Implementation of Real‐World Experiential Learning in a Food Science Course Using a Food Industry‐Integrated Approach. Issue 4 (October 2016)

• Record Type: Journal Article
• Authors: Hollis, Francine H.; Eren, Fulya
• Is Part Of: Journal of food science education. Volume 15:Issue 4(2016:Oct.)
• Page Start: 109
• Page End: 119
• Publication Date: 2016-10
• Subjects: education -- experiential learning -- food science, real‐world -- teaching; Food -- Study and teaching -- Periodicals; Food industry and trade -- Study and teaching -- Periodicals; 641.30071
• DOI: 10.1111/1541-4329.12092
• Languages: English
• ISSNs: 1541-4329

Abstract

Abstract: Success 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.