Bird With this issue of the Journal of Food Science Education we inaugurate a new column that will offer brief overviews of current print and nonprint publications that present innovative ways to teach and/or evaluate food science subjects. In each issue we will review up to 10 publications published or updated within the last 2 years. We invite readers to submit print or electronic resources that they would like to share with other readers. Please submit the full text of the article or the URL for the website and an annotation of not more than 100 words. We hope that this column becomes, over time, a clearinghouse for innovative teaching tools and methods. We welcome your comments and resources. Material should be submitted to: Jim Bird, Science & Engineering Center, Fogler Library, Univ. of Maine, Orono, ME 04469 or e-mailed to Jim.Bird@umit.maine.edu. LaBorde LF. (last update 2/24/2006). Food science experiments and learning opportunities for students of all ages. Dept. of Food Science, College of Agricultural Sciences, Penn State Univ. Available at http://www.foodscience.psu.edu/outreach/fun_food_science.html (accessed 5/17/2006) A briefly annotated list of web links to food science experiments and activities for elementary through college students, as well as links for teachers. This site was developed and is maintained by Dr. Luke LaBorde, Dept. of Food Science, Penn State Univ. Lo YM, Fukushima K, Rippen TE, Gdovin SL, and Hahm T-S. 2004. Active assessment for HAACP training: Integrating pedagogical reasoning with primary trait analysis. J Extension 42(6). Available at http://www.joe.org/joe/2004december/iw4.shtml (accessed 5/17/2006) The authors describe an interactive HAACP training program developed at the Univ. of Maryland. The training uses a pedagogical reasoning model and Primary Trait Analysis to design an effective HAACP training program and to access student performance. In this brief paper, the authors present the traits used in designing their problem scenarios as well as the grading criteria used for their ending student interviews. Martindale's The “Virtual” Nutrition Center. Courses, tutorials & databases. Section 1 anatomy to nutrition. Developed and maintained by Jim Martindale. Available at http://www.martindalecenter.com/Nutrition_3_AnNut.html (accessed 5/17/2006) This site, in operation since 1994, offers a wealth of Internet resources for the food science professional. Click on “Food Chemistry Courses” to find online course material from a variety of university food science departments including pdfs of lectures, readings, and charts and diagrams. Continuing down the page, the user will find teaching modules, food chemistry calculations and modeling information, laboratory methods and experiments, microbiological analysis of foods, and sites on flavors, tastes, and smells. Shanley EL, Thompson CA, Leuchner LA, and Zhao Y. 2004. Distance education is as effective as traditional education when teaching food safety. Food Service Technol 4(1):1–8. The authors describe a food safety and sanitation course at the Univ. of Connecticut that was presented in a classroom setting as well as via cd-rom and the Internet. The students were school food service directors who could select the course venue. A fairly detailed table presents the objectives of each of the 8 lessons taught. No significant difference was found in the scores on a nationally recognized food safety examination taken by participants in each group. Information on the distance education course can be found at http://www.team.uconn.edu/foodsafety_course/index.htm. Sigmann SB and Wheeler DE. 2004. The quantitative determination of food dyes in powered drink mixes—a high school of general science experiment. J Chem Ed 81(10):1475–78. Using a centrifuge, an analytical balance, and a spectrophotometer, the authors describe an experiment to analyze the absorbance and percent by mass of 3 food dyes in several Kool-Aid flavored drinks. A table compares the authors' and students' results for percent of mass. The authors note that verification of the results is not possible because dye quantity is proprietary. Supplementary information is available in the online issue of Journal of Chemical Education, for which a paid subscription is required. Sigmann SB and Wheeler DE. 2004. Quantitative determination of citric and ascorbic acid in powered drink mixes—a high school of general science experiment. J Chem Ed 81(10):1479–81. The authors detail their experiment to “… quantitatively determine: first, the amount of total acid; second, the amount of ascorbic acid; and lastly, the amount of citric acid in a given sample of powered drink mix” (p. 1479). As in their experiment to determine food dyes listed above, the authors used Kool-Aid flavored drink mixes. The authors present both their own results and those of the students. The authors note that because this is proprietary information “… percent error for the experimental masses cannot be reported” (p. 1480). Supplementary information is available in the online issue of Journal of Chemical Education, for which a paid subscription is required.