Food Science Education Publications and Websites

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. I would like to thank the authors who submitted brief descriptions of their papers for this column. 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. “In this article, we present several approaches for using garden-based service-learning to work toward food justice, better educate undergraduate students, and strengthen campus-community ties. We begin by introducing several key concepts related to food justice, community gardens as a strategy for strengthening food security and community development, and service-learning as a pedagogical tool for educating students about social justice, civic engagement, and personal responsibility for positive social change. We then discuss 3 of our service-learning projects in depth from an interdisciplinary perspective: the Fairmount Community Garden, the North Side Garden Survey, and the Como Community Garden. We evaluate the success of our approaches using multiple measures and identify the benefits our approaches have provided for undergraduates, community partners, communities served by the gardens, educators, and our university. We also discuss lessons we have learned, offer suggestions for best practices to follow in developing future garden-based service-learning projects, and compare and contrast our pedagogy with that of critical service-learning. ”-Dave Aftandilian, Assistant Professor of Anthropology, Co-Chair, AAR Animals & Religion Group, Chair, TCFPC Working Group on Community Gardens & Urban Agriculture, Dept. of Sociology and Anthropology, Texas Christian Univ., TCU Box 298710, Fort Worth, TX 76129 “Research was conducted at 4 schools, offering free school meals for 20 wk as a qualitative case-study, evaluating the effects and potentials of free school meal interventions on pupils’ learning and learning environment. Individual and focus group interviews were conducted in grades 5 to 7 and 8 to 9; students were observed during lunch breaks; plus interviews with class teacher, head master and/or the person responsible for school meals. Analysis focuses on actors’ perceptions of the school meal project and meals, including places, times, contexts, pupils’ concepts and competences in relation to food, meals and health, and their involvement in the school meal project. Results indicate that pupils developed knowledge and skills related to novel foods and dishes. School meals can contribute to pupils’ learning.” -Jette Benn, Dept. of Education, Aarhus Univ., Tuborgvej 164, DK 2400, Copenhagen, Denmark “The authors describe how faculty and students from diverse departments in agriculture and life sciences, and university and community partners collaborated to develop an interdisciplinary and experiential-based Civic Agriculture and Food Systems (CAFS) program anchored around six core values: food security and sovereignty, civic engagement and democratic participation, strong local economies, ecological stewardship, healthy people and communities, collaborative teaching and experiential learning. Highlights include why the curriculum's design mirrors Heifer International's Value-Based model of sustainable community development and how community engagement occurs. Examples of pedagogical practices and assignments for the core courses (Introduction to Civic Agriculture, Ecological Agriculture, Community Food Systems, and a Capstone) are highlighted that reflect integration of the core values and reflective thinking. Student capstone community action projects successes are illustrated too.” -Susan F. Clark, Associate Professor, Director, Civic Agriculture & Food Systems Minor, Program Director, NIFA-AFRI Appalachian Foodshed Project, Dept. of Horticulture, Adjunct Faculty, Dept. Human Nutrition, Foods and Exercise, Virginia Tech, 401F Saunders Hall (0327), 490 West Campus Drive, Blacksburg, VA 24061 “The authors investigated how social stigma was successfully countered with an extra-curricular educational program, using the lens of wild food plant knowledge and cultural valuation in a context where these foods constitute an essential component of the local diet. They conducted interviews, including photo identification of plants, and focus group discussions comparing children who participated in the program and those who did not. The authors found that participation in the program enhanced children's ability to identify selected plants, encouraged ‘…tribal and non-tribal children to learn from each other and from their own communities…’, and built self-confidence about ‘(a) the perceptions of others' social attitudes towards their gathering practices, and (b) the importance of these plants as part of their diets and cultures…’ (p. 234).” -Gisella S. Cruz García, Ph.D. I Social Scientist I Ecosystem Services Research Theme I Decision and Policy Analysis Research Area, International Center for Tropical Agriculture (CIAT), Cali, Colombia “The advantage of videos in food engineering education has been well-recognized. An interactive video system (http://foodintro.tust.edu.cn/englishversion/) was developed to guide students’ autonomous learning, covering the subjects of food engineering, chemical engineering, mechanical engineering, biological engineering, automation engineering, and basic experiments. It takes the mode of ‘inquiry-based learning’. Quizzes were given to each video aiming at the key points of the contents. Besides, students may raise questions via a mail box. Students respond that the system benefits their E-learning, which affords learners more flexibility. The interactive video system is a column for our course websites, Principles of Food Technology and Introduction to Food Science and Technology, where over 500 videos on food science are offered.” -Yuanyuan Jia, College of Material Science & Chemical Engineering, Tianjin Univ. of Science and Technology, Tianjin, 300457, China “FOODSAFE is nationally recognized as a food safety training certification program for food handlers. Over time, however, food handlers forget what they've been taught. To find out if retraining would improve food safety knowledge we compared 3 groups of food handlers. Food safety knowledge in the retrained intervention group (83%) improved significantly in comparison to the control group (74%), and both groups scored higher than food handlers with no training (52%). Policy was changed, recertification was introduced, and the nearly one million FOODSAFE certificates issued since the program began in 1986 will expire in 5 years on July 29, 2018. More information about these studies can be found at http://www.bccdc.ca/foodhealth/foodguidelines/FOODSAFE+Knowledge+Retention+Study.htm.” -Lorraine McIntyre, Environmental Health Services, BC Centre for Disease Control, 655 West 12th Avenue, Vancouver, British Columbia, Canada V5Z 4R4 “The increase in hot/cold self-serve bars in the retail food industry has created new challenges regarding food safety training. The purpose of this study was to determine if training food service managers impacted their employees' knowledge on food safety practices and principles as well as to determine if the food safety training addressed the needs of operating and maintaining hot/cold self-serve food bars. A total of 45 stores (15 stores per chain) were observed by the investigators pre- and post-food safety training at set-up, lunch, and closing of the hot/cold bar to collect information on food safety practices. Eight stores from each chain were randomly selected to participate in an 8 h training session. Managers from the training group were encouraged to train their employees with the knowledge they had gained. The data collected indicated that training wasn't transferred from the managers to the employees and that areas where training was most needed were related to food temperature, utensil usage, product handling proper cleaning/sanitizing, and general food safety principles.” -Andrea Rowell, Texas Tech Univ., Dept. of Animal and Food Sciences, Box 42131, Lubbock, TX 79409 Atarés L and Bonet MP. 2012. An educational video as a learning resource for basic laboratory experiments. EDULEARN12: 4th International Conference on Education and New Learning Technologies, 2-4 July, Barcelona, Spain, p. 888-95. Benito S, Palomero F, Calderon F, Callejo MJ, González MC, and Palmero D. 2012. Food technology educational video resource implementation. EDULEARN12: 4th International Conference on Education and New Learning Technologies, 2-4 July, Barcelona, Spain, p. 731-4. Berman E and Trubek A. 2013. Vermont Foodways Digital Initiative (http://vermontfoodways.omeka.net/). J Agr Food Inform 14(4):348-54. doi: 10.1080/10496505.2013.833841 Connor D, Estrin H, and Becot F. 2014. High school harvest: Combining food service training and institutional procurement. J Extension 52(1):Article #1IAW7. http://www.joe.org/joe/2014february/iw7.php (Accessed 5/13/2014) Flynn K, Wahnström E, Popa M, Ruiz-Bejarano B, and Quintas MAC. 2013. Ideal skills for European food scientists and technologists: Identifying the most desired knowledge, skills and competencies. Innov Food Sci Emerg 18: 246-55. doi: 10.1016/j.ifset.2012.09.004 Hebert T, Martin D, and Slattery T. 2014. Growing gardens, growing minds. Science and Children 51(7): 52-9. Kwon J, Zottarelli L, Kwon S, Lee YM, and Ryu D. 2013. Food safety training needs at evacuation shelters operated by faith-based organizations. J Environ Health 76(2):14-21. Lorenzen CL, Hendrickson MK, Savage-Clarke KL, and Torres RM. 2013. Impact of adding food defense modules to three different undergraduate curricula. NACTA Journal 57(2):68-71. Mabachi NM and Kimminau KS. 2012. Leveraging community – academic partnerships to improve healthy food access in an urban, Kansas City, Kansas, community. Prog Community Health Partnersh 6(3):279-88. doi: 10.1353/cpr.2012.0046 Meysenburg R, Albrecht JA, Litchfield R, and Ritter-Gooder PK. 2014. Food safety knowledge, practices and beliefs of primary food preparers in families with young children. A mixed methods study. Appetite 73:121-31. Rahim EEA, Dünser A, Unsworth K, Mckinnon A, Billinghurst M, Gostomski P, and Herritsch A. 2013. Visiting a milk factory without gumboots: Students' attitudes towards a virtual field trip. IEEE International Conference on Teaching, Assessment and Learning, 26-29 August, Bali Dynasty Resort, Kuta, Indonesia. p. 423-8. Tsui EK, Deutsch J, Patinella S, and Freudenberg N. 2013. Missed opportunities for improving nutrition through institutional food: The case for food worker training. Am J Public Health 103(9): e14-20. doi:10.2105/AJPH.2013.301293.

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