The purpose of this column is to highlight innovative publications and websites in food science education and allied topics. If you know of a website or a recent publication that you believe other readers would like to know about, please submit the full text of the article or the URL for the website and an annotation of not more than 125 words. We welcome your resources and comments on this column. Material should be submitted to: Jim Bird, Science & Engineering Center, Fogler Library, Univ. of Maine, Orono, ME 04469-5729, or e-mail to Jim.Bird@umit.maine.edu. If e-mailing, please put “JFSE submission” in the subject line.
Deale CS. 2010. A case study of the scholarship of teaching and learning in a food safety class. J Culin Sci Technol 8(1):33–49. DOI: 10.1080/15428052.2010.490768
This article describes a Scholarship of Teaching and Learning (SoTL) project using an alternative teaching and learning strategy for food safety education. Although food safety is a common topic of study for students majoring in hospitality management, research has shown that course work in food safety does not necessarily influence actual behaviors related to food safety. The project described in this paper involved students in the development of an observational tool for food-handling behaviors. Student attitudes toward food safety were measured before and after the completion of the project and significant differences were found and perhaps further attention might be given to authentic learning experiences in the area of food safety education. Cynthia S. Deale, Ph.D., Associate Professor, Hospitality Management, East Carolina Univ., 313 Rivers, Greenville, NC 27858.
Weber MR, Chandler JA, and Finley DA. 2010. Assessing teaching effectiveness in a basic food laboratory setting: Phases 2 and 3, educator and student responses. J Teach Trav Tourism 10(1):59–74. DOI: 10.1080/15313221003590264
The research intent of this project is to validate a student evaluation tool (SET) for the basic food laboratory. Most food laboratory instructors insist that the criteria on the standardized SET used at most universities are appropriate for lecture classes are not appropriate when measuring teaching effectiveness in food laboratory settings. A SET was sent to hospitality educators and students to determine the importance of the 27 criteria contained in the evaluation. The researchers also examined the data for significant differences between the student and educator groups. The 2 groups did view many items of the SET differently, and the factor analysis showed the student section of the SET to be the area with the significant difference. The study findings can assist educators with improving performance by incorporating student feedback to enhance teaching methods and delivery in a basic food laboratory. Melvin R. Weber, PhD, Dept. of Hospitality Management, East Carolina Univ., RW-316 Rivers Building, Greenville, NC 27858-4353.
Weber MR, Chandler JA, and Finley DA. 2011. Assessing teaching effectiveness in a basic food laboratory setting: Pilot testing the instrument. J Teach Trav Tourism 11(2):211–25. DOI: 10.1080.15313220.2011.575027
This is the 4th phase of a research project to develop a student evaluation tool (SET) to evaluate teaching effectiveness in a basic foods laboratory. This phase tested the instrument among students enrolled in basic foods laboratories at 4-year universities. Students were asked to evaluate the effectiveness of their instructor using the SET that had been developed in the 3 previous phases of this research project. The SET was found to be valid and reliable. A factor analysis was completed to determine the major areas of the SET. The factor analysis yielded 3 factors comparable to those identified by the Delphi Panel (from phase 1*). The factors were the course, the instructor, and the students. Results indicate the SET was preferred by the students over the one currently used by their universities. Using this SET can give the food laboratory educator more detailed information on their performance in the laboratory, and help the educator to become a better instructor. Melvin R. Weber, PhD, Dept. of Hospitality Management, East Carolina Univ., RW-316 Rivers Building, Greenville, NC 27858-4353.
*see Chandler JA, Weber M, Finley, DA, and Evans DA. 2008. Assessing teaching effectiveness in a basic food laboratory setting: Phase one – Delphi panel study. J Culin Sci Technol 6(4):295–307. DOI: 10.1080/15428050802523537
Busstra MC, Hulshof PJM, Houwen J, Elburg L, and Hollman PCH. 2012. Nutrient analysis explained for non-chemists by using interactive e-learning material. J Food Comp Anal 25(1):88–95. DOI: 10.1016/j.jfca.2011.07.003
Chao T-C, Bhattacharya S, and Ros A. 2012. Microfluidic gel electrophoresis in the undergraduate laboratory applied to food analysis. J Chem Ed 89(1):125–29. DOI: 10.1021/ed101064p
Dewprashad B. 2010. The chemistry of curcumin, the health promoting ingredient in turmeric. J Coll Sci Teach 39(3):56–60.
Fakayode SO, King AG, Yakubu M, Mohammed AK, and Pollard DA. 2012. Determination of Fe content of some food items by flame atomic absorption spectroscopy (FAAS): A guided-inquiry learning experience in instrumental analysis laboratory. J Chem Ed 89(1):109–13. DOI: 10.1021/ed1011585
Garrido J, Garrido EM, and Borges F. 2012. Studies on the food additive propyl gallate: Synthesis, structural characterization, and evaluation of the antioxidant activity. J Chem Ed 89(1):130–3. DOI: 10.1021/ed900025s
MacNeil J, Gess S, Gray M, McGuirk M, and McMullen S. 2012. Mushroom magic: Analysis of metals in a familiar food. J Chem Ed 89(1):114–6. DOI: 10.1021/ed200336q
Madaus JW, Pivarnik L, Patnoad M, Scarpati S, Richard N, Hirsch DW, Carbone E, and Gable RK. 2010. Teaching food safety skills to students with disabilities. Teach Excep Child 42(4):44–51.
Richardson TA. 2011. At the garden gate: Community building through food: Revisiting the critique of “Food, Folk and Fun” in multicultural education. Urban Rev 43(1):107–23. DOI: 10.1007/s11256-009-0146-x
Sharf M, Sela R, Zentner G, Shoob H, Shai I, and Stein-Zamir C. 2012. Figuring out food labels. Young adults’ understanding of nutritional information presented on food labels is inadequate. Appetite 58(2):531–4. DOI: 10.1016/j.appet.2011.12.010
Skluzacek JM, Harper J, Herron E, and Bortiatynski JM. 2010. Summer camp to engage students in nutritional chemistry using popular culture and hands-on activities. J Chem Ed 87(5):492–5. DOI: 10.1021/ed8001732
van der Kolk K, Beldman G, Hartog R, and Gruppen H. 2012. Students using a novel web-based laboratory class support system: A case study in food chemistry education. J Chem Ed 89(1):103–8. DOI: 10.1021/ed1005294