Food Science Education Research Articles

Emerging challenges and opportunities in innovating food science technology and engineering education

Progress in science, technology, innovation, and digital capabilities call for reassessing food science, technology, and engineering (FST&E) education and research programs. This survey targeted global professionals and students across food disciplines and nutrition. Its main objectives included assessing the status of FST&E higher education, identifying challenges and opportunities, and furnishing recommendations. Seven topics affecting the future of the FST&E curricula were evaluated by the panel as ‘High’ to ‘Very high’, namely: ‘Critical thinking’, followed by ‘Problem-solving projects’, ‘Teamwork/collaboration’, ‘Innovation/Open innovation’ and ‘Multidisciplinary’. The importance of academic partnership/collaboration with the Food Industry and Nutrition Sciences was demonstrated. Significant positive roles of the food industry in collaboration and partnerships were found. Other essential food industry attributes were related to internships, education, strategy, and vision. Collaboration between FST&E and nutrition sciences indicated the high standing of this direction. The need to integrate or converge nutrition sciences and FST&E is emphasized, especially with the growing consumer awareness of health and wellness. The study provides insights into new education and learning opportunities and new topics for future curricula.

МОЛЕКУЛЯРНА КУХНЯ ЯК ІННОВАЦІЙНА РЕСТОРАННА ТЕХНОЛОГІЯ

The article examines molecular cuisine as an innovative restaurant technology and a scientific approach to food, primarily from the point of view of the chemical composition, properties and transformations of the ingredients used in cooking. Molecular cuisine as an innovative direction in cooking that combines science and gastronomy to create unusual dishes using advanced technologies and methods. . The main idea of molecular cuisine is to change the physical and chemical properties of ingredients to achieve new taste and texture sensations. The basic principles and techniques of molecular cuisine include: spherification (a technique in which a liquid is turned into balls resembling caviar; this is achieved due to the use of sodium and calcium alginate), gelation (involves the use of various gelling agents such as agar-agar or gelatin, to create gel structures), emulsification (the process of mixing two mutually insoluble liquids to create foam-type emulsions and air textures), lyophilization (the process of removing water from the product at low temperatures and under vacuum, which allows you to preserve the texture and taste of the ingredients), nitrogenation (the use of liquid nitrogen for instant freezing of products, which allows you to create unexpected textures and effects). Molecular cuisine allows you to create unique flavor combinations and textures that cannot be achieved with traditional cooking methods. Dishes created using molecular techniques often look like works of art, making them visually appealing to guests. The use of natural ingredients and minimal heat treatment allows you to preserve more nutrients in dishes. An important applied direction of molecular gastronomy is the study of the relationship between food, its sensory perception and increasing the degree of consumer satisfaction, which can create wide opportunities for improving nutrition and, therefore, people's health.. An important positive aspect of the application of molecular gastronomy is, of course, the popularization of food science and public education in terms of traditional ways of cooking, as well as innovative approaches to food processing.

Exploring pathways to food science careers in Southern California: A case study in food science career development.

Southern California is a diverse region that is home to a high concentration of food science companies, with an increasing demand for additional food scientists and technologists to join this workforce. Despite this abundance of food science companies and the high demand for jobs, there is currently a shortage in the number of qualified food scientists and technologists in the region. This shortage is also observed within higher education, with declining enrollments in the food science graduate and undergraduate programs across Southern California. Here, we conduct a case study to explore the factors that influence students from Southern California to pursue or not pursue careers in food science. We surveyed both undergraduate and graduate students currently enrolled in food science as well as industry professionals in the region to determine sources of knowledge about the discipline, and motivations and barriers for pursuing careers in food science. We also surveyed high school educators in the region to gain additional perspectives on how food science is being introduced at the secondary level, if at all. Our results demonstrate that many students and high school educators are not knowledgeable about career options within food science and that students who are pursuing food science largely report similar motivations for pursuing the discipline as those currently working in the food science industry. We conclude by discussing implications for the food science education community within Southern California and beyond.

Hvordan tilrettelegge for læring av yrkesteori?

The aim of this study is to investigate how teachers facilitate the training in vocational theory that can motivate students for learning in the Restaurant and Food Science (RM) education programme. By using focus group interviews of vocational teachers and a survey of students, the study seeks both teachers’ and students’ experiences of teaching and learning vocational theory respectively. Students who choose vocational education expect a lot of practice in the education and may therefore experience challenges when the training consists of theory. This can have consequences for the students’ motivation for learning and for completing the education. The results from the interviews show that the vocational teachers emphasize teaching theory in a classroom context before the theory is translated into practical work. When the teachers link theory to practical tasks, vocational guidance and differentiation are prominent, but no specific methods are presented for the preparation of vocational theory. The results from these interviews are compared with results from the survey of students and what they think motivates them for learning occupational theory. The students’ experiences mainly coincide with the teachers’ statements, but the students’ answers also refer to specific teaching methods that motivate them to learn.

Mississippi Career and Technical Education Teachers’ Perception Toward Implementing a Food Science Toolkit Designed to Increase Food Science Curriculum Use in Mississippi

A pilot test implementing a food science toolkit designed to increase student awareness, interest, and knowledge of food science academic and career pathways in Mississippi Career and Technical Education (CTE) courses was conducted to determine teachers’ perceptions of the food science education resources. After implementing the food science toolkit in their CTE course, four teachers individually participated in a semi-structured interview to capture each teacher’s detailed experience implementing the food science toolkit. The results of this study revealed that teachers are interested in teaching food science at the secondary education level to increase student knowledge of food science and enhance student performance at the FFA food science career development event. Teachers also revealed their positive experience implementing the food science toolkit and their intentions to continue to use the food science toolkit in their CTE courses to further increase their exposure to food science competencies. Teachers perceived that the food science toolkit increased student exposure to, engagement in, and interest in food science academic and career pathways, which encourages students to select and pursue a career in food science.

Development Of Practical Module In Bakery Courses At Food Science And Culinary Education Study Program Universitas Negeri Semarang

The practical module is one of the teaching materials, used as a guide for students. In this research, an easy, effective, and efficient practical module will be made so it can be used as a reference for practicel bakery subject in Food Science and Culinary Education Study Program at UNNES. In this research we used Research and Development (R&D) methods. With the development method developed by S. Thiagarajan et al, namely the four-D (4D) development method which consists of define, design, develop, and disseminate. The data collection technique was carried out by conducting FGDs with a material expert also a media expert to get some knowledge in order to the practical module being made properly. After the module being completed, validation will be carried out through questionnaires to three material experts and 3 media experts, which thoroughly documented. The analytical method used in this research were the aiken validity test and interrater reliability test using the Intraclass Correlat Coefficients (ICC) reliability. The results of the aiken validity test based on media experts were 0,84 with the criteria for a valid assessment having high validity. Meanwhile the results of the aiken validity test for material experts were 0,72 with the criteria for a valid assessment having moderate validity. The results of the media expert's ICC reliability test were 0,729, interpreted as the rater's agreement was quite good (moderate), and the results of the material expert ICC reliability test were 0,763, meaning that the rater agreement was good. The overall average value obtained identifies that the bakery practical module is "appropriate" to be used as a learning media because the overall average eligibility standard is categorized as "Good".

Extraction and characterization of oil from the pulp of pequi (Caryocar brasiliense) produced manually in the allotment Piauzinho Municipality of Pium - TO

Research with the oil extracted from pequi can collaborate with the improvement of the extraction process, commercialization and generation of employment and income of this extractive activity. The objective of this work was the biometric characterization of the fruit and physicochemical analysis of the oil extracted from the pequi pulp produced by hand in the Piauzinho TO subdivision, comparing the results obtained in research carried out in the Tocantins region. An experimental study was carried out by harvesting the fruits and extracting the oil from the pequi pulp in the field. The physicochemical analyzes of the oil were carried out in the laboratory of the Federal Institute of Food Science and Technology Education - IFTO, Paraíso do Tocantins campus. The fruits were harvested, selected and transported for analysis in the laboratories. The results of the physical-chemical and biometric analyzes were submitted to analysis of variance. There were significant differences by Tukey's test (p < 0.05) in fruits and oils. The studied fruits show increases of 16.1% in height, 4.3% to 14.7% in longitudinal diameter, 3.5% to 21.2% in equatorial diameter, 3.6% to 36.7%, in fruit mass and 7.9% to 35.9% in the number of pyrenes in relation to the literature. The extracted oil presented density, acidity, peroxide and saponification with lower values ​​and higher humidity and viscosity than those found in the literature. The oil analyzed in the study presented values ​​for acidity and peroxide indexes within the established by current legislation and can be consumed and applied as raw material in industrial applications.

Grab the opportunity

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.

Combining culinary art with food science

Combining culinary art with food science

Incorporating community culture in teaching food innovation: Ideation, prototyping, and storytelling

AbstractAt most institutions, food innovation courses do not highlight the role of community culture, a blind spot that otherwise could connect the United Nations 2030 Agenda for Sustainable Development Goals. This study presents a unique approach to teaching food product innovation, incorporating community culture in ideation, prototyping, and storytelling. Through participatory action research, NUTR 435 Experimental Foods at Montana State University partnered with the Confederated Salish and Kootenai Tribes to teach culturally appropriate product innovation. The class visited the food system stakeholders at the Flathead Reservation and conducted focus groups to gather food memories, understand culinary practices, and recognize product preference of the tribal members. Based on the cultural experiences obtained from the community, the students created smoked trout prototypes and developed recommended recipes for using the smoked trout. The recommended recipes used Native ingredients to tell the tribes’ food stories. The students were affirmative on the importance of incorporating culture in food innovations in both the pre‐ and post‐semester learning assessments. Yet, after the semester, the students’ attitude and knowledge on this topic became more positive and dynamic, focusing on empowering the community in story and identity telling. Future improvements include recommending a preparatory course in Native American food systems, collaborating with a tribal class, encouraging engagement with the tribal partners beyond the class, and implementing policies to guard the cultural property of the tribal communities. This study presents pilot results for food science educators to consider incorporating community culture in their instructions to address food system challenges.

Impacts of Vaccinium arboreum Rootstocks on Vegetative Growth and Yield in Two Southern Highbush Blueberry Cultivars

Vaccinium arboreum Marsh is a small tree adapted to low-organic matter soils and is one of the few ericaceous species that tolerates soil pH greater than 6.0. It has a deep root system and is more drought tolerant than cultivated blueberry. The use of V. arboreum as a rootstock for commercial blueberry production has been studied previously in young blueberry plantings. The objective of the current study was to expand on earlier work and evaluate growth, productivity, and tolerance to bacterial leaf scorch (Xylella fastidiosa) in established plantings of own-rooted vs. grafted southern highbush blueberry (SHB). Two field plantings of grafted and own-rooted ‘Meadowlark’ and ‘Farthing’ SHB were established in May 2011: one at the University of Florida–Institute of Food and Agricultural Sciences (UF-IFAS) Plant Science Research and Education Unit in Citra, FL, and the other at a commercial blueberry farm in Archer, FL. At both sites, four rootstock–scion combinations were grown in either pine bark-amended or nonamended soil. Canopy volume was greater in grafted compared with own-rooted ‘Meadowlark’ at both locations throughout the 4 years of the study (2015–18), whereas canopy volume in ‘Farthing’ was not consistently different. For both cultivars and both locations, canopy volume was greater on amended compared with nonamended soil. Although canopy growth was not consistently increased in the grafted compared with own-rooted plants, yield was greater in grafted plants of both cultivars at both locations. Cumulative yield over the 4 years was similar between grafted plants grown on both amended and nonamended soil, and was significantly greater than yield of own-rooted plants on nonamended soil, suggesting the use of this rootstock may decrease the requirement for pine bark amendment. In general, grafted plants produced larger berries, with no negative impacts on fruit soluble solids, titratable acidity, or firmness. ‘Meadowlark’—an SHB cultivar that exhibits high sensitivity to bacterial leaf scorch—displayed decreased development of bacterial leaf scorch symptoms when grafted onto V. arboreum compared with own-rooted plants. These results indicate the potential benefits of grafting SHB onto V. arboreum rootstock, particularly under marginal soil conditions. However, a complete economic analysis that also takes into account any differences in longevity between the two systems must be done to determine whether the benefits of using grafting are feasible financially for the grower.

Serving up graduates

Serving up graduates

Encouraging Knowledge Transfer in Food Science and Nutrition Education: Suggestions from Cognitive Research

AbstractFor several decades, cognitive psychologists have been studying how we learn, and from this work it becomes possible to identify ways to help students learn in the classroom effectively. Importantly, this work does not just inform how to memorize facts, but also how to learn complex material in a way that allows students to apply what they are learning in future situations. The laboratory to classroom model used by many researchers to apply cognitive psychology to real educational situations, such as classroom learning and students’ independent studying, is described first. Then the focus turns to important issues within education, such as students’ ability to transfer knowledge to new situations and understand complex material. Finally, three learning strategies are discussed (concrete examples, elaborative interrogation, and retrieval practice) that instructors can implement to help students to both acquire knowledge and apply it to new situations, integrating examples from food science and nutrition.

Effects of a Game‐Based e‐Learning Module on Undergraduate Food Science Students’ Planned Behaviors Concerning Good Manufacturing Practices

AbstractUnderstanding the role of food science education in developing undergraduate students’ intentions to implement Good Manufacturing Practices (GMPs) may be a key strategy in developing the workforce's implementation of GMPs and other food safety programs. Previous research has demonstrated the effects of educational interventions on planned food safety behaviors in various settings; however, none have studied GMPs interventions and college students. This study applied the Theory of Planned Behavior (TPB) to evaluate the effects of a game‐based e‐learning module on undergraduate students’ planned behaviors concerning GMPs. Forty‐four participants were recruited from 42 food science clubs across the United States to complete a game‐based e‐learning module and pre‐ and posttest survey instruments. We compared changes in pre‐ and posttest scores using paired Wilcoxon signed rank tests and explored the role of GMP‐related knowledge and TPB constructs (attitudes, subjective norms, and perceived behavioral controls) in predicting students’ intentions to implement GMPs using multiple linear regression. We modeled pretest scores, posttest scores, and changes in scores while controlling for student demographic factors (for example, year in college, gender, and so on). Only participants’ knowledge and perceived behavioral controls significantly increased (P < 0.05) after completing the game‐based e‐learning module. Posttest regression models explained twice as much variance than pretest models (up to 54% total). Changes in intentions to implement GMPs were predicted by changes in subjective norms, perceived behavioral controls, and knowledge, as well as previous enrollment in food safety courses and interest in working in the food industry. The only predictive variables for both pre‐ and posttest scores were subjective norms, previous enrollment in food safety courses and interest in working in the food industry (P < 0.05). A discussion of how these results provide insights for food safety educators to optimize their teaching impacts was presented.

Food Science Education Publications and Websites

Food Science Education Publications and Websites

Food Science Education Publications and Websites

Food Science Education Publications and Websites

The Fennema Lectureship: Forging a Community of Food Science Educators from Around the Globe

The Fennema Lectureship: Forging a Community of Food Science Educators from Around the Globe

Meeting the Capstone Challenge in Postgraduate Food Science Education

AbstractProject work and work placements can help prepare tertiary food science students for the workplace. Programs in the curriculum should support the development of transferable skills such as communication, problem‐solving, and planning. This paper describes a case study of a new capstone project for Masters of Food Science students based on a work integrated learning model. Students were engaged to develop a HACCP plan for a cheesemaker. They interacted with a peer group, academics, and with professionals from the food industry. Two iterations of the project were completed. Staff and student feedback from the first iteration informed modifications in the subsequent iteration. Industry partners and an authentic work task were key components of the project. The model could apply to a broad range of programs that require a capstone project in the curriculum.

Food Science Education Publications and Websites

Food Science Education Publications and Websites

Food Science Education Publications and Websites

Food Science Education Publications and Websites