Introductory Food Science courses are most often lecture-based courses, but some include limited laboratory experiences. As described in this paper, the course minimizes lecture and maximizes experiential or "handson" learning by using an immersion approach to teach basic concepts of food science. Additionally, it requires students to work in groups to accomplish tasks, thus providing valuable experience in working cooperatively. The course has been taught in this basic manner at Ohio State for 10 y. Analysis of pre-test and post-test results shows that none of the students pass the pre-test and 92% pass the post-test. In 2002, the average increase in scores from the pre-test to the post-test was 65.7 ± 14.7 (n = 22).
The study explored the characteristics and experiences of branch campus social work education programs and educators in the United States. Eightyone branch campus social work educators in 26 states completed an online survey. Findings revealed that undergraduate and graduate branch campus social work education was primarily delivered face-to-face to nontraditional students. Half of these programs were recently established, and the majority were expected to grow. However, teaching these students was not necessarily viewed as a shared responsibility. Although some branch campus faculty reported higher workloads and limited connections to parent campus colleagues, faculty generally reported great satisfaction teaching branch campus students. Practical implications are provided.
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