Enhancing Learning Outcomes in Food Engineering and Processing Courses for Non-Engineers Using Student-Centered Approaches

This is a 3 year educational research project that seeks to identify problem(s) associated with teaching Food Engineering as a course to Food Science students, and develop strategies to improve student learning outcome. The first year will involve evaluating the teaching approach of all the six PIs from institutions spread across the different regions in the US, to identify differences and similarities in the teaching styles of faculty by a neutral person who will record time spent on certain core aspect of teaching such as presentation, interaction with the students, asking questions and getting feedback in class, etc. Also, in the first year, students offering Food Engineering will be interviewed before and after the course to evaluate how their perception of the course was before and after and to determine how the teaching style has influenced their learning experience and performance in the course. In the second and third year, a project-based, problem-based and active learning teaching models will be implemented across all institutions in the US involved in the project. There will also be a an exit interview that will conducted by a neutral person for the students in years 2 and 3 after implementing active learning and other pedagogical tools to enhance student learning. Because human subjects will be involved in the study and certain pedagogical tools will be deployed, the PIs at every University involved will pursue IRB approval that will be coordinated from the lead institution (UMaine) with UK IRB office. Also, PI at UK will work with Center for Learning and Teaching (CELT) to coordinate effort and get help in implementing some of the tools he could not do independently.