Sharing our Experiences with Writing‐for‐Learning Techniques in a Large Introductory Course: The Popular Press Critique

Schmidt, Shelly J.; Parmer, M.S.; Javenkoski, J.S.

doi:10.1111/j.1541-4329.2002.tb00010.x

Cited by 4 publications

(1 citation statement)

References 6 publications

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“…Undergraduates answered that the most useful tool in evaluating and improving their work (Question 2, Table 1) was input from the teaching assistant (49.21 %) followed by writing and evaluation of the rough draft (28.57 %). This was in contrast to the low numbers of students who sought optional teaching assistant/instructor feedback for writing in large introductory food science and human nutrition course reported by Schmidt et al (2002). Based on the survey responses the lecture material (9.52 %) and input from other students (12.70 %) were considered important by fewer respondents.…”

Section: Student Survey Responsesmentioning

confidence: 41%

Quality Control Laboratory Design Project for Poultry Science Undergraduate Students Enrolled in an Advanced Food Microbiology Course

Kundinger

Woodward

et al. 2006

J. Verbr. Lebensm.

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An exercise for designing a quality control laboratory was developed as a laboratory group project in a senior level undergraduate advanced food microbiology course. The assignment was based on the student's designing their own laboratory and implementing testing methods for different types of bacteria known to cause food-borne illness. Individual research papers and group project participation were required of each student. In each of the laboratory sections students were separated into groups of four students who were then responsible for a group project report describing and justifying a quality control laboratory design based on the detection of a particular food-borne pathogen. A survey questionnaire of students participating in the project was conducted to retrieve their perceptions of the different components of the exercise. Several general responses were evident. Students who did not expect to do scientific writing in their careers identified project activities such as determination of laboratory budgets as being the most difficult component and working with others as the most interesting component. The most difficult aspect of the team component was finding time for all members of the group to meet and getting participation from all group members. It appears that more instructional emphasis on scientific problem solving and group activity skills is needed if undergraduate food and poultry science students are to gain more confidence and ability to remain up to date with rapid technical developments occurring in laboratory science. Zusammenfassung (Redaktion): Studenten eines Praktikums fürLebensmittel-Mikrobiologie sollten im Rahmen eines Gruppenprojektes die Ausstattung eines Labors für Qualitätskontrolle festlegen; sie sollten auch darüber befinden, welche Nachweismethoden in diesem Labor zu etablieren seien, um die verschiedenen Typen von Bakterien identifizieren zu können, die -ausgehend von Lebensmitteln -humanpathogen sind. Jeder Student sollte sowohl selbst Untersuchungsverfahren beschreiben als sich auch an der Arbeit der Gruppe beteiligen. Jedem Laborbereich wurde jeweils eine Gruppe aus vier Studenten zugeordnet; diese waren verantwortlich für den Projektbericht ihrer Gruppe, in dem die Ausrüstung des Labors für Qualitätskontrolle jeweils mit Bezug auf ein ausgewähltes humanpathogenes Bakterium beschrieben und bewertet wurde. Den am Projekt teilnehmenden Studenten wurde ein Fragenkatalog vorgelegt, um ihre bei der Projektdurchführung gewonnenen Erfahrungen kennen zu lernen. Mehrere generelle Antworten traten deutlich hervor. Studenten, die nicht erwarteten, in ihrem zukünftigen Berufsleben wissenschaftliche Texte abzufassen, fiel z. B. die Festlegung eines Labor-Budgets schwer, während sie die gemeinsame Teamarbeit interessant fanden. Bei der Teamarbeit stellte es sich als schwierig heraus, genug Zeit für einander innerhalb der Gruppe zur Verfügung zu haben. Es zeigt sich, dass mehr Gewicht auf die Anleitung gelegt werden sollte, wie man wissenschaftliche Problemstellungen lösen und wie man Gr...

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Section: Student Survey Responsesmentioning

confidence: 41%

Quality Control Laboratory Design Project for Poultry Science Undergraduate Students Enrolled in an Advanced Food Microbiology Course

Kundinger

Woodward

et al. 2006

J. Verbr. Lebensm.

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Improving Oral Communication Skills of Students in Food Science Courses

Reitmeier

Svendsen

Vrchota

2004

J of Food Science Edu

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Communication activities about food evaluation were incorporated into food preparation courses. Oral reports replaced quizzes and an oral presentation replaced the final exam. A rubric was developed to help students evaluate ingredient functions, procedures, techniques, temperatures, and sensory evaluation. Oral report scores, self‐evaluations, course evaluations, final grades, and the instructors' observations were used to evaluate the effectiveness of the communication activities. Students learned professional language and practiced professional behaviors. These types of practice opportunities are critical to students' development and important for the food science profession.

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Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

Bohn

Rasmussen

Schmidt

2004

J of Food Science Edu

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Learning styles vary among individuals, and understanding which instructional tools certain learning styles prefer can be utilized to enhance student learning. Students in the introductory Food Science and Human Nutrition course (FSHN 101), taught at the Univ. of Illinois at Urbana-Champaign, were asked to complete Gregorc's Learning Style Delinea-tor™, which identifies dominant learning style(s). In addition, students were asked to complete a survey that asked them to identify which instructional tools used in FSHN 101 they preferred and which they did not. All students, regardless of learning style, preferred the in-class lecture, outlined lecture notes, the WebCT site as a whole, lecture study guide questions, and example exam questions.

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Sharing our Experiences with Writing‐for‐Learning Techniques in a Large Introductory Course: The Popular Press Critique

Cited by 4 publications

References 6 publications

Quality Control Laboratory Design Project for Poultry Science Undergraduate Students Enrolled in an Advanced Food Microbiology Course

Quality Control Laboratory Design Project for Poultry Science Undergraduate Students Enrolled in an Advanced Food Microbiology Course

Improving Oral Communication Skills of Students in Food Science Courses

Identifying the Learning Styles and Instructional Tool Preferences of Beginning Food Science and Human Nutrition Majors

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