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Tuskegee University Undergraduate Program in Food Science
Annual Review Report
Prepared for
The Institute of Food Technology Higher Education Review Board
August 31, 2016
The annual report for the 2016 Tuskegee University Undergraduate Program in Food Science is
based on the revised 5 year program recommendations made by the HERB committee. The
committee recommendations were: 1) Outline for the next five years a multiyear assessment plan
for Tuskegee University undergraduate food science program to include curriculum/course learning
outcomes (using designed rubrics to include embedded questions targeting core knowledge), methods
of assessment, and key findings, 2) Quantify the results, 3) Detail and provide specific examples of
one to three courses annually rather than the entire curriculum, 4) Use Bloom’s taxonomy
terminology effectively at each level of advancement from freshman to senior year; and 5) Provide
outcomes for an overall annual program assessment. IFT required core competencies are noted in
attachment #8.
The re-approval of our undergraduate curriculum in food science, 2012 for the next five years,
included an extensive curriculum review and evaluation. A review of course offerings and their
sequence along with the semester and times offered are consistent with the students completing the
program in four years. Student successes are noted in attachment # 9.
This 4th year (2015-2016 academic year) report provides an outline for the multi-year assessment
plan and gives an in depth review of program and curriculum progress in three courses (FOSC 0410,
FOSC 0471 & FOSC 0400) taught during this year by three different instructors.
Five-Year Assessment Plan Outline
Student Learning Outcomes (SLOs):
SLOs have focused on the evaluation of core knowledge, problem solving/critical thinking and oral
& written communication skills in respective courses in the curriculum, from freshman to senior
year.
Assessment methods of SLOs for each course in the department taught by various faculty include:
Oral and written communication skills (developed rubrics): Written papers (structure,
content and mechanics) and oral presentations (organization, eye contact, delivery and use
of visual aids) as well as critical thinking, problem solving skills, etc.,
Core Knowledge-Embedded Questions,
Problem solving/critical thinking-Special Projects and
Examinations and quizzes, with designed rubrics to reflect Bloom’s hierarchy, are used to
access core-level competencies.
The Tuskegee University Department of Food and Nutritional Sciences undergraduate Food science
program is a four year program/curriculum that receives annual reviews regarding student learning
outcomes. During year two (sophomore), students are assessed on basic principles of food science
and nutrition to include the science of nutrition and an overview of basic scientific principles.
2
During year three students (juniors) are exposed to scientific principles of basic food production,
food sensory evaluation, microbiological evaluation of food, and food process engineering
techniques. These courses build the foundation for courses taught during their senior capstone
year.
Year four (seniors) embodies methodology in food analysis, food chemistry, food processing and
several capstone courses in product research innovation & sensory evaluation of food and seminars
in professional development. Tables 1 & 2 below provide an example of targeted outcomes that
FNS faculty engage in annually.
Table 1
Activity Fall Semester Spring Semester Summer
1 Implement plans on program and
student learning outcomes discussed
during summer FNS faculty retreat
(July) for all food science core
courses.
Evaluate POs & SLOs
assessment rubrics for
the fall & spring
semesters in May of
each year for further
detailed discussion at
the FNS faculty retreat
in July.
Review and revise
program & student
learning outcomes for
all food science
courses at our annual
FNS faculty retreat in
July to be implemented
in the fall and spring of
a given academic year.
2 Targeted learning outcome
Embedded Questions to Assess Core
Knowledge:
Demonstrate aptitude in
application of knowledge.
Develop activities to
effectively evaluate skills in
data collection and
interpretation.
N/A
3 Use external advisory (Food &
Nutritional Sciences Advisory
Board) to further review & evaluate
food science curriculum. The
FNSAB also provides internships,
mentorships & scholarships to our
students. FNSAB meets on the
campus of Tuskegee University in
the fall of the year annually.
N/A
Table 2
Year Targeted Outcomes
Sophomore
(2nd year)
Understanding of foundational knowledge in food:
Chemical structure & function of nutrients
Food components and functionality in food processing principles & emerging
technologies
Junior (3rd
Year)
Conceptual knowledge in understanding food safety:
Relationship of microorganism
3
Microbiological examination of food
Basic food production, food sensory evaluation, microbiological evaluation of
food, and food process engineering techniques.
Fourth (4th
year)
Apply and Synthesize principles of current theories:
Select appropriate methods and techniques for evaluation of food components
in food analysis, food chemistry, food processing and several capstone courses
in product research innovation & sensory evaluation of food.
Seminars in professional development.
Five Years Multiyear Assessment Plan:
Academic
Year
Course/Program
Outcomes
Course Status Course Objectives
2012-2013 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills
Introduction to
Food Science
(FOSC 0301)
Completed 1. To recognize the chemical,
physical and nutritional
characteristics of major and
minor food components.
2. To describe the interactions
and functionality of food
components in food and food
products.
3. To explain the principle
understanding of technologies
applied to the food industry to
improve food quality, minimize
food spoilage, and develop new
food products.
4. Apply their knowledge to
understand the new technologies
and communicate with food
industry.
2012-2013 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills
Food
Microbiology
(FOSC 407)
Completed. 1. To introduce food
microbiology to the student,
particularly, the interaction of
microorganisms in food.
2. To identify types and role of
microorganisms in food spoilage,
food borne pathogens, and
methods designed to control
microbial spoilage of foods.
3.To implement methods in
determining types of microbial
contaminants present in food, and
methods of preservations and
sanitation in food handling
facilities
4
Academic
Year
Course/Program
Outcomes
Course Status Course Objectives
2013-2014 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
Basic Food
Production
(HOMT 0112)
Completed 1. To apply computing and
information technology to
situations within the realm of
food from field to table.
2. To develop and /or assess
ethical standards in the food
production segment of the
hospitality industry with regard
to the entire food life-cycle to the
end consumer.
3. To combine analytic and
reflective thinking to enhance
their understanding of the food
production cycle and changes
that can be made in the cycle.
4. To describe, using appropriate
written or oral communication
media, the food life-cycle, food
preparation techniques and
principles, flavor and seasoning
and health and nutrition in
commercial food service.
5. To summarize the general
principles of the hospitality
industry as a customer driven
industry.
2013-2014 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
Professional
Seminar Series
(NUSC 0501)
Completed. 1. To assist students in a
successful transition from the
university to corporate America
or higher education.
2. To provide students with the
skills, talents and ethics as
professionals to embrace and
work effectively and successfully
in their respective careers.
5
Academic
Year
Course/Program
Outcomes
Course Status Course Objectives
2014-2015 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
Methods of
Food and
Nutritional
Analysis
(FOSC
405/406)
Completed 1. To understand the link between
theory and application of
analytical techniques used in food,
nutrition.
2. To Enable student to develop
the required skills/competencies in
analytical techniques.
3. To provide practical application
for students synthesize and apply
theoretical concepts.
4. To prepare students with
laboratory skills necessary for
entry into the food, nutrition, and
health-related disciplines.
2015-2016 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
Food
Chemistry
(FOSC 0410)
Completed 1. Students will learn the
chemical structure, properties, and
functionality of major food
components (proteins, lipids,
carbohydrates, moisture, enzymes,
flavors, pigments, food additives,
vitamins, and minerals).
2. Students will acquire
knowledge in regards to the
application of these components
in the food industry.
3. Students will apply critical
thinking to solve problems
associated with processing
technology and other areas of
nutrient to nutrient interactions in
foods.
6
2015-2016 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
Food Process
Engineering
Technology
(FOSC 0471)
Completed 1. To develop in students critical
thinking and problem solving
skills used in solving food and
food-related process engineering
problems.
2. To introduce the application of
the principles of mathematics and
basic science to engineering
concepts and unit operations used
in the analysis and design of food
and food-related processing
systems.
3. To familiarize students with
the identification, formulation,
and solving of food process
engineering unit operation
problems.
4. To provide students sufficient
experiential activities (laboratory
& external) in order to better
understand and communicate
engineering principles to peers
and professionals.
2015-2016 To use assessment
information and key
findings to contribute to
long term program
development and
professional
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
Seminar in
Food Science
(FOSC 0400)
Completed 1. To provide students an
opportunity to present selected
research findings before an
audience of professionals and
peers.
2. To develop in students a
logical and systematical critical
thinking ability.
3. To familiarize students with
simple mechanism of
presentation of scientific material
before an audience, i.e., power
point, Prezi, outlines, etc.
4. 4. To teach students to examine
scientific papers in depth.
5. To assist students in gracefully
accepting positive & negative
constructive criticisms to
improve presentations.
2016-2017 To use assessment
information and key
findings to contribute to
long term program
development and
professional
Food Sensory
Evaluation
(FOSC 302)
Methods of
Food
Processing
Final 5
Year
Report
7
development of
students-core
knowledge, problem
solving/critical thinking,
oral and written
communication skills.
(FOSC 0403),
Product
Innovation and
Sensory
Evaluation
(FOSC 473)
8
2015-2016, To Assess, Measure and Determine Key Findings for one FOSC 0410
Food Science Program
Coordinator: Ralphenia Pace
Professor, Head Department of Food and
Nutritional Sciences
Food Science Program: FOSC 0410
Name of Instructor: Norma L. Dawkins
Title: Food Chemistry
E-mail: [email protected]
I. STUDENT LEARNING OUTCOMES ASSESSED THE Academic YEAR 2015-2016 METHODS
USED, KEY FINDINGS: 95% of students will acquire the knowledge base required to gain
competencies in understanding chemical reactions in food.
LEARNING OUTCOMES
1. To understand the physicochemical properties and functions of
water in foods and the importance of water activity, and shelf-life
stability.
2. To understand the classification of lipids and the mechanism of
lipid oxidation, common methods of oil/fat processing,
emulsification, food emulsions, and polymorphism.
3. Be able to classify and identify carbohydrates structures,
determine chemical reactions of monosaccharides, understand the
mechanism of starch gelatinization, retrogradation, starch
modification, common hydrocolloids and their applications.
4. Know the common structural and chemical characteristics of
amino acids and proteins, chemical changes of protein during
processing, denaturation, gelation, emulsification and water-
holding ability.
5. Know common minerals in foods and understand their
importance in food processing applications.
6. Know the vitamins, their classification, names, stability in food
processing, and major physiological functions.
7. Know the differences between food additives and nutrients;
common groups of food additives and the important of food
preservatives, antioxidants, emulsifiers, acids, and bases in foods.
(See attachment 1)
METHODS OF ASSESSMENT
1. Examinations and quizzes with embedded questions and
problem solving rubrics were used to assess core-
knowledge and competencies – (Attachment 1),
knowledge retention assessed for example: water and
product moisture, polymorphism, emulsifying capacity,
heat treatment and denaturation of proteins, chemical
reaction of simple sugar, starch modifications, etc.
80% of students will earn 3 or 4 on evaluation rubrics
(Attachment 2 &3 on knowledge retention)
2. Assess oral (organization, eye contact, delivery and use of
visual aids), written communication skills (structure,
9
content and mechanics) and critical thinking, problem
solving skills with a score of 6 or 7 (Attachment 4)
SUMMARY OF KEY FINDINGS
1. Students oral presentations utilized PowerPoint only, as a
means of visual aids, somewhat unusual as previous
classes utilized more creative forms of presentations
(YouTube, Prezi)
2. Seventy nine (79.0%) of students received a grade of B or
higher.
3. Students thought they had a good understanding of topics
covered in the course
4. 90% of the students liked the laboratory exercises that
complemented the lectures.
ACTIONS BEING TAKEN AS A RESULT OF THE ABOVE RESEARCH FINDINGS
Students will be encouraged to be more creative in presenting complex information by utilizing creative tools
that are available for presentation. Students performing below expectation will be paired with better
performing students (peer mentoring). Based on key findings stated above, instructor will continue to use
laboratory experiences to better explain complex ideas through hands-on experiences.
10
2015-2016, To Assess, Measure and Determine Key Findings for Food Process Engineering
(FOSC) 0571
Food Science Program
Coordinator: Ralphenia Pace
Professor, Head Department of Food and
Nutritional Sciences
Food Science Program: FOSC 0471
Name of Instructor: Barrett Vaughan
Title: Food Process Engineering Technology
E-mail: [email protected]
II. STUDENT LEARNING OUTCOMES ASSESSED FOR THE ACADEMIC YEAR 2015-2016
METHOD USED, KEY FINDINGS: 95% of students will acquire the knowledge base required to
gain competencies in critical thinking and core knowledge necessary to solve food and food-related
process engineering problems.
LEARNING OUTCOMES
Students should be able to:
1. Demonstrate competency in the critical thinking necessary to
solve food and food-related process engineering problems.
2. Demonstrate competency in problem solving skills necessary to
understand energy and mass balance, fluid flow, and heat transfer,
etc.
3. Show an understanding of the how the principles of
mathematics and basic sciences are applied to engineering
concepts in fluid flow, heat transfer, dehydration, etc.
4. Exhibit knowledge in the identification and formulation of food
process engineering unit operation problems.
5. Exhibit familiarity with solving problems for dehydrators,
pump systems, heat exchanger, etc.
METHODS OF ASSESSMENT
1. Examinations with problems and multiple choice questions
were used to assess knowledge of critical thinking, problem
solving skills, and understanding of the application of the sciences
to food engineering concepts. Embedded questions were used as
part of the multiple choice portion.
2. Laboratory Tour Report was used to evaluate written and oral
communication skills and the ability to analyze the findings from
an experiential activity.
3. Laboratory Final Examination was used to evaluate the ability
to synthesize knowledge from course lectures and experiential
activities to show an understanding of food processing unit
operations sequence and function.
(see attachment 5)
SUMMARY OF KEY FINDINGS
1. Students were very capable of identifying and organizing a set
of unit operations (processes) to produce a specified end product
from a list of raw inputs. (e.g., sweet potato fries from raw sweet
potato).
2. Students responded that the most valuable external experiential
learning activities (plant tours) were those where they had direct
interaction with personnel.
11
ACTIONS BEING TAKEN AS A RESULT OF THE ABOVE RESEARCH FINDINGS
There will be a greater integration, where possible, of the experiential activities with the course content,
perhaps prompting some changes in the order of presentation of the course materials to better take advantage
of what is learned during these activities. As many activities as feasible will be organized, as many food
processing plants have eliminated tours.
12
2015-2016, To Assess, Measure and Determine Key Findings for one Courses FOSC 0400
Food Science Program
Coordinator: Ralphenia Pace
Professor, Head Department of Food and
Nutritional Sciences
Food Science Program: FOSC Seminar 0400
Name of Instructor: Ralphenia D. Pace
Title: Food and Nutritional Sciences Seminar
E-mail: [email protected]
III. STUDENT LEARNING OUTCOMES ACADEMICS ASSESSED FOR THE YEAR 2015-
2016 YEAR, METHOD USED, KEY FINDINGS: 95% of students will acquire the knowledge base
required to gain competencies in oral & written communication skills after seminar presentations.
LEARNING OUTCOMES
Students will be able to:
1. Develop a variety of communication skills sufficient for entry
into their profession.
2. Have opportunities to understand the scope of research in food
science & related sciences.
3. Present before a diverse audience of professionals & peers. and
4. Develop the innate ability to accept positive & negative
criticism to improve performance.
METHODS OF ASSESSMENT
1.Students present two scientific articles each that are evaluated
by instructor, peers & professionals (See attachment 6-
Instructor’s assessment & 7-peer assessment):
2. Students undergo a vigorous Q & A session by instructor, peers
& professionals.
3. Evaluation scores and comments are returned to students with
suggested improvements.
4. Timely announcement & submission & distribution of abstract
s for presentation.
5. Instructor decides on final grade after input from peers &
professionals.
SUMMARY OF KEY FINDINGS
Student’s oral presentations utilized a variety of presentation
formats, YouTube, Prezi & outlines.
One hundred per cent (100.0%) of students received a grade of A.
Students that they had a good understanding of topics covered in
seminar.
Students made significant improvements during 2nd presentation.
13
ACTIONS BEING TAKEN AS A RESULT OF THE ABOVE RESEARCH FINDINGS
Future students will be encouraged to understand food science related articles in order to better think through
& problem solve difficult questions posed by the audience.
14
Attachment 1
Rubric for Assessment of Students’ Performance in Written Exams and Quizzes
Student Course FOSC 0410 Date
Teaching strategies: The following strategies are utilized to enhance the learning process among
students in food sciences courses:
Concept mapping, hot topics or spot lights, student involvement, journal summaries, professional
lectures, YouTube video to reinforce concepts, extempo-impromtu speeches, role playing, recording
videos, cell phone use, and Prezi/power point . The tool selected is based on the content being
taught and the students’ preference.
Bloom’s Taxonomy Strategies:
FOSC 0410 is a senior level course requiring a progression in higher level thinking for examinations
and questions developed for students. Instructor utilizes Bloom’s III & IV (30%) through V & VI
(70%) to assess student learning outcomes.
Intended Outcome # 1. Students will have a good understanding of the physicochemical properties
and functions of water in foods and the importance of water activity, and shelf-life stability.
Assessment Measures, Techniques, and Targeted Course/Activities. FOSC 0410 students will be
tested for the core scientific concepts and principles during the exams utilizing embedded questions
developed utilizing Bloom’s Taxonomy III through VI and also evaluated with problem solving
rubrics.
Expected Results. Students should answer 80-90% of the knowledge questions on the relationship
of water and product moisture, Aw, sorption isotherm and shelf –life stability.
Intended Outcome # 2. Student will exhibit competencies in the classification of lipids and the
mechanism of lipid oxidation, emulsification, food emulsions, and polymorphism, chemical changes
during heating and functionality in foods.
Assessment Measures, Techniques, and Targeted Course/Activities.
Students will be tested using exams & quizzes using problem solving rubrics, class presentations on
selected topics, and correctly completed assignments.
Expected Results: Students should answer 80-90% of the questions on core concept of course
content on exams and quizzes and 100% on assignments.
Intended Outcome #3. Be able to classify and identify carbohydrates structures, determine chemical
reactions of monosaccharides, and understand the mechanism of starch gelatinization, retrogradation,
starch modification, common hydrocolloids and their applications
Assessment Measures, Techniques, and Targeted Course/Activities: Students will be tested using
exams, quizzes, and selected presentation topics.
Expected Results: Students will be tested using exams, quizzes, and assigned discussion topics.
15
Intended outcome #4. Students will have a very good understanding of structural and chemical
characteristics of amino acids and proteins, chemical changes of during processing, denaturation,
gelation, emulsification and functionality.
Assessment Measures, Techniques, and Targeted Course/Activities.
Students will be tested using exams, quizzes, and assigned discussion topics.
Expected Results: Students should answer 80-90% of the questions on core concept of course
content on exams and quizzes.
16
Attachment 2
Assessment Rubric 2: Written Communication Skills
FOSC 0410
Spring 2016
Student ____________________ Course __0410_______ Date ___Spring 2016_____
Intended Outcome. The student will use clear and concise communication in the written form
.
Performance
Area
Rating=4
Meets/Exceeds
standards
Rating =3
Approaching
standard
Ra ting =2
Less than
Adequate
Rating =1
Limited-0-1
Score
Structure
Skill 1
Written work has
clear and
appropriate
beginning,
development and
conclusion.
Paragraphing and
transitions are also
clear and
appropriate
Written work has
adequate
beginning,
development and
conclusion.
Paragraphing and
transition are also
adequate
Written work has
weak beginning,
development, and
conclusion.
Paragraphing and
transitions are also
deficient
Organizational
structure and
paragraphing have
serious and
persistent errors
Content
Skill 2
Written work
provides in-depth
coverage of the
topic, and
assertions are
clearly supported
by evidence.
Written work
sufficiently
covers the topic
and assertions are
supported by
evidence.
Written work does
not do an adequate
job of covering the
assigned topic and
assertions are
weakly supported
by the evidence.
Written work does
not cover the
assigned topic and
assertions are not
supported by the
evidence.
Mechanics
Skill 3
Written work has
no major errors in
in word selection
and use, sentence
structure, spelling,
punctuation, and
capitalization
Written work is
relatively free of
major errors in
word selection
and use, sentence
structure,
spelling,
punctuation, and
capitalization
Written work has
several major errors
in word selection
and use, sentence
structure. Spelling,
punctuation and
capitalization.
Written work has
serious and
persistent errors in
word selection and
use, sentence
structure, spelling,
punctuation, and
capitalization.
Attachment 3
17
ASSESSMENT RUBRIC: ORAL COMMUNICATIONS SKILLS
FOSC 0410
Spring 2016
Student _____________ Course: FOSC 0410 Date Spring 2016
INTENDED OUTCOME: The student will use clear and concise communication language during
delivery of information
Performance
Area
Rating =4
Meets/Exceeds
standards
Rating =3
Approaching
standards
Rating =2
Less than
Adequate
Rating=1
Limited-0-1
Score
Organization Presenter follows
logical sequence
and provides
explanations/
Elaboration.
Presenter
follows logical
sequence, but
fails to
elaborate.
Presenter does
not follow
logical
sequence
(moves around
in presentation.
There is no
logical sequence
of information.
Eye Contact Presenter seldom
returns to notes,
maintaining eye
contact with
audience
throughout the
presentation.
Presenter
maintains eye
contact with
audience most of
the time, but
frequently
returns to notes.
Presenter reads
most of the
report/presentat
ion, but
occasionally
makes contact
with the
audience.
Presenter reads
the entire
presentation
making no eye
contact with the
audience.
Delivery Presenter speaks
clearly and loud
enough for all in
the audience to
hear; makes no
grammatical errors
and pronounces all
terms correctly.
Presenter speaks
clearly and loud
enough to be
heard by most in
the audience;
makes relatively
few grammatical
errors and
pronounces most
terms correctly.
Presenter’s
voice is
relatively clear,
but too low to
be heard by
those in the
back of the
room.
Presenter
makes several
major
grammatical
errors, and
mispronounces
some terms.
Presenter
mumbles,
mispronounces
terms, and
makes serious
and persistent
grammatical
errors
throughout the
presentation.
Presenter speaks
too quietly to be
heard by many
in the audience.
18
Attachment 4
ASSESSMENT RUBRIC: PROBLEM SOLVING SKILLS
FOSC 0410
Spring 2016
Student _____________ Course: FOSC 0410 Date Spring 2016
Intended Outcomes: The student will use inquiry, quantitative and analytical reasoning to
solve problems
Performance
Area
Meets/Exceeds
standards = 6-7
Approaching
standards =4-5
Less than
Adequate 2-3
Limited-0-1 Score
Defining the
Problem
Student states the
problem clearly and
identifies
underlying issues
Student
adequately
defines the
problem
Student fails to
define the
problem
adequately.
Student does not
identify the
problem.
Developing a
plan to solve
the problem
Student develops a
clear and concise
plan to solve the
problem, with
alternative
strategies, and
follows the plan to
conclusion.
Student develops
an adequate plan
and follows it to
conclusion
Student
develops a
marginal plan,
and does not
follow it to
conclusion.
Student does not
develop a
coherent plan to
solve the
problem.
Collecting
and analyzing
information
Student collects
information from
multiple sources
and analyzes the
information in-
depth.
Student collects
adequate
information and
performs basic
analyses.
Student collects
inadequate
information to
perform
meaningful
analyses.
Student collects
no viable
information.
Interpreting
findings and
solving
problems
Student provides a
logical
interpretation of the
findings and clearly
solves the problem,
offering alternative
solutions.
Student provides
an adequate
interpretation of
the findings and
solves the
problem, but
fails to provide
alternatives.
Student
provides an
inadequate
interpretation of
the findings and
does not derive
a logical
solution to the
problem.
Student does not
interpret the
findings/reach a
conclusion.
19
Attachment 5
Rubric for Assessment of Students’ Performance in Written Exams and Quizzes
Student ___________________________ Course FOSC 0471
Intended Outcome # 2. Students will demonstrate competency in problem solving skills necessary
to understand energy and mass balance, fluid flow, and heat transfer, etc.
Assessment Measures, Techniques, and Targeted Course/Activities. Students will be tested using
an applied mathematics problem solving exercises in class which will test their knowledge and
familiarity with unit operation problems and the procedures for solving problems in a group and
classroom setting.
Expected Results. Students should answer 80-90% of the questions correctly
Intended Outcome # 3. Students will show an understanding of the how the principles of
mathematics and basic sciences are applied to engineering concepts in fluid flow, heat transfer,
dehydration, etc.
Assessment Measures, Techniques, and Targeted Course/Activities. Students will be tested using
a multiple choice examination which will test their understanding of the principles of mathematics
and basic sciences and their application to engineering concepts
Expected Results. Students should answer 80-90% of the questions correctly
Intended Outcome # 5. Students will exhibit familiarity with solving problems for dehydrators,
pump systems, heat exchanger, etc.
Assessment Measures, Techniques, and Targeted Course/Activities. Students will be tested using
an applied mathematics problem solving examination which will test their knowledge and familiarity
with unit operation problems and the procedures for solving specific processing problems.
Expected Results. Students should answer 80-90% of the questions correctly
Attachment 6
20
Rubric for Assessment of Students’ Performance in Oral & Written Presentations
ASSESSMENT RUBRIC: ORAL COMMUNICATIONS SKILLS
INSTRUCTOR’S ASSESSMENT
Spring 2016
Student _____________ Course: FOSC 0400 Date Spring 2016
INTENDED OUTCOME: The student will use clear and concise communication language during
delivery of information
Performance
Area
Rating =4
Meets/Exceeds
standards
Rating =3
Approaching
standards
Rating =2
Less than
Adequate
Rating=1
Limited-0-1
Score
Organization Presenter follows
logical sequence
and provides
explanations/
Elaboration.
Presenter
follows logical
sequence, but
fails to
elaborate.
Presenter does
not follow
logical
sequence
(moves around
in presentation.
There is no
logical sequence
of information.
Eye Contact Presenter seldom
returns to notes,
maintaining eye
contact with
audience
throughout the
presentation.
Presenter
maintains eye
contact with
audience most of
the time, but
frequently
returns to notes.
Presenter reads
most of the
report/presentat
ion, but
occasionally
makes contact
with the
audience.
Presenter reads
the entire
presentation
making no eye
contact with the
audience.
Delivery Presenter speaks
clearly and loud
enough for all in
the audience to
hear; makes no
grammatical errors
and pronounces all
terms correctly.
Presenter speaks
clearly and loud
enough to be
heard by most in
the audience;
makes relatively
few grammatical
errors and
pronounces most
terms correctly.
Presenter’s
voice is
relatively clear,
but too low to
be heard by
those in the
back of the
room.
Presenter
makes several
major
grammatical
errors, and
mispronounces
some terms.
Presenter
mumbles,
mispronounces
terms, and
makes serious
and persistent
grammatical
errors
throughout the
presentation.
Presenter speaks
too quietly to be
heard by many
in the audience.
Attachment 7
21
Department of Food and Nutritional Sciences Seminar (FOSC 400)
Peer Evaluation Form
Name of
Speaker______________________________________________________________________________
Date of Presentation________________________________
Please evaluate the speaker based on a scale of 1-5 (where 1= poor, 5 = excellent) and circle your
response for each category below:
ABSTRACT
Timeliness of Abstract (Due two weeks before presentation) 1 2 3 4 5
Completeness and relevance to presented material 1 2 3 4 5
Organization (floe/connected ideas) 1 2 3 4 5
Relevant to topic and representative of current literature 1 2 3 4 5
PRESENTATION
Subject matter (originality, current topic of interest etc) 1 2 3 4 5
Introduction (adequate and informative etc.) 1 2 3 4 5
Statement of problem and objective (clarity) 1 2 3 4 5
Experimental design and approach 1 2 3 4 5
Data analysis – appropriate procedures 1 2 3 4 5
Incorporation of results (accurate, clear, meaningful) 1 2 3 4 5
Quality of visual aids (Powerpoint, overhead, graphics etc.) 1 2 3 4 5
Organization of presented material (order of flow) 1 2 3 4 5
Preparedness and knowledge of subject matter (detail) 1 2 3 4 5
SPEAKER
Appearance (professional , business attire) 1 2 3 4 5
Affective communication – grammar, diction, and voice) 1 2 3 4 5
Effective use of visual aids – relevance, clarity, etc. 1 2 3 4 5
Adequacy of response to questions 1 2 3 4 5
Lack of annoying mannerisms 1 2 3 4 5
NOTE: If an evaluation criterial is not applicable (N/A), please indicate.
INSTRUCTOR’S EVALUATION (Subjective) 15 points
SCALE INTERPRETATION
1 = poor- Unacceptable graduate student performance (unprepared, and inadequate subject knowledge
2 = unsatisfactory-Overall presentation and performance below acceptable standards (poor presentation)
3 = Satisfactory -Overall presentation and performance acceptable and meets average standards
4 = Good-Presentation and performance above average and meets set standards (well prepared)
5 = Excellent-Presentation and performance exceptional (thorough preparation, detailed and effective
communication)
22
Program Summary/Outcomes
This report illustrates our five year assessment program for our undergraduate food science program and
assessments for the 2015/16 academic year. Our student learning outcomes validates our excellent
program outcomes. In addition to existing program outcome assessments, feedback from graduates
(2016), five –years (5) & ten-year (10) post graduation will be one way of evaluating the success and
societal impact of our food science program. Students who entered in 2012 recently graduated in 2016.
Their first evaluation will take place in 2021 to determine their professional success. This process will be
continued for every subsequent graduating class past 2016 that are enrolled in our approved food science
program. Additionally, employees will be asked to complete a 5 question survey on employer
satisfaction. In 2016 five (5) students graduated from our undergraduate program. Our current enrollment
in our undergraduate food science program is 14 and that number is on the rise.
Program outcomes include: Program Outcome 1: Students graduating from the undergraduate program
in food science will have the academic preparation to pursue either graduate school or job placement in
the food industry, government and other related agencies;
95% of our students from 2012 to 2016 are pursuing either graduate school or job placement in the
food industry, government and other related agencies. Examples of recent (2016) graduates
enrolled in graduate school programs include students at the Pennsylvania State University, the
Ohio State University, Tuskegee University, entrepreneurial ventures & another at Purdue Farms
for a six-month internship.
Program Outcome 2: Students graduating from the food science program will possess core knowledge
competencies in food chemistry, food safety, food processing, applied food science, and possess success
skills:
As shown in appendices 1-7 of this document in the areas of food chemistry, applied food science,
and success skills for the three courses assessed.
Program Outcome 3: Students graduating from our food science undergraduate program will possess
leadership qualities and strong written and oral communication skills.
As shown in appendices 1-9 of this document. Appendix 9 shows the strong examples of leadership
shown by our students.
and 4) Students graduating from the food science program will possess critical thinking skills. Three
courses were evaluated during 2015-2016 and student learning outcomes assessed in this area.
. As shown in appendices 1-7 of this document.
23
Appendix 8
Documenting IFT Core Competencies
Please indicate where each of the IFT Core Competencies is covered within your curriculum of required
food science courses and to what level (of Bloom’s Taxonomy). This form is to be used for completing.
Use the following abbreviations to indicate whether the competency is introduced (I), covered to some
extent © or covered in detail (D). For Bloom’s Taxonomy, use the following:
Coverage of competency abbreviations Bloom’s Taxonomy of Cognitive
Domain
Abbreviations
I = introduced 1. Knowledge (or recall)
C = covered to some extent 2. Comprehension (or translate)
D = covered in detail 3. Application (or generalize)
4. Analysis (or breakdown/discover)
5. Synthesis (or compose)
6. Evaluation (or judge)
Key:
I - Introduce
C – Cover to some extent
D – Cover in detail
IFT Core Competencies Bas
ic F
ood
Pro
duct
ion
Intr
odu
ctio
n to
Foo
d S
cien
ce
Fo
od
Sen
sory
Ev
aluat
ion
Met
hod
s o
f F
ood
Pro
cess
ing
(mea
t , d
airy
, fr
uit
s …
)
Pro
fess
ion
al S
emin
ar
Met
hod
s o
f F
ood
and
Nu
trit
ion
An
aly
sis/
Lab
ora
tory
Fo
od
Mic
rob
iolo
gy
Fo
od
Chem
istr
y
Fo
od
Pro
cess
E
ng
inee
rin
g
echno
log
yT
Pro
du
ct R
esea
rch
inn
ov
atio
n
and
Sen
sory
E
val
uat
ion
Sem
inar
in F
ood
S
cien
ce
Food Chemistry and Analysis
HOMT
0314
FOSC
0301
FOSC
0302
FOSC
0403
NUSC
0501
FOSC
0405/4
06
FOSC
0407
FOS
C
0410
FOS
C
0471
FOS
C
0473
FOSC
0400
know the chemistry underlying the properties and reactions of various food components
C, 1 C, 1, 2 C, 1 D, 1,
2, 3, 4,
5
C, 1 D, 1,
2, 3,
4, 5
C, 1 C, 1
24
Have sufficient knowledge of food chemistry to control reactions
in foods
C C, 1, 2 C, 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
C, 1 C, 1
Know the major chemical reactions that limit shelf life of foods C C, 1, 2 D, 1,
2, 3, 4,
5
C, 1 C, 1 D, 1,
2, 3,
4, 5
Use the laboratory techniques common to basic and applied food chemistry
C C, 1 C, 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
Know the principles behind analytical techniques associated with food
C C, 1 D, 1,
2, 3, 4,
5
C, 1
Be able to select the appropriate analytical technique when
presented with a practical problem
C C, 1 C, 1 D, 1,
2, 3, 4,
5
C, 1 D, 1,
2, 3,
4, 5
Demonstrate practical proficiency in food analysis laboratory
C I , 1 C, I D, 1,
2, 3, 4,
5
C, 1 D, 1,
2, 3,
4, 5
Food Safety and Microbiology
Identify the important pathogens and spoilage microorganisms in
foods and the conditions under which they will grow
C C, 1 I D, 1,
2, 3, 4,
5
C, 1
Identify the conditions under which the important pathogens are commonly inactivated, killed or made harmless in foods
C C, 1, 2 I D, 1,
2, 3, 4,
5
C, 1
Utilize laboratory techniques to identify microorganisms in foods
C I I D, 1,
2, 3, 4,
5
Know the principles involving food preservation via fermentation
processes
C D, 1 1, 2, 3,
4
D, 1,
2, 3, 4,
5
C, 1
Know the role and significance of microbial inactivation,
adaptation and environmental factors (i.e., Aw, pH, temperature)
on growth and response of microorganisms in various environments
C D,6 I D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
Identify the conditions, including sanitation practices, under which
the important pathogens and spoilage microorganisms are
commonly inactivated, killed or made harmless in foods
D, 1 1, 2, 3,
4
D, 1,
2, 3, 4,
5
I
Food Processing and Engineering
Know the source and variability of raw food material and their impact on food processing operations
C C I I C, 1 D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
C, 1 C, 1
Know the spoilage and deterioration mechanisms in foods and
methods to control deterioration and spoilage
C C, 1 1, 2, 3,
4
D, 1,
2, 3, 4,
5
C, 1
Know the principles that make a food product safe for
consumption
C, 1 C, 1 1, 2, 3,
4
D C, 1
Know the transport processes and unit operations in food processing as demonstrated both conceptually and in practical
laboratory settings
C I, 1 I D, 1,
2, 3,
4, 5
25
Be able to use the mass and energy balances for a given food
process
C I, 1 I D, 1,
2, 3,
4, 5
Know the unit operations required to produce a given food product
C I, 1 I D
Know the principles and current practices of processing techniques and the effects of processing parameters on product quality
C I, 1 I 1, 2, 3,
4
C, 1 C, 1 C, 1 D, 1,
2, 3,
4, 5
Know the properties and uses of various packaging materials
C C, 1 I 1, 2, 3,
4
C, 1 C, 1 I, 1 D, 1,
2, 3,
4, 5
Know the basic principles and practices of cleaning and sanitation
in food processing operations
C, 1 C, 1 I 1, 2, 3.
4
D, 1,
2, 3, 4,
5
C, 1
Know the requirements for water utilization and waste
management in food and food processing
C C I 1, 2, 3,
4
I, 1, 2 C, 1
Applied Food Science
Be able to apply and incorporate the principles of Food Science in
practical, real-world situations and problems
C, 1 C, 12 I 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
Know how to use computers to solve Food Science problems
C C 1, 2, 3,
4
I D, 1,
2, 3, 4,
5
C, 1 C, 1 D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
Be able to apply statistical principles to Food Science applications
C C I I D, 1,
2, 3, 4,
5
C, 1 D, 1,
2, 3,
4, 5
Be able to apply the principles of Food Science to control and assure the quality of food products
C C, 1 1, 2, 3,
4
1, 2, 3,
4
I, 1 C, 1 C, 1 D, 1,
2, 3,
4, 5
Success Skills
Demonstrate the use of oral and written communication skills.
This includes such skills as writing technical reports, letters and memos; communicating technical information to a non-technical
audience; and making formal and informal presentations
C D, 1,
2, 3, 4,
5
1, 2, 3,
4
1, 2, 3,
4
1, 2, 3,
4
D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
C, 1 D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Be able to develop a process for solving and preventing
reoccurrence of ill-defined problems; know how to use library and internet resources to search for quality information, and solve a
problem; and make thoughtful recommendations
C C 1, 2, 3,
4
1, 2, 3,
4
1, 2, 3,
4
D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Apply critical thinking skills to new situations
C, 1, 2 C, 1, 2 1, 2, 3,
4
1, 2, 3,
4
1, 2, 3,
4
D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Commit to the highest standards of professional integrity and ethical values
C, 1, 2 C, 1, 2 1, 2, 3,
4
I 1, 2, 3,
4
C, 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
C, 1 D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Work and/or interact with individuals from diverse cultures
C, 1, 2 C, 1 I I 1, 2, 3,
4, 5
C, 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Explain the skills necessary to continually educate oneself
C, 1, 2 1, 2, 3,
4
C, 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Work effectively with others
C, 1, 2,
3
C, 1 1, 2, 3,
4
1, 2, 3,
4
1, 2, 3,
4, 5
C, 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Provide leadership in a variety of situations
C, 1, 2,
3
C I 1, 2, 3,
4
1, 2, 3 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
26
Deal with individual and/or group conflict
C, 1, 2,
3
C I 1, 2, 3,
4
1, 2, 3 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Independently research scientific and nonscientific information
C C, 1 1, 2, 3,
4
I 1, 2 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Competently use library resources
C D, 1,
2, 3, 4
1, 2, 3,
4
I 1 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Manage time effectively
C, 1, 2,
3
1, 2, 3,
4
1, 2, 3,
4
1 D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Know how to facilitate group projects as well as be a good team
member
C, 1, 2,
3
D, 1,
2, 3, 4,
5
1, 2, 3,
4
1, 2, 3,
4
1, 2, 3,
4, 5
D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
Handle multiple tasks and pressures
C, 1, 2,
3
D, 1,
2, 3, 4,
5
1, 2, 3,
4
1, 2, 3,
4
1, 2, 3,
4, 5
D, 1,
2, 3, 4,
5
D, 1,
2, 3, 4,
5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3,
4, 5
D, 1,
2, 3, 4,
5
27
Appendix 9
Student Successes
Internships:
Students obtained 12 internships during the summer (~ eight 8 to 12 weeks) of 2015/16 industries,
universities and government agencies.
Student Leadership Achievements:
Over 16 students achieved honor roll status and higher some of whom achieved summa cum laude,
magna and cum laude status. Several of our students belonged to honor societies as Golden Key,
Gamma Sigma, and Delta- honor society of agriculture and other organizations such as Minorities in
Agriculture, Natural Resources and Related Sciences (MANRRS) Tuskegee University Foods &
Nutrition al Science (TUFANS) and professional organizations such as IFT.
Job Placement:
Of our graduates, 95% have either been placed in jobs in companies as Cargill (Quality Control
Manager), Smithfield Foods (Quality and Assurance), Coalescence (Ingredient Company), Purdue Farms
(Intern), Bay Valley Foods/Naturally Fresh (food scientist-product developer), & state agriculture
agencies.
Student scholarships and awards:
Approximately 20 students received scholarships (over $20,000) from FNS faculty and staff, the George
Washington Carver Society, Alumni and friends, and the Food and Nutritional Sciences Advisory Board.