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Interfacial and emulsifying properties of fractionated cricket powder were assessed to identify whether emulsification properties originate from protein or chitin particles. Fractions extracted in alkaline water, containing high protein and mineral contents, increased the surface pressure of heptane-water interfaces with near-saturation equilibrium surface pressure of 31 mN/m. Dynamic surface pressure profiles indicated adsorption of protein clusters to the interface. Emulsification capacity of protein fraction was 50% greater than that of the source cricket flour, although oil-in-water emulsions prepared with 1–2% (w/w) protein fraction formed a cream layer within one day of storage. Emulsified layers persisted for up to 20 days, and light scattering measurements described a stable population with surface-volume-mean diameter of approximately 3 μm. Chitin-rich fractions milled to a particle size of 0.5–200 μm contributed negligible surface pressure, and its emulsification capacity was 5% of the value for the source cricket flour. Emulsions prepared with chitin-rich fractions coexisted with an unstable precipitate layer comprising 60% of the added solid, which was attributed to larger particles with poor emulsifying capability. Stable chitin-stabilized emulsion phases were resistant to creaming, yet volume-mean droplet diameter surpassed 50 μm within 24 h of storage. Both protein and chitin fractions have emulsifying capabilities but would require further processing or secondary additives to achieve desirable storage stability.

Maintaining current, relevant curriculum in undergraduate Food Microbiology courses is essential for training future experts in food quality and safety. Having an understanding of the fundamental techniques (for example, polymerase chain reaction [PCR]) that are used in the food industry and regulatory agencies is critical for students entering the workforce. The purpose of this study was to assess the efficacy of integrating molecular methods into an undergraduate Food Microbiology course in both lecture and laboratory settings. Modules on PCR and pulsed-field gel electrophoresis (PFGE), both of which are currently used by government agencies and the food industry to investigate the presence and persistence of foodborne pathogens, were developed, introduced, and evaluated among 269 students over 4 y. Multiple teaching and learning styles were incorporated through (i) traditional lecture format on the basics of PCR and PFGE; (ii) hands-on group activities to build upon the lecture instruction; (iii) performing PCR and PFGE in the laboratory; and (iv) group discussions to analyze results from laboratory exercises. Pre-and postinstruction evaluations revealed significant increases in understanding and application of both methods in lecture and laboratory settings as demonstrated by 0.60 and 0.51 mean normalized gains for respective PCR and PFGE lectures and 0.50 and 0.56 mean normalized gains in respective labs. Academic year significantly impacted score improvement, potentially due to hidden factors, such as previous exposure to material and student aptitude. This study provides the platform for successful introduction of molecular techniques in an undergraduate Food Microbiology course. The guidelines and materials developed by our group are publicly available for use by other institutions.