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1 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 4 th 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.

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Page 1: Tuskegee University Undergraduate Program in Food ......for Tuskegee University undergraduate food science program to include curriculum/course learning outcomes (using designed rubrics

1

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.

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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

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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

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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.

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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.

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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

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development of

students-core

knowledge, problem

solving/critical thinking,

oral and written

communication skills.

(FOSC 0403),

Product

Innovation and

Sensory

Evaluation

(FOSC 473)

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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,

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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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

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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

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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)

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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.

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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

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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

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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

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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

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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.