Progress 09/01/12 to 08/31/16
Outputs
Target Audience:Total Audience: first study group ( CI 1) ( n=22 with n= 19 in control group) began in Spring 2013 and continued through Dec 2013 in the curriculum cycle. This total group of 44 participants and 38 control continued to be active through early fall 2015. A third study group (n=18) was added to this project beginning August 2014 and continued through spring semester 2015. A fourth study group (n=12) was added to this project beginning August 2015 and continued through spring semester 2016. Changes/Problems:The curriculum is self sustaining at this time at the University with the newly added herbs and spices and sensory science components included as enhancement to the curriculum. An online version has been tested and will continue to be available. What opportunities for training and professional development has the project provided?Undergraduates were trained in process of product development. Facutly that assisted with the curriculum were cross trained in the disciplines represented. Graduate students engaged in the project were trained on team product developement. The third group of students were exposed to an enhancement of the curriculum and online version with newly designed lessons in herbs and spices in product development and in sensory science experiential learning activities. How have the results been disseminated to communities of interest?During the third cycle a cohort was recruited from the University of Georgia in Athens. This team completed the curriculum by distance education and a visit to the project university for a packaging science development activity. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
The goals set forth were accomplished namely to design and test with a control group the curriculum for a one year undergraduate product development course. The evaluation tools implemented were useful in analysis of content knowledge, experience, attitude, critical thinking and problem-solving skills of graduates with accumulated experiential learning experience. The goal for all participants in both CI 1 and CI 2 groups to complete the year long curriculum was accomplished with significant gains in knowledge and confidence measures. The project continued with a third and fourth group of students as faculty support, department enthusiasm and student interest increased. The students represent a diverse group of food science, nutrition and packaging science majors.
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2016
Citation:
Weeks, A., Condrasky, M., Darby, D., Sharp, J. Engaging Sophomores in Product Development, North American Colleges and Teachers of Agriculture
- Type:
Journal Articles
Status:
Under Review
Year Published:
2016
Citation:
Weeks, A., Condrasky, M., Darby, D., Sharp, J. Applied Interdisciplinary Product Development Course Design and Implementation, Journal of Food Science Education.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2016
Citation:
Development and Testing of Supplemental Materials for a product development course to include herbs, spices and sensory science. M.Condrasky, B. Halteman, J. Sharp, A. Coffee, D. Darby for the SC Association of Nutrition and Dietetics. Presented May 5, 2016, Columbia, SC.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2016
Citation:
Healthy Foods Created within an Applied Interdisciplinary Product Development Course. A. Weeks, M. Condrasky, J. Scharp, D.Darby, A. Coffee. Presented to the Research Chefs Association annual conference as a poster session, March, 2016 in Denver, CO.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2015
Citation:
Nutrition-Dietetics Undergraduates as Integral Healthy Food Product Development Team Members. M. Condrasky, D. Darby. A. Hurley, J. Sharp, A. Weeks, B. Halteman, A. Coffee. Presented poster at the Food Nutrition Exposition and Conference in Nashville, TN, October 2015.
|
Progress 09/01/14 to 08/31/15
Outputs
Target Audience: The project focus is to increase the number and diversity of students who will pursue and complete a postsecondary degree in the food and agricultural sciences, within a curriculum that represents a novel and industry specific bundling of food technology, culinology, nutrition, and packaging science to an integrated grouping of undergraduates. In order to fulfill the needs of the modern food industry and to empower food and agriculture students with the skills and knowledge need to produce healthy products for the marketplace, a cross-discipline collaborative program is necessary for future success. Employers urge educators to focus on cultivating the very skill that Clemson University's engagement strategy addresses: cross-disciplinary knowledge, advanced communication, analytical skills, real-world problem solving, teamwork, creativity, and innovation. The proposed project involves students participating in a two-semester, industry-driven program, devoted to the understanding and assimilation of fields within the Department of Food, Nutrition, and Packaging Sciences. The intent is to foster a synergistic emphasis area that focuses on healthy food product development, with special attention to children's needs, from ideation to packaging. Students conduct market analyses, create formulas, analyze nutrition content, conduct benchtop testing and create the packages for these healthy children's products, with each discipline bringing a unique perspective into the equation. Undergraduates within the Food, Nutrition and Packaging Sciences Department comprise the target audience for this study. The second study group (CI2) (n=22 with n=19 in the control group) began in the fall semester of 2013 and continued to curriculum completion in the spring semester of 2014. The first study group (CI1) (n=22 with n=19 in the control group) began in Spring 2013 and continued through December 2013 in the curriculum cycle. This total group of 44 participants and 38 control continued to be active in the project over the fall 2014 through early fall 2015. A third study group (n=18) was added beyond the scope of this grant beginning August 2014 and continued through spring semester 2015. A fourth study group (n=6) from the University of Georgia was also added starting in January 2015, completing their modified one-semester curriculum May 2015. Other target groups are the potential recruits from the University, SC technical colleges, Florida International University, and the secondary education (high schools) in SC. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?One student team competed in the DuPont Health and Nutrition Knowledge Award competition and placed second. Graduate students and faculty were trained in Adobe Presenter. In the summer of 2014, a student from this course was part of a select group of students, the Adobe Scholars, who were chosen to learn to use the Adobe applications (Illustrator, Photoshop, InDesign, and PremierPro) based on his outstanding work in this course. How have the results been disseminated to communities of interest?Multiple presentations and posters have been presented at regional and national settings including: Dietetic, Research Chef, Food Manufacturing Regional Meetings as outlined in the dissemination of results to communities of interest section of this report. Additionally, this course was disseminated to the University of Georgia, with funding granted by the Academy Programs Section of Association of the Public Land-Grant Innovative Teaching Award Program in 2015. Future plans to disseminate to other universities. What do you plan to do during the next reporting period to accomplish the goals?The next reporting period will be the final report of the project. Future plans for further accomplishment of goals: We will continue with the most recent study group (CI4) which began in fall 2015 and will continue through spring 2016. Continue to work with a current Graduate Research student on project results, collaboration with other universities and next steps. Complete the online conversion of the full curriculum Continue with future dissemination goals to other universities
Impacts
What was accomplished under these goals?
List of Accomplishments Established the framework for the curriculum Finished (CI1 and CI2) two groups of students through the curriculum and evaluation cycle Graduate student completed Masters in Food, Nutrition, and Culinary Sciences program, published thesis and accepted employment in the food manufacturing industry. A total of (n=37) students completed the curriculum study in one of two groups and (n=31) completed the cycle within the control groups Conducted project evaluations as available on the two study groups including: National Survey of Student Engagement (NSSE), Exit questionnaire, Subject Knowledge Assessment (SKA), Student Satisfaction Inventory (SSI), and Educational Testing Service (ETS) Profile Completed online materials according to goals. This included the videography segments as outlined including: four testimonials from career areas and the faculty Adobe Presenter lectures (Product Development Toolkit, Culinology, Packaging Science Part 1, Packaging Science Part 2, and Sensory Science). Nine student teams completed the curriculum program and designed food or beverage products or services geared to children. The teams provided business presentations and product sampling to faculty, peers, and industry representatives at the conclusion of their respective curriculums. Conducted focus groups with members of the treatment groups (CI1 and CI2) now that they are seniors in order to gauge industry readiness, knowledge and skills gained from the course, and suggestions for course improvement. Surveyed faculty who taught senior-level courses that CI1 and CI2 students took in order to gauge faculty perception of these students compared to students who did not take the course with respect to teamwork skills, critical thinking, and leadership skills. Disseminated course materials modified to a one-semester format to the University of Georgia, with funding granted by the Academy Programs Section of Association of the Public Land-Grant Innovative Teaching Award Program in 2015 Dissemination to an international audience via an oral presentation and poster presentation at the Research Chefs Association Annual Expo in New Orleans, LA. The oral presentation was open to all attendees as a breakout session. The poster presentation was offered as part of the expo, and placed second in the poster competition. Two new modules were added to the existing course structure, one educating the students about herbs and spices, and the other about sensory science.
Publications
- Type:
Journal Articles
Status:
Under Review
Year Published:
2015
Citation:
Weeks, A., Condrasky, M., Darby, D., Sharp, J. Engaging Sophomores in Product Development, North American Colleges and Teachers of Agriculture, in review.
- Type:
Journal Articles
Status:
Under Review
Year Published:
2015
Citation:
Weeks, A., Condrasky, M., Darby, D., Sharp, J. Applied Interdisciplinary Product Development Course Design and Implementation, Journal of Food Science Education, in review.
- Type:
Theses/Dissertations
Status:
Under Review
Year Published:
2015
Citation:
Breanne Halteman, Development and Testing of Supplemental Materials for an Undergraduate Healthy Food Product Development Curriculum. 2015
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2015
Citation:
Condrasky, M., Weeks, A., Darby, D., Sharp, J., Coffee, A., and Halteman, B. (2015). Applied Interdisciplinary Product Development for Sophomore Students, Research Chefs Association, and New Orleans, LA.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2015
Citation:
Condrasky, M., Darby, D., Hurley, A., Sharp, J., Weeks, A., Halteman, B., Coffee, A. (2015) Nutrition-Dietetics Undergraduates as Integral Healthy Food Product Development Team Members, Food, Nutrition Conference and Expo, Nashville, TN.
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2015
Citation:
Halteman, B., Condrasky, M., Weeks, A., Hurley, A., Sharp, J., Coffee, A. (2015) Applied Interdisciplinary Product Development for Sophomore Students Focusing on Childhood Nutrition, Research Chefs Association, New Orleans, LA.
|
Progress 09/01/13 to 08/31/14
Outputs
Target Audience: Undergraduates within the Food, Nutrition, and Packaging Sciences department comprize the target audience for this study. The second study group (CI 2) (n=22with n=19 in the control group) began in the fall semester of 2013 and continued tocurriculum completion in spring semester 2014. The first study group (CI 1) (n=22 with n=19 in the control group) began in Spring 2013 and continued through December 2013 in the curriculum cycle. This total group of 44 participants and 38 control will continue to be active in the project over the fall 2014 through early fall 2015. A third study group (n=18) was added to this project beginning August 2014 and will continue through spring semester 2015. Another targer group is the potential recruits from the University, SC technical colleges, and the secondary education (highschools) in SC. Changes/Problems: Limitations include the distribution of majors in the study groups and resource availablity of specific lab equipment/ commercial equipement for multiple teams to utilize at the same time. We will contiue to engage faculty as much as possible.At times it is challengingto coordinate student schedules with demanding existing curriculum. Some students in past groupsfound the time committment overwhelming during the product development stage in the second semester. What opportunities for training and professional development has the project provided? One student team competed in the Dupont Health and Nutriiton Knowledge Award competition and placed second. Graduate students and facutly were trained in adobe presenter. How have the results been disseminated to communities of interest? Multiple presentations and posters have been presented at regional and national settings including: Dietetic, Research Chef, Food Manufacturing Regional Meetings as outlined in the dissemination of results to communities of interest section of this report. What do you plan to do during the next reporting period to accomplish the goals? The following items are presented as plans for the next reporting period: 1. We will continue with the most recent study group (CI 3) which began in Fall 2014 and will continue through Spring 2015. 2. As indicated in our project goals we will conduct Focus groups for CI 1 and CI 2 study groups in spring 2015 3. Plans to continue project with the Universtiy of Georgia collaboration the the Academic Programs Section of Association of Public Land-Grant Innovative Teaching Award program in 2015. 4. Continue to work with a current Graduate Research studenton project results, collaboration with other universities, and next steps. 5. Complete the online conversion of the full curriculum. 6. Continue with future dissemination goals.
Impacts
What was accomplished under these goals?
During this annual reporting period the following items were accomplished under the goals of the project: 1. Established the framework for the curriculum. 2. Finished (CI 1 and CI 2) two groups of students through the curriculum and evaluation cycle. 3. Graduate student completed Masters in Science in Food, Nutrition and Culinary Sciences program, published thesis and acceptedemployment in the food manufacturing industry. 4. A total of (n=37) students completed the curriculum study in one of two groups and (n=31) completed the cycle within the control groups. 5. Conducted project evaluations asavailable including: National Survey of Student Engagement (NSSE), Exit questionnaire, Student Knowledge Assessment, Student Satisfaction Inventory (SSI), and Educational Testing Service (ETS) profile evaluations on the two study groups. 6. Completed online materials according to goals. This included thevideography segments as outlined including:four testimonials from careerareas andthe facultyadobe presenter lectures (product development toolkit, Culinology, Packaging (2 parts) and Sensory Sciences). 7. Nivestudent teams completed the curriculum program and designed food or beverage products or services geared to children. The teams provided business presentations and productsampling to faculty, peers and industry representatives at the conclusion of their respective curriculums. Summary of project results to date: Research participants in both the treatment and comparison groups were enrolled in the department with a declared major in either food science (with an emphasis in human nutrition or Culinology) or packaging science. Both the treatment and comparison groups were composed of at least 70% sophomore-level (second year) undergraduate students. There were 37 students in the treatment group and 31 students in the comparison group. Significant differences did not exist (α=0.05) between the treatment and comparison groups. A Subject Knowledge Assessment (SKA) was used to evaluate the mean difference value (MDV) of food science, nutrition, packaging science, and general product development knowledge gained through the AIPD course. The differences between the treatment and comparison groups’ MDV for each subject area were analyzed using a Paired Sample Satterthwaite t-test (α=0.05). An Exit Questionnaire (EQ) was used to evaluate attitudes pertaining to product development knowledge and skills, pedagogy, department engagement, and industry readiness. The difference between the treatment and comparison groups’ level of agreement with each statement was analyzed using a two-sided Wilcoxon rank-sum t-test (α=0.05). SKA results indicated that the MDV were significantly different between the treatment and comparison groups in the overall score and in every subject score area except packaging science. EQ results indicated that mean scores between the treatment and comparison groups were significantly different in seven of the nine statements pertaining to product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for engaging sophomores in the FNPS department at Clemson University. The evaluation tools generally supported the conclusion that the AIPD course provided the students an opportunity to learn more about department capabilities, interact with faculty members, and learn skills pertaining to the development of healthy products for children.
Publications
- Type:
Theses/Dissertations
Status:
Published
Year Published:
2014
Citation:
Food, Nutrition, Culinary and Packaging Science Undergraduate Research, Experiential Learning, and Product Development Focusing on Childhood Nutrition by Alexa Weeks
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Applied Interdisciplinary Product Development for Sophomore Students
by Condraky, Weeks, Darby, Sharp, Coffee, Halteman
at Food Manufacturing Regional Meeting, Kannapolis, NC
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Bundling of Careers to Combat Childhood Obesity
by Condrasky, Weeks, Darby, Sharp, Coffee
at FNCE Atlanta, GA
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2014
Citation:
Engaging Young Product Developers; An Interdisciplinary Approach to Teaching Culinary, Nutrition, and Packaging Students at the Sophomore Level by Weeks, Condrasky, Darby, Sharp
at Research Chefs Association Annual Conference Seattle, WA
- Type:
Conference Papers and Presentations
Status:
Accepted
Year Published:
2015
Citation:
Applied Interdisciplinary Product Developmetn Curriculum and Lessons Learned by Condrasky, Coffee, Weeks, Darby
at Research Chefs Association Annual Conference New Orleans, LA
|
Progress 09/01/12 to 08/31/13
Outputs
Target Audience: During the fall semester 2012 (beginning in September) we actively recruited for the project by visiting classes, providing informational sessions, flyers dissemination etc. We began in January 2013 with the first of two study groups with comparison (control) groups. The first (CI 1) study test group (n=22) began the 16 week program in January 2013 along with a comparison group (n=19). The second study test group (n= 22) began the 16 week program in August 2013 along with a comparison group (n=19). In addition to the participants in our project, an important audience that is impacted is the Food Nutrition and Packaging Science department students and faculty at large. This group (n=560 students and n=26 faculty) have been introduced and informed about the engagement project with sophomore students in the HEC study. Changes/Problems: Composition of the research teams within the study groups has been a challenge. Our goal was to have an even distribution of Nutriiton, Packaging Science, Culinary Science and Food Technology students in the various groups (study and control). Through our recruitment, discussion sessions, and work with advisors we have continued to strive to as close to an even distribution as possible. Attrition has occured (in the first group that began in January 2013 with n=22 in the study group we had 17 return for the second semester (fall 2013). This was anticipated thus we still meet our target of (n=16) for the study group. However, as an academic team we are trying to determine the mechanics of maintaining as many of the original study participants as possible throughout research phases. We are learning that the study participants are very interested in the benefit to them both academically as well as strenghtening of their resume through the participation in creative inquiry undergraduate research on teams with majors from the various disciplines in the department. We continue to share our project components with the department students and faculty at large. Our goal is to engage faculty in this process to encourage sustainability and dissemination. One problem is that the control students group members are interested in the process and products and want to receive the information as it is available. We may need to consider a way to engage them in a separate product design process after we finish all the testing with them. We will talk with project lead to design a follow-up plan. What opportunities for training and professional development has the project provided? The PI and the graduate student participated in web training (CASCADE) and design in spring 2013 to begin work on the external display of the curriculum, program groups, and products. The PI and COI participated in undergraduate research training with the creative inquiry unit of the university. The research team has participated with the office of assessment and evaluation in the protocol evaluation tools orientation (National Survey of Student Engagement, ETS Profile on critical thinking, reading, writing and mathematics, and Student Satisfaction Inventory). PI attended the USDA-AFRI training at the NACTA Confernece in June 2013 at Virginia Tech, Blacksburg, VA. How have the results been disseminated to communities of interest? A poster presentation was provided "Bundling of Food, Culinology, Nutrition and Packaging Science Cross-Training to Meet Chidren's Needs through Emerging Food and Ag Products at the NACTA Conference, Blacksburg, VA (NACTA Journal Volume 57, Supplement 1, 2013). What do you plan to do during the next reporting period to accomplish the goals? September 2013 Second semester presented to CI1 (if any of these students in this first do not continue in the group for the second semester, they will complete the Creative Learning Assessment Tool to them as well as the Content Knowledge post-test at this time). At the end of the fall semester, CI1 will be administered the Content Knowledge post-test and the Creative Learning Assessment Tool. First semester (with any edits) presented to second group of 16 students, CI2 (these sophomore student will complete the Content Knowledge pre-test and should have already received the ETS Profile and the NSSE as freshman). Spring 2014 Second semester presented to CI2. At the end of spring semester, CI2 will be administered the Content Knowledge post-test and the Creative Learning Assessment Tool. Video prep/taping/module edits will continue with final testing. We will continue with faculty and student participant focus group design and pilot work. We will continue work on the design and presentation of the curriculum modules and the web site for dissemination purposes of the project. The participants within the two waves who are engaged in the two creative inquiry curriculum course schedule as well as the control group students will be tested as described with each of the assessment tools described. These control group students will provide a comparison with the study participants. Dissemination plans will be applied to writing abstracts for presentation at national meetings for nutrition, food technology, culinology and packaging science professional and academic audiences.
Impacts
What was accomplished under these goals?
1- The project team established a framework for cross-disciplinary curriculum for food, nutrition, culinary science and packaging sciences with an emphasis on the development of healthy food products and services for children. A 16 week curriculum model was designed, delivered, tested and edited on the first group (C I1). There will be two waves of paired control and test groups; the first wave (CI 1)began in January of 2013 and the second wave (CI 2) will be discussed in the second annual report as this group began in August of 2013. Currently, the first semester of the first wave (CI 1) has been completed. The second 16 week curriculum has been designed and is being delivered to this first group (CI 1). 2- Our research team is working to develop a marketing niche to expand the pipeline for recruiting and retaining under-represented students into the department. One effort that has been designed is a web connection for introduction of the project curriculum and activities to potential departmental program recruits. Other efforts include campus wide collaborations, and introduction to the field at the community colleges in South Carolina and to date we have visited Greenville Technical College; Trident Community College sd well as Guilford Technical College in North Carolina. 3- Project will demonstrate overall gains in knowledge, cultural competency, experience, attitude, critical thinking and problem-solving skills of graduates who have participated in this specific curriculum. Results are measured using a Knowledge Content Test (38 multiple-choice and 24 short-answer questions concerning food science, nutrition, packaging science, and general product development concepts), Educational Testing Service (ETS) Profile data, National Survey of Student Engagement (NSSE) data, and Student Satisfaction Inventory (SSI) responses. The Creative Inquiry/Undergraduate Research Survey is also to be utilized, as well as surveys of undergraduate seniors, faculty members, alumni, and their employers. An impromptu analysis of the first 30 multiple-choice questions of the Knowledge Content Test was completed. Responses from the control and test group were collected at the beginning and end of the semester and were compared. At the 5% alpha level, there was sufficient evidence to indicate a significant decrease (P = 0.0313) in the mean percentage correct scores for control group from the pre-test to the post-test in the General Product Development subject area. There was also a significant difference (P = 0.0360) between the percentage correct scores of control and test group in the General Product Development subject area when analyzing the change in mean percentage correct scores from the pre-test to the post-test. As an example of pretest data review with the CI 1 study group and its control group on a subset of knowledge test item indicates that on the item (A majority of sodium inthe American diet comes from) 41% the project participants selected processed packaged foods and 36% of the control group selected that response. For the knowledge item: Which of the following is a major source of saturated fat in children's diets- full-fat dairy products, sugary cereals, peanut butter or all the above for the study participants (CI 1) 14% selected full-fat dairy; 26% sugary cereals; 28% peanut butter; and 43% all the above. For the control group: 9% selected full-fat dairy; 17% sugary cerals; 19% peanut butter; and 38 % selected all the above. For the item which of the following modification to the average hamburger and firies meal at a restaurant are perceived as the most acceptable among children given the choices of: scaling back the portions of both the burger and fries; using a whole wheat bun; substituting regular fries with baked sweet potato fries; or using ground turkey meat with finely minced vegetables we note that with the study participants 43% select the ground turkey response and for the control group 38% select that response. On the item the primary product packaging material holds/touches the food product within the study group 38% indicated true and 43% false while in the control group 34 % indicated true and 38% indicated false. For the question on the secondary product packaging material holds/touches the food product for the test group 7% indicated true and 43 % false; for the control 5% indicated true and 38% false. On the item, a functional product development team includes members from various compay groups including: marketing, R & D, company president, operations, sales, the study group selectd the correct response (operations, marketing, R & D) with at 40% cumulative frequency and the control group selected that response at a 35% frequency. Thus we note that there is little difference at the pretest knowledge level between the ( CI 1) study and control groups in the first wave of the study. 4- We are in the process of continuing to create web-based modules and materials for replication of the components covered in the curriculum to be used in future applications. The access site for the Food, Nutrition, and Packaging Sciences Collaborative Undergraduate Research: A Creative Inquiry Focusing on the Development of Healthy Food Products for children provides objectives, and description of the project for students interested in learning more and participating is available http://www.clemson.edu/cafls/departments/fnps/creative_inquiry/undergrad_collab.html
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2013
Citation:
Bundling of Food, Culinology, Nutrition and Packaging Science Cross-Training to Meet Children's Needs through Emerging Food and Ag Products
NACTA Journal Volume 57, Supplement 1, June 2013. Presented at Virginia Tech, Blacksburg, VA.
|
|