Performing Department
(N/A)
Non Technical Summary
Current Issue and Importance of the Project: The food industry in Southern California is experiencing significant growth and innovation, especially with the emergence of startups focused on alternative proteins and sustainable food production. However, there is a shortage of qualified food scientists and technologists to meet the increasing demand for skilled professionals in this sector. This shortage is particularly acute in Southern California, where the food and beverage processing industry is a major economic driver. To address this gap, SDSU is launching a Master of Science (MS) in Food Science program, which aims to equip students with advanced skills and knowledge to thrive in this evolving industry.Methods and Approaches: The MS in Food Science program at SDSU will focus on providing a comprehensive, industry-relevant curriculum. This includes new courses in Advanced Food Analysis and Sustainable Foods. The program will integrate hands-on experiences through internships, industry mentorships, and participation in real-world projects. Partnerships with food industry companies will ensure that the curriculum remains aligned with current industry needs and trends. Additionally, the curricula developed will be shared through the Southern California Food Science Educators Consortium and the Good Food Institute's alternative protein teaching library.Goals and Expected Impact: The ultimate goal of the MS in Food Science program is to produce highly skilled graduates who can meet the demands of the food industry, particularly in areas like sustainable food production and alternative proteins. By fostering strong academia-industry partnerships, the program aims to create a robust pipeline of talent that will support the growth and competitiveness of the local food industry. The expected societal benefits include improved food security, enhanced sustainability practices, and the advancement of innovative food technologies. Graduates of the program will be well-prepared to contribute to the industry's evolution and drive positive change in the community and beyond.
Animal Health Component
25%
Research Effort Categories
Basic
50%
Applied
25%
Developmental
25%
Goals / Objectives
The goal of this project is to develop a Master's Program in Food Science at San Diego State University with industry partners. Theobjectivesare to 1) develop an industry-relevant curriculum for the MS in Food Science program, 2) provide students with internship and industry mentoring opportunities, and 3) advance faculty development in teaching competency and pedagogy. Our project aims to produce graduates who are well-prepared to meet the demands of the evolving food industry. By aligning the curriculum with industry needs, providing hands-on experiences, and fostering industry partnerships, students will be more competitive and better equipped for successful careers. By specifically addressing the shortage of qualified food scientists and technologists in the Southern California region, the program can have a direct impact on filling crucial gaps in the workforce and supporting the growth of the local food industry. Overall, the anticipated impact of the MS in Food Science program reaches far beyond the success of individual students, contributing positively to food and agriculture education, shaping industry practices, and benefiting the broader community in Southern California.
Project Methods
1. Curriculum development: The new MS in Food Science program has a unique focus on functional foods, flavor chemistry, and sustainable foods. Leveraging existing courses from the School of Exercise and Nutritional Sciences (e.g., statistics, experimental design, seminar), we will introduce two additional courses for the degree program: Advanced Food Analysis and Sustainable Foods. During the development of course materials, we will actively collaborate with our industrial partners to ensure that the curriculum remains pertinent to the evolving needs of the food industry.2. Incorporation of innovative tools: We aim to integrate artificial intelligence (AI) tools into curriculum development and instructional delivery. For example, we will employ custom GPTs or NotebookLM to create interactive teaching assistant bots tailored to each course and slide generators such as Gamma to produce engaging slideshows. Our approach also involves illustrating the application of these AI tools to enhance students' learning and productivity, while emphasizing ethical considerations and responsible usage. The Academic AI program at SDSU provides valuable resources that we will leverage to educate students on responsible AI use. In an increasingly AI-driven world, understanding these technologies equips students with skills relevant to the future job market.3. Introduction to alternative proteins: The MS in Food Science program places a significant emphasis on introducing students to the emerging fields of alternative proteins. Students will be introduced to this exciting new field through the Sustainable Foods course, research projects, and internships at alternative protein companies (e.g., BlueNalu, Triton, and Wildtype). To enrich the program, a plethora of resources from GFI, including a researcher directory, curriculum repository, technical publications, industry reports, and policy reports, will be utilized for program development and industry networking. In addition, Dr. Liu serves as the faculty advisor of the Alt Protein Project SDSU, a local student chapter of GFI. Under his supervision, students secured $17,500 in funding to organize the Alt Protein Summit at SDSU in Spring 2023, featuring over 20 speakers from diverse sectors discussing the potential of alternative proteins as a sustainable food solution. Our graduate students will continue to organize the Alt Protein Summit to connect with the industry and enhance their leadership skills. While the alternative protein industry is still in its early stages, data from existing startups indicates a growing demand for scientific and technical talent. By introducing students to this field, our project contributes to building a workforce for the evolving industry.4. Food industry internships: The internship placement at food companies is a highlight of the proposed project. We plan to collaborate with industrial partners to identify research areas of mutual interest. To facilitate this engagement, we have allocated $4,000 per student for stipends to support a 250-hour internship for 10 students. During this internship, students will tackle challenges faced by the food industry under the guidance of our industry partners. Additionally, we have reserved a total of $20,000 to cover travel and lodging expenses when required. Interns will immerse themselves in actual workplace scenarios and work alongside industry professionals. This hands-on experience aims to provide them with valuable insights into industry practices, fostering the development of not only technical skills but also soft skills such as communication, teamwork, and time management. Moreover, these internships will serve as a platform for our students to build a professional network and enhance their career prospects.5. Career mentoring experiences: We plan to invite 2-5 industry professionals as adjunct faculty to serve on the advisory committee of the MS in Food Science program. They will not only serve as mentors for research projects and internships, but also provide career mentoring experiences through an annual Career Workshop. Through our project, students will build agency and self-efficacy, develop skills and experiences, and make interpersonal connections, thus fulfilling four demonstrated building blocks of career development.6. Faculty training in pedagogy: The project seeks to implement an asset-based framework and evidence-based science pedagogy to advance equitable learning opportunities. Dr. Jiwon Hwang, an expert in STEM education at CSU LA, will be engaged for input in curriculum development and instructional delivery. The PDs commit to participating in a workshop on Taking Equity-Minded Action to Close Equity Gaps offered through the Diversity and Inclusion Office at SDSU. Additionally, they will proactively seek guidance from the Center for Teaching and Learning to acquire skills in effectively teaching and mentoring students from groups underrepresented in the food and agricultural sciences workforce.7. Consulting industry partners: We plan to hold an annual Industry Partner Meeting to stay updated on emerging trends and challenges in the field. This continuous collaboration ensures the relevance and currency of our curriculum. Additionally, our industry partners will play a pivotal role in facilitating inquiry-based learning by offering industry-relevant projects and providing ongoing feedback and constructive criticism to enhance the learning experience.8. Academic partnership: The PDs are active members in the Southern California Food Science Educators Consortium, which aims to consolidate resources across various schools, minimize redundancy, and enhance institutional efficiencies to achieve synergistic outcomes in workforce development within the field of food science. The PDs are committed to sustaining their involvement in these efforts. Moreover, the PDs have established collaborations at regional, national, and international levels with researchers from other academic institutions. Involving students in these collaborative projects and potentially providing opportunities for them to work in various laboratories can significantly broaden their technical skills.9. Curriculum sharing: The created course materials will be disseminated through two key channels: the Southern California Food Science Educators Consortium and GFI's alternative protein teaching library. The latter serves as a repository of open-access course materials, including syllabi, slide decks, recorded lectures, and recommended readings from alternative protein courses worldwide.10. Evaluation: The evaluation model for this project is informed by the Centers for Disease Control and Prevention's program evaluation framework. This model includes formative, process, and outcome evaluation activities, built on a mixed method approach to collect both quantitative and qualitative data. The ongoing evaluation efforts will utilize the data generated to refine project activities, ensuring the achievement of the proposed goals. Formative evaluation activities will ensure the curricula and internships are appropriately tailored to meet students' specific needs. Process evaluation will be conducted throughout the program to assess the effectiveness of program implementation. Weighted baseline indicators will be set to measure program success in student experiential learning and career development. The Outcome evaluation will assess student self-perception, knowledge and skill gains, and career readiness.