Progress 04/01/19 to 03/31/24
Outputs
Target Audience:Target audience: The target audience for this period consisted of teachers from charter/technical schools and high school students in Delaware.The students at St. Georges Technical High School's Biotechnology career program inDEhas a diverse student population with approximately 50% Black, 30% white, and 20% students in mixed or other race groups. The Biotechnology program is a 3-year course focusing on skills and theories in the Food, Agricultural, Industrial, Medical, and Research and Development areas of Biotechnology. Six lab stations for experimentation. Each lab station in the satellite lab can accommodate 3-4 students. Our program encompasses instruction for a variety of learning opportunities including formal instruction on scientific theory, laboratory investigations of taught science, knowledge of basic laboratory equipment, internships and/or cooperative work experience during their senior year. Efforts: A Food Biotechnology summer camp was offered tostudents and teachers from SGTH, and local charter/high schools to havehands-on laboratory experiences at DSU.During the COVID-19 pandemic,thesummer campwas virtually hosted at DSU. Also, teachers and administrators participated in an experiment and learned about food science during the summer camp anda professional development workshop at local high schools. Teachersattendedthe virtual seminars hosted by the PD.Students and teachers from the partner school andcharter/high schoolsvisited the DSU Food Science lab to hear from a Food Science alumnus and to learn more about career opportunities in the area offood science. DSU worked with SGTH teachers and administrators to select a lab location and instruments. DSU assistedSGTH in purchasinglab instruments used for teachers' professional development and curriculum development.A satellite lab was developed and the PDvisited SGTH to oversee the satellite labby checking the instruments, calibration, and training.DSU worked with SGTH staff to strengthen the existing curriculumand adopted food science content in their courses. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?• Training activities: The summer camp at DSU and the workshop fromthe school district service day offered hands-on lab experiences to STEM teachers for their professional development. During these events, educatorslearned new techniques and obtainednewknowledge infood and agricultural sciences. All participants engaged inlectures on food science topics and principles, followed by lab experiments utilizing various techniques and methods, such as microbial techniques, food processing, and molecular biological techniques.Having this new knowledge and experience, they are better prepared to enrich their current classes and raise students' awareness of food science and its practical implications. • Professional development: Molecular and DNA sequencing seminars were held for educators' professional development whiledelivering the recent technologyto local teachers in high and charter schools and colleges. In addition, teachers and administrators fromSGTH, Caesar Rodney,and Urban Promise had field tripswith students and received information about the DSU food science program, curriculum,and their research projects, as well asnew insights into new career opportunities in private and government sectorsand academic institutes after graduation.The PDhas been a valuable asset to the SGTH biotechnologyprogram through his membership on the St. George's Business Advisory Board. He attended this year's board meeting and participated in classroom observations. The PDalsointeracted with other business and academic leaders in the scientific field, providing valuable feedback and suggestions. These collaborationshave enabled SGTH to update our curriculum and laboratory equipment needs, steering our focus toward food and agricultural sciences. How have the results been disseminated to communities of interest?Teachers who attended these events took the information andshared it with other department teachers at staff meetings. Students that attended the events went back to school and told their peers about their experiences. The satellite lab was introduced on both the SGTHS and DSU web pages.We posted summer camp announcements on the DSU summer camp web page and Facebook. We announced the satellite lab on SGTHS and DSU web pages.For the summer internship, we reached out to students, faculty members, and administrators through email and shared the announcement on the DSU and BCCC websites.Besides, all project outcomes and findings will be posted on the PD'swebpage. Four junior students at SGTH developed a keen interest in bacterial contamination and entered the Health Occupations Students of America (HOSA) competition under the Health Education category. They created a program to educate a sixth-grade classroom on the prevalence and easy transferability of bacterial infections. Their presentation was highly successful, earning them a gold medal at the Delaware HOSA State Competition. Through a variety of outreach events, including the summer camp, professional development workshops/seminars, and the summer internship program, a wide range of participants--students, teachers, faculty members, school administrators, and local communities--have been aware of the DSU food science program. These efforts have effectively dispelled misconceptionsabout food science and agricultural science majors, providing genuine insights into the field and its opportunities. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Project Objective 1: Establish a Food Science Unit at the Satellite Lab, St. George's Technical High School (SGTH) a) Major Activities Completed/Experiments Conducted: The Satellite Lab at SGTH was equipped with DNA/protein electrophoresis units, spectrophotometers, thermocyclers, drying ovens, deionized water system, pipettes, balances, incubators, and microscopes. Students participated in hands-on activities, including food contamination analysis, protein/enzyme purification, GMO DNA sequencing, testing natural antimicrobial properties, and protein analysis via PAGE. These activities are vital for understanding food safety and the applications of biotechnology in food science. b) Data Collected: The equipment supported practical experiences for over thirty students, guided by two STEM teachers. More than 150 lab reports were collected and analyzed, providing insights into practical career opportunities. The new equipment significantly enhanced assessments, student projects, and overall understanding. c) Summary Statistics and Discussion of Results: The new equipment surpassed expectations, providing students with practical experience that deepened their understanding of biotechnology in food science. Prior to this, students relied primarily on videos, presentations, and readings. d) Change in Knowledge: Both students and teachers gained comprehensive knowledge of food testing,regulations, and potential contaminants. They also explored various career opportunities in the food science industry and gained a better understanding of FDA, EPA, and USDA policies related to food safety. e) Change in Action: Students now actively use the equipment for experiments and science fair projects, such as isolating foodborne pathogens. Teachers also use these tools for professional development, enhancing their teaching practices and curriculum. f) Change in Condition: Students have become proficient with advanced biotechnology tools, such as micropipettes, vertical protein gel electrophoresis, spectrophotometers, and more. This proficiency enables them to understand and apply USDA, EPA, and FDA regulations in real-world scenarios. Project Objective 2: Incorporate Food Safety Content into Existing Agricultural Biotechnology Curriculum a) Major Activities Completed/Experiments Conducted: The curriculum was updated with content from the PD, including chapters on "Fermentation: Desirable Effects of Microbes" and "Food Safety: Sources of Contamination." These topics were integrated into existing Agricultural Biotechnology presentations, and a draft Food Science curriculum was submitted for accreditation to the Delaware Department of Education. For example in the lab class, studentswere instructed on DNA amplification techniques and completed comprehensive lab reports, detailing objectives, materials, procedures, observations, data collection, and conclusions. b) Data Collected: Students answered questions from the new chapters, with these questions included in the final assessment. c) Summary Statistics and Discussion of Results: The class averaged 85% on the overall questions and 92% on the specific new content, indicating strong comprehension. Class discussions further clarified and reinforced the material. d) Change in Knowledge: Students gained new insights into food science and food safety, opening potential career paths in agriculture and related fields. This integration enriched their understanding of the relationship between food science and agricultural biotechnology. e) Change in Action: Students demonstrated their understanding through hands-on lab experiments, applying their knowledge to practical scenarios. f) Change in Condition: The revised curriculum and new equipment allowed for more advanced laboratory experiments, enhancing the educational experience. This exposure to food science could lead to further academic pursuits or careers, including potential transfer to the DSU Food Science program. Project Objective 3: Building networking with teachers a) Major Activities Completed/Experiments Conducted:To support mentorship and networking for STEM teachers, the PD provided opportunities for educators to connect with faculty and research staff at DSU. The PD and DSU staff organized professional development workshops, seminars, and collaborative curriculum development committee meetings to enhance teaching practices and knowledge. Teachers and participants networked through the events, collaborative research projects, and educational field trips to DSU labs and research facilities. Professional associations such as IFT and IAFP were introduced to teachers for resource sharing and further networking. These activities will foster professional growth, keep teachers updated on industry trends, and strengthen their connections within the STEM community. b) Data Collected: Participantsgave rates and feedbackfrommentorship activities, workshops, seminars, and field trips. c) Summary Statistics and Discussion of Results: Teachers participated in various activities, with positive feedback indicating improved teaching practices and expanded professional connections. d) Change in Knowledge: Teachers acquired new knowledge from faculty interactions, workshops, and seminars, enhancing their understanding of industry trends and curriculum development. e) Change in Action: Teachers applied new knowledge in their classrooms, engaged in collaborative research, and utilized resources from professional associations. f) Change in Condition: Teachers developed stronger professional connections and improved teaching strategies, leading to enhanced overall professional growth. Project Objective 4: Extension/Outreach Activities for Teachers' Professional Development a) Major Activities Completed/Experiments Conducted:Several professional development events were held, including an introduction to the DSU Food Science program, seminars, workshops,and a summer camp. The PD and staff presented at Caesar Rodney School District's in-service day, discussing Food Science and the satellite lab. Teachers participated in workshops on food biotechnology experiments using electrophoresis, seminars on DNA-based molecular detections, and an introduction to NGS techniques. They also visited the DSU Food Microbiology lab. A summer camp was organized for high school students and teachers, featuring hands-on lab experiments and food science lectures. Certificates were awarded upon completion. b) Data Collected: Twenty-seven teachers attended the workshops, fifteenparticipated in the seminars, and elevenSTEM teachers joined the summer camp, gaining new knowledge and hands-on experience. c) Summary Statistics and Discussion of Results: Feedback was overwhelmingly positive, with 85% of participants rating the events as excellent and 15% as good. All expressed a willingness to recommend the events, indicating high satisfaction. d) Change in Knowledge: Teachers gained a deeper understanding of scientificprinciples, current food science research, and applications in private sectors and biomedical fields. The summer camp provided advanced knowledge of microbial and molecular techniques applicable to food science. e) Change in Action: Teachers used their new knowledge to decide on equipment purchases for the food science lab and effectively teach food science principles. This practical application supports curriculum development. f) Change in Condition: Teachers who attended the professional development events now incorporate more food science content into their courses and are developing a new Food Science course for juniors and seniors.
Publications
- Type:
Websites
Status:
Published
Year Published:
2022
Citation:
Establishing the satellite lab and the partnership between DSU and SGTH were published on the DSU and St. Georges Technical High School websites and media.
https://www.desu.edu/news/2022/05/university-st-georges-hs-partnership-establishes-satellite-lab
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Progress 04/01/22 to 03/31/23
Outputs
Target Audience:Target audience: The target audience for this period consisted of teachers from charter/technical schoolsand high school students in Delaware. Efforts: The Food Biotechnology summer camp for high school students was hostedat DSU. DSU worked with SGTH staff to develop a workshopfor teachers' professional development and adoptedfood science contentin their courses. A satellite lab was developed and DSU staff visitedSGTH regularly with checkingthe instruments, calibration, and training. Changes/Problems:The PD has requesteda No-Cost Extension (NCE) to finish the project's goals. In the extended year, the plan is to expand summer activities for more high school and college students and develop a professional development program for STEM teachers and Delaware stakeholders. What opportunities for training and professional development has the project provided?Training: The summer camp offered hands-on lab experiences to STEM teachers for their professional development. During this event, high school students also attended the camp, gaining knowledge and experience in Food Science. All participants engaged in daily lectures on food science topics and principles, followed by lab experiments utilizing various techniques and methods, such as microbial techniques, food processing, and molecular biological techniques. Simultaneously, a summer internship was offered to college students from our partner community college. These summer student interns received training under the supervision of research staff and graduate students, acquiring new lab experiences not covered in their college curriculum. Additionally, students were introduced to DSU's food science and agricultural science programs, along with admission opportunities. This interaction allowed them to engage with other faculty members, staff, and graduate students. Professional Development: Local high school teachers have maintained ongoing communication with the PD, focusing on professional development, curriculum enhancement, and potential collaborations. They've also gained firsthand lab experience through the satellite lab and the summer program, utilizing suppliedequipment to apply these techniques to food analysis and product development. How have the results been disseminated to communities of interest?We promoted the summer camp through announcements on the DSU summer camp webpage and Facebook. The satellite lab was introduced on both the SGTHS and DSU webpages. For the summer internship, we reached out to students, faculty members, and administrators through email and shared the announcement on the DSU and BCCC websites. During the program, local STEM teachers were introduced to the operation of new instruments and their applications in food science and biotechnology experiments. Having this new knowledge and experience, they are now better prepared to enrich their current classes and raise students' awareness of food science and its practical implications. Through a variety of outreach initiatives, including the summer camp, professional development workshops, and the summer internship program, a wide range of participants--students, teachers, faculty members, school administrators, and local communities--have been aware of the DSU food science program. These efforts have effectively dispelled misconceptions about the food science major, providing genuine insights into the field and its opportunity. What do you plan to do during the next reporting period to accomplish the goals?During the No-Cost Extension period, we will design and implement workshops and professional development programs that leverage our new genomics equipment. These initiatives will provide comprehensive instruction to participants from local high schools and colleges. To accommodate educators' busy schedules, we plan to offer multiple sessions. The summer camp will continuously open for local high school students in the upcoming summer. We are committed to organizing several sessions to accommodate students' preferences and schedules. As we move forward, project participants will discuss post-project plans. The primary focus will be on establishing a sustainable foundation for a food science course in the partner schools. Simultaneously, our efforts will be dedicated to nurturing students' interest in DSU's food science program even after the project termination.
Impacts
What was accomplished under these goals?
Impact: This project will address the project priority of food science introduction by developing a satellite lab and professional development to reform educational resources toward empowering future food and agriculture scientists. The goal of the project is to increase high school and community college teachers' knowledge and hands-on experiences in Food and related Sciences. To accomplish the project goal, the satellite lab will need to be developed in the partner high school to develop STEM teachers' professional development and curriculum development for food science adoption. Consequently, high school students will be more interested in food and agriculture science majors through hands-on lab experiences in the new classes and/or summer camp. Also, community college students can transfer to DSU to complete their bachelor's degree through summer activities and introducing them to the Food Science program. Objective: Establishment of a satellite lab Completed Activities: We successfully launched a food science satellite lab at St. Georges Technical High School (SGTHS). The lab is fully equipped for food microbiology, food analysis, and biotechnology experiments. An opening ceremony was held, attended by STEM teachers, students, the school district superintendent, the principal, the DSU Food Science department chair, and the PD, who visited regularly for equipment checks and potential collaborations. Collected Data: The equipment and supplies facilitate comprehensive lab experiments for more than eight groups, guided by two STEM/biotechnology teachers. The PD and project participants plan to audit classes to assess learning outcomes and generated data as teachers incorporate new knowledge and equipment into the curriculum. Summary Statistics and Discussion of Results: The satellite lab's launch at SGTHS was a success. Recent lab activities support positive project outcomes, incorporating food science--particularly food safety concepts--into the biotechnology course as a preliminary study. Students' feedback is being evaluated. Key Outcomes and Accomplishments: Knowledge Transformation: SGTHS students, teachers, and administrators gained fresh insights into food and agricultural sciences, establishing a robust scientific foundation. The initiative also introduced new prospects for college degrees and future career paths. Action Transformation: The establishment of the satellite lab empowered students to engage in food science and biotechnology experiments, including participation in science fair projects. The equipment aids teachers in their professional development and hands-on teaching practices. Condition Transformation: In the upcoming academic year, teachers have the opportunity to develop a novel pilot course in food science, leveraging the new equipment in the satellite lab to enhance their lab courses. Objective: Implementation of teacher proficiencies into classes Completed Activities: The PD attended the annual SGTHS curriculum committee meeting. This meeting focused on introducing food science sections to enhance the Biotechnology course. STEM teachers collaboratively outlined the course contents for both sophomore and senior grades. The PD actively engaged in a Q&A session, addressing queries about course contents and suggesting ways to effectively incorporate food science topics and lab experiments. As a result, food science, with a special emphasis on food safety and microbiology, was integrated into the updated version of the biotechnology course. This incorporation paves the way for the forthcoming introduction of a food science pilot course. Collected Data: The PD gathered the course topics and lab experiments covered by the teachers during lectures and practical sessions. Subsequently, the biotechnology course syllabus was enhanced to encompass food microbiology, food safety, environmental applications, and novel lab experiments using newly available instruments. The upcoming semester is poised to yield additional data through classroom audits, teacher evaluations, and student surveys. Summary Statistics and Discussion of Results: An updated syllabus for the 2022-2023 academic year has been approved. With the teachers equipped with an enhanced understanding of the food science foundation, the PD foresees the introduction of a pilot food science course in either Fall 2023 or 2024. This initiative is geared toward students who are interested in food science. Key Outcomes and Other Accomplishments Realized: Knowledge Transformation: The adoption of food science concepts and enhanced lab components within the biotechnology course have broadened students' understanding of this field and exposed them to diverse career prospects in food science. Action Transformation: The teachers have successfully incorporated food science elements, specifically focusing on food safety and HACCP, as well as introducing new lab experiments that emphasize food safety and quality principles. Condition Transformation: Through syllabus updates and the establishment of the satellite lab at SGTHS, a robust framework has been established. This, with administrative support, will undoubtedly encourage SGTHS students to play the major role of future food scientists and contribute to our society. Objective: Development of summer activities and teachers' professional development Completed Activities: We organized a two-week summer food biotech camp at DSU for local high school students and STEM teachers. The program aimed to introduce them to food science and potential careers. The PD provided lectures followed by hands-on lab experiments covering topics like food microbiology, fermentation, processing, and molecular biology. Additionally, college interns from the community college engaged in food science research at DSU. Collected Data: After the summer activity, a comprehensive survey was conducted to gather feedback from attendees. The feedback highlighted a high level of satisfaction among attendees, attesting to the quality of their learning experiences. Summary Statistics and Discussion of Results: Survey responses from students who participated in the summer camp indicated a strong likelihood of recommending the program to their peers for the next season. Both participants and guardians expressed high levels of satisfaction with the summer camp. Notably, STEM teachers, many of whom were not relatively informed about food science, found the program to be informative, contributing not only to their professional development but also fostering consideration for curriculum enhancement. Key Outcomes and Accomplishments: Transformation of Knowledge: Participants gained comprehensive insights into the area of food science, its fundamental principles, food processing techniques, and potential career opportunities. Moreover, they recognized the vital role of food science in daily life, encompassing aspects like food safety, quality, and value-added products. Action Transformation: Both teachers and students acquired practical expertise in food science experiments, inclusive of essential lab skills such as aseptic technique, pipetting, and PCR. The experiential learning under mentor guidance enriched their understanding. Condition Transformation: Students became aware of the career possibilities in food science. STEM teachers gained professional development opportunities and ideas for curriculum improvement. Summer college interns presented research outcomes at the university symposium.
Publications
- Type:
Websites
Status:
Published
Year Published:
2022
Citation:
Establishing the satellite lab and the partnership between DSU and SGTH were published on the DSU and St. Georges Technical High School websites and media.
https://www.desu.edu/news/2022/05/university-st-georges-hs-partnership-establishes-satellite-lab
|
Progress 04/01/21 to 03/31/22
Outputs
Target Audience:Target audience: The target audience for this period consisted of teachers from SGTH and high school students in Delaware. Efforts: The Food Biotechnology summer camp for high school students was hosted in person at DSU. DSU worked with SGTH staff to purchase lab instruments used for teachers' professional development and curriculum development. DSU staff assisted SGTH teachers with setting up the instruments, calibration, and training. A satellite labwas openedat SGTH Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Training: The summer camp offered hands-on lab experiences to STEM teachers for professional development. During the summer event, high school students also attended the camp and gained knowledge and experience in Food Science. All participants attended daily lectures on food science topics and principles followed by lab experiments using various techniques/methods such as microbial techniques, food processing, and molecular biological techniques. Professional Development: The SGTHS and Urban Promise teachers gained knowledge of food science, curriculum, and career paths, as well as direct lab experiences using the equipment on how to apply those techniques to food analysis and food product development. How have the results been disseminated to communities of interest?We posted summer camp announcements on the DSU summer camp web page and Facebook. We announced the satellite lab on SGTHS and DSU web pages. The SGTHS teachers learned how to use the new instruments and how the instruments can be applied to food science and biotechnology experiments. They will use these new knowledge and experiences to enhance their existing classes and make the students more aware of food science and its practical applications. What do you plan to do during the next reporting period to accomplish the goals?Since the SGTHS teachers have been professionally trained to use the equipment and have shown their students how to use the equipment in food science experiments, we will develop workshops that will use the new genomics equipment to instruct other science teachers and community college professors in Delaware. The SGTHS teachers that have already been trained on the new equipment in the satellite lab will become mentors to other science teachers and instruct them on how to use the equipment for food science experiments.
Impacts
What was accomplished under these goals?
Impact: High school and community college teachers have limited knowledge of and exposure to areas in agriculture education such as food science and food safety. Consequently, high school students and their parents have less understanding of the Food and Agricultural Sciences field and are less likely to pursue this area as future education and career choices. Likewise, students at community colleges have limited experience with opportunities in this field. This project will address the PD-STEP priority of faculty education and professional development to reform educational resources toward empowering future food and agriculture scientists. The goal of the project is to increase high school and community college teachers' knowledge and education in Food and related Sciences. To achieve the project goal, the satellite lab will need to be developed in the local high school to develop STEM teachers' professional development and curriculum development for food science adoption. As a result of this project, high school students will be more interested in food and agriculture science majors through hands-on lab experiences in the new classes and/or summer camp. Also, community college students can transfer to DSU to complete their bachelor's degree because of their teachers introducing them to the Food Science program. Objective: Establishment of a satellite lab Major activities completed: We officially launched a food science satellite lab at St. Georges Technical High School (SGTHS). All equipment necessary for food microbiology, food analysis, and biotechnology experiments were set up in the lab. An opening ceremony took place by STEM teachers and students, the school district superintendent, principal, DSU Food Science department chair, and the PD were invited to the event.? Data collected: The equipment and supplies are capable of fully covering more than thirty students' lab experiences under two STEM teachers' instructions. We will analyze learning outcomes and data generated as the teachers implement the new knowledge and equipment into the new fall curriculum. Summary statistics and discussion of results: The satellite lab was successfully launched at SGTHS. New lab activities in the satellite lab will create positive project outcomes and data by including food science information into the new curriculum and evaluating students' feedback. Key outcomes and other accomplishments realized: Change in knowledge:Students, teachers, and administrators at SGTHS gain new knowledge of food and agricultural sciences and scientific foundation, as well as new opportunities for college degrees and career opportunities in the future. Change in action: Students can conduct food science and biotechnology experiments or science fair projects using the equipment. Teachers can use the equipment for their professional development and hands-on practices. Change in condition: Teachers can develop a new STEM curriculum and enhance lab courses using the new equipment set up in the satellite lab. Objective: Implementation of teacher proficiencies into classes Major activities completed: The PD attended the SGTHS curriculum committee meeting for advising food science and biotechnology enhancements. The STEM teachers outlined the course contents for each sophomore and senior grade. During the Q&A, the PD responded to questions regarding content upgrade and provided suggestions for implementing the food science contents and topics into their classes accordingly. Food science, especially food safety/microbiology contents, was included in the new version of the biotechnology course that will promote food science class debuts as a pilot course in 2023. Data collected: The PD reviewed and collected course contents and topics the STEM teachers taught in lectures and labs. We updated the biotechnology course syllabus to include food microbiology, food safety, and environmental applications. Additional data will be collected through classroom audits, teachers' evaluations, and students' surveys. Summary statistics and discussion of results: We approved an updated syllabus for the 2022-2023 academic year. Following the teachers' successful understanding of the food science information, the PD anticipates a pilot course in the Fall 2023 will be offered for students who are interested in food science. Key outcomes and other accomplishments realized: Change in knowledge:By including food science in the biotechnology course, students will expand their knowledge of food science and explore promising areas in food science career opportunities. Change in action:The teachers added food science components, especially food safety, and new lab experiments that address food science and food safety conceptsto their courses. Change in condition:We updated the syllabus and opened the satellite lab at SGTHS. The structure built from this project and administrative support will encourage SGTHS students to become the next generation of food scientists. Objective: Development of summer activities for professional development Major activities completed: A summer camp was hosted in person for the first time in two years. We adapted the curriculum and schedule to accommodate a limited number of student attendees due to COVID-19 restrictions. Teachers and students learned about food science and biotechnology by attending lectures and performing experiments. Data collected: At the end of the summer activity, we surveyed attendees to collect their feedback. Most attendees that attended the summer camp were satisfied with their experience and the quality of their learning. Summary Statistics and discussion of results: Students polled about the summer camp said they would recommend it to their friends. All the participants were satisfied or very satisfied with the summer camp. Key outcomes or other accomplishments realized:Through the summer camp, students learned more about food science and biotechnology. Change in Knowledge: Participants who attended the summer camp learned what food science is, the principles of food science experiments and food processing, and about potential careers in food science. They also learned how food science is important to everyday life (such as food safety, food quality, and value-added products). Change in Action: Teachers and students learned how to perform food science experiments including basic lab skills (such as aseptic technique to protect from COVID-19, accurate pipetting, Log CFU/mL calculations), as well as food fermentation and food processing. They received practical direct experience under the advisement of their mentor. Change in Condition: Participants received a better understanding of food science and related topics, which will encourage a future Food Science career.
Publications
- Type:
Other
Status:
Published
Year Published:
2022
Citation:
Establishing the satellite lab and its opening event was published on DSU and St. Georges Technical High School websites and media.
|
Progress 04/01/19 to 03/31/20
Outputs
Target Audience:Target Audience: The target audience for this period consisted of teachers and administrators from the Caesar Rodney School district and students from Caesar Rodney High School (CRHS). Efforts: A Food Biotechnology summer camp was offered to only students and teachers from CRHS to offer hands on laboratory experiences. Also, teachers and administrators from CR participated in an experiment and learned about food science during a professional development workshop at CRHS. A draft curriculum for a Food Science program to be developed at CRHS has been prepared. Students and teachers from CRHS visited the DSU Food Science lab to hear from a Food Science alumnus and to learn more about what Food Science is. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided? Training activities: Teachers that attended the Food Biotechnology summer camp for high school students learned new techniques, participated in experiments, and obtained background knowledge in Food Science from Food Science lab members in a small group setting.? Professional development:Teachers that attended the T3 conference performed a basic Food Science experiment under supervision of the DSU Food Microbiologylabmembers and were exposed to Food Science for the first time. How have the results been disseminated to communities of interest?Teachers that attended these events took the information they learned and shared it with other department teachers at staff meetings. Students that attended the events went back to school and told their peers about their experiences. Pictures from the events were posted on Caesar Rodney's social media pages. What do you plan to do during the next reporting period to accomplish the goals? The MOA between DSU and CRHS is in the final draft stages to lay out the details of the partnership and will be signed soon. The location of the satellite lab will be finalized. Equipment will be purchased immediately before the lab completion so that the new equipment warranties can be used to their full extent. Committee members are currently working more on curriculum development and starting the workshop development.
Impacts
What was accomplished under these goals?
Impact: High school and community college teachers have limited knowledge of and exposure to areas in agriculture education such as food safety. Consequently, high school students have less understanding of the Food and Agricultural (FA) Sciences field and are less likely to pursue this area as a future education and career choice. Likewise, students at community colleges have limited experience with opportunities in this field. This project will address the PD-STEP priority of faculty education and professional development to reform educational resources toward empowering future food/agriculture scientists. The goal of the project is to increase high school and community college teachers' knowledge and education in FA Sciences. This will translate into high school students with more interest in a future career in the food and agriculture field. In addition, community college teachers will introduce their students to the Food Science and Agriculture Programs at Delaware State University, to which the students can potentially transfer to complete their bachelor's degree. 1) Major activities completed: Several events occurred as an introduction to Delaware State University's (DSU) Food Science program and explanation of the project. Delaware State University lab members attended a teacher conference (T3) in-service day for the Caesar Rodney school district and presented a Food Science session to 27 teachers and administrators. During the in-service the DSU Food Science program was introduced,the scopeof Food Science was explained, establishment of a satellite lab was announced, and teachers participated in a hands-on experiment related to food biotechnology. Another event consisted of a CRHS teacher visit to the DSU campus. Teachers consisting of mostly STEMareas came to DSU to visit the campus and the Food Microbiologylab.Teachers learned about how Food Science theories could be incorporated into their curriculums. Brainstorming was also done about ways to entice students to Agriculture and related careers. A CRHS student visit day to DSU was also established. Twenty-one students from CRHS came to visit DSU along with several teacher chaperones. During this event, they learned about what is food science, what can you do with a career in food science, heard a DSU Food Science alumnus speak, and they toured the campus and labs. They also participated in a hands-on demonstration. Students and teachers left with a better understanding of agricultureand related sciences. Also, the PDopened up one week of his Food Biotechnology summer camp for high school students strictly for CRHS students. Eight students and two teachers participated in small groups in a full days' worth of hands on experiments in food safety, bacteria, food science, molecular experiments, aseptic techniques, and others. Lectures were presented daily to reinforce the background knowledge corresponding to the experiments. Committee members were appointed and the first Food Science committee meeting was held monthly starting in January and every month after. A new Food Science elective and curriculum at CRHS are being developed. In addition,adraft of the Food Science curriculum is being prepared for accredidation of the Delaware Department of Education. A classroom at CRHS is in the process of being set aside only for the satellite lab, Food Science class, and equipment purchased. An Memorandum of Agreement (MOA) between DSU and CRHS was drafted to cover aspects of the project such as: the satellite lab location, credit hours for students, workshops, and guidance for students. 2) Data collected: Students that attended the summer camp were polled about their overall experience and quality of the camp. 3) Summary Statistics and discussion of results: Of the students polled about summer camp, 85% rated it as excellent and the other 15% rated it as good. All of the participants said they would recommend it to their friends. 4) Key outcomes or other accomplishments realized: Through all of these activities students and teaches learned about Food Science. Change in Knowledge: Teachers who attended the T3 conference and the visit to the DSU campus learned about what Food Science is through the presentation. Teachers also learned how to perform a Food Science experiment during that conference time. Teachers who joined the Food Science Committee learned more about the Food Science major through open discussion at the committee meetings. Students who visited the DSU campus learned about the Food Science program and the research that can be performed inthe foodsciencelabs. Students who attended the Summer Camp learned about the Food Science major but also learned how to perform many "food science" experiments in a college lab setting. Change in Action: Teachers answered questions on the survey that illustrated their understanding of the new knowledge about food science that was presented to them. Teachers who are apart of the committee have a better understanding about food science. They have been able to contribute to the decision making process for what equipment should be purchased for the food science satellite lab. Students also answered questions in the survey to illustrate their understanding of the material about food science presented to them. Students who attended the camp also explained the principles behind the food science experiments to their parents and teachers on the final camp day. Change in Condition: Teachers who attended the conference, visited DSU and are apart of the committee have a better understanding of the Food Science major. They are currently working on changing their curriculum to include more "Food Science" into their current science courses and starting a new Food Science course that will be taught to juniors and seniors. This will result in more student exposure to the Food science major and for some students, eventual transfer to the DSU Food Science undergrad program. Students who visited the DSU campus and attended the camp learned new knowledge and gained a new skillset that can be applicable tonot only in "Food Science " courses but also in other science courses in high school and their college career.
Publications
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