June 14, 2015
June 14, 2015
June 17, 2015
Biological & Agricultural
26.1290.1 - 26.1290.10
Qualitative Research of University ABC’s Food Engineering Course Learning OutcomesThe Food Engineering (FE) program from University ABC is approved by the Institute of FoodTechnologists (IFT) and accredited by the Consejo de Acreditación de la Enseñanza de laIngeniería (CACEI), which is the peer-accrediting agency of ABET in Mexico. Graduates ofABC’s FE program shall attain thirteen outcomes; eleven of them are similar to ABET Criterion3 program outcomes1; as well as specific IFT core competencies regarding major areas: foodchemistry and analysis; food safety and microbiology; food processing and engineering; appliedfood science; and success skills2. As part of assessment efforts, the Food EngineeringUndergraduate Curriculum Committee (FEUCC) designed a strategy that uses both direct andindirect assessment measures that is reported elsewhere3, 4.During this past year the FEUCC has been delineating a new assessment plan for 2015-2020 inorder to be ready to apply for the IFT re-approval of our program. Thus, thorough qualitativeresearch (with data obtained from 2011 to 2014) for each of our food engineering programrequired food science and engineering courses was performed, in order to design a high-qualityassessment plan. As part of this qualitative research, FE program faculty were asked to rate foreach of the courses they teach the degree to which they are promoting FE thirteen outcomes andIFT core competencies. Responding whether they cover in great detail (as a course outcome),cover in detail, cover to some extent, or if they do not cover each outcome and/or competency intheir classes; furthermore, faculty reported for every required course, the specific course learningoutcomes, tools used to assess learning outcomes (indicating the level of assessment using theRevised Bloom’s Taxonomy5), as well as related course learning activities. Protocol analysis offaculty responses was performed by means of a qualitative data analysis software (Atlas.ti);identifying idea units within the responses, and classifying those units with coding schemes builtfrom core competencies, learning outcomes with regards to two taxonomies (Revised Bloom’s5and Coll6), assessment tools and corresponding learning activities.We were able to clearly identify the degree to which core competencies and outcomes arepromoted and emphasized throughout the FE curriculum. Some areas of improvement werefound regarding core competencies such as: “understand the basic principles and practices ofcleaning and sanitation in food processing operations” and “understand the requirements forwater utilization and waste management in food and food processing”. Reported course learningoutcomes were classified according to the Revised Bloom’s (remember, understand, apply,analyze, evaluate, or create) and Coll taxonomies (conceptual, to know; procedural, to know-how;or attitudinal, to be). Among common tools that faculty reported to assess student learning are:self- and peer-assessments, instructor assessment, exams, oral presentations, practical exercises,homework, in-class participation, projects, and lab reports. Corresponding learning activities thatfaculty reported include reports, analysis of readings, in-class discussions, lectures, problem- andproject-based learning, active and cooperative learning, solving problems and exercises, and labactivities. The full paper will provide specifics regarding how well do course outcomes, facultyteaching practices, learning activities, assessment tools, and frequency of feedback to studentsare aligned among them. ABET. 2014. Criteria for Accrediting Engineering Programs Effective for Reviews During the 2014-2015 Accreditation Cycle. Engineering Accreditation Commission. ABET. Available (October 13, 2014)) at: http://www.abet.org/eac-criteria-2014-2015 IFT. 2014. Resource Guide for Approval and Re-Approval of Undergraduate Food Science Programs. Institute of Food Technologists. Available (October 13, 2014) at: http://www.ift.org/~/media/Knowledge%20Center/Learn%20Food%20Science/Become%20a%20Fo od%20Scientist/Resources/Guide_Approval_UndergradFoodSci.pdf XXX [For blind review purposes]. 2012. Proceedings of the 2012 ASEE Annual Conference and Exposition, San Antonio, TX, June 10 – 13. YYY [For blind review purposes]. 2013. Proceedings of the 2012 ASEE Annual Conference and Exposition, Atlanta, GA June 23 – 26. Anderson, L. W. and Krathwohl, D. R. (Eds.). 2001. A Taxonomy for Learning, Teaching, and Assessment: A Revision of Bloom’s Taxonomy of Educational Objectives. Longman: New York. Coll, C. 1997. Psicología y Curriculum: una aproximación psicopedagógica a la elaboración del curriculum escolar. Paidós: México D.F.
Altamirano, E., & Gutierrez Cuba, J. V., & Ramirez-Corona, N., & Lopez-Malo, A., & Palou, E. (2015, June), Qualitative Research of Universidad de las Américas Puebla’s Food Engineering Course Learning Outcomes Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24627
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