

Influence of Students’ Motivation on Academic Performance among Non-Food Science Students Taking Food Science Course

The purpose of this study was to investigate motivation towards food science course among non-food science students. Six factors of students’ motivation, i.e., self-efficacy, active learning strategies, science learning value, performance goal, achievement goal and learning environment stimulation were investigated to predict factors that influence their academic achievement towards food science course. The sample of the study consisted of 84 undergraduate non-food science students from various faculties at a local public university. The data were adapted from Students’ Motivation Toward Science Learning (SMTSL) questionnaire and was validated as a reliable tool. The results of the data analysis revealed that students had a moderate level of motivation towards food science course. A positive significant relationship score was obtained between overall motivations with academic performance. Three sub-factors, i.e., self-efficacy, active learning strategies and achievement goal were found to have positive significant relationship with academic performance. Multiple regression analysis indicated that self-efficacy and achievement goal had a positive contribution to the study.

Developing Food Science Core Competencies in Vietnam: The Role of Experience and Problem Solving in an Industry‐Based Undergraduate Research Course

AbstractAlthough many educators now recognize the value of problem‐based learning and experiential learning, undergraduate‐level food science courses that reflect these pedagogical approaches are still relatively novel, especially in East and Southeast Asia. Leveraging existing partnerships with farmers in Vietnam, a food science course for students at Nong Lam Univ. was designed and taught. The aim was to give students the opportunity to work in small groups and conduct evidence‐based research with farmers, apply food science principles, and develop Success Skills, including the ability to think critically and communicate clearly. Drawing on the experience of 2 student groups, this exploratory study describes what students learned from the process of conducting research. In one group, students learned to work through and resolve the challenge of initial disagreement and misunderstanding with farmers and ultimately carried out a project that aligned with the students’ research interests and farmers’ needs. Another group of students learned to consider the financial limitations of farmers when attempting to develop solutions for problems and ultimately worked with farmers to address a different problem that was less financially taxing. It is important to note the challenges of planning and teaching a course in which instructors are not able to predict exactly what students will learn or experience. This is largely dependent on each student's prior knowledge, experiences, and interests; yet this study demonstrates the transformative potential of teaching a research‐based food science course that gives students authentic opportunities to identify and address real‐world challenges.

Use of Exam Wrappers to Enhance Students’ Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course

AbstractResearch shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self‐assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self‐reported study habits.

Enhancing student learning with case-based teaching and audience response systems in an interdisciplinary Food Science course

<p class="abstract">A growing body of research in higher education suggests that teachers should move away from traditional lecturing towards more active and student-focus education approaches. Several classroom techniques are available to engage students and achieve more effective teaching and better learning experiences. The purpose of this paper is to share an example of how two of them – case-based teaching, and the use of response technologies – were implemented into a graduate-level food science course. The paper focuses in particular on teaching sensory science and sensometrics, including several concrete examples used during the course, and discussing in each case some of the observed outcomes.</p><p class="abstract">Overall, it was observed that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-base teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion, and was extremely well received by the students, providing a more enjoyable classroom experience.</p>

Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach

AbstractSuccess 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.

A Report from the Higher Education Review Board (HERB): Assessment of Undergraduate Student Learning Outcomes in Food Science

For the past 15 years, Institute of Food Technologists (IFT) has mandated assessment of undergraduate student learning outcomes as the basis for approving food science (FS) programs. No longer is a check-off course system sufficient to be an IFT-approved program. The 4 steps to gaining IFT approval include developing learning outcomes for all required FS courses, developing outcomes for the program as a whole, assessing student learning through a comprehensive series of assessment tools, and developing and reporting a plan to use the assessment data collected for continuous program improvement. This article reviews these steps in some detail, providing guidance on possible approaches that may be used. In the end, the aim of the IFT requirements is to improve student learning in FS to advance the field.

Life-Touching Teaching is A Two-Way Street

Life-Touching Teaching is A Two-Way Street