Progress 09/01/21 to 08/31/24
Outputs
Target Audience:The target audience for the project is engineering and science students in the College of Engineering and Computer Science and the College of Arts and Science at the University of Tennessee at Chattanooga (UTC) and the College of Engineering at the University of Tennessee, Knoxville (UTK). All program activities and data/results from the program are communicated to the students, faculty, and staff through emails, e-news, video boards, etc.; to the scientific community through scholarly publications and conferences; and to the public through the program website Changes/Problems:In year 2, the number of required courses was reduced from 5 to 3 courses per student and a workshop on time management was included. These two changes improved student engagement and helped the students to manage their workload effectively. Whilst some of the program activities were performed face-to-face, we relied on virtual modalities to improve student participation and engagement. Year 3 activities focused on comprehensive evaluation to assess the impact of the iNEST program. What opportunities for training and professional development has the project provided?The project provided a wide range of training opportunities to the students. The training opportunities covered effective learning skills, research training, and professional development administered through workshops and seminars. The effective learning workshops were developed with the aim of increasing student awareness about the availability of resources, strategies, and tools that will increase learning success throughout the iNEST program and beyond. The effective learning workshops covered topics including Making the most of your iNEST Experience through Growth Mindset and Mindfulness; Spark Creativity and Productivity: Finding Library Sources that Support Your Research Ideas; and Library Research for Careers. The professional development workshops covered various topics including resume writing, networking, time management, and project management. The resume workshop training provided opportunities for the students to articulate the importance of a tailored resume, update their resumes to highlight learned and transferable skills from the iNEST program, identify the pattern of an effective resume, and construct an iNEST program description to integrate into their resumes. The networking workshop provided opportunities for the students to construct a short pitch about themselves to use in networking situations; understand how to seek out and facilitate informational meetings; become familiar with online networking resources and be able to locate professionals in food science and technology; and learn the concept of personal branding and how to manage their brand through online platforms such as LinkedIn. The research training workshops covered various topics including how to perform a thorough literature review and how to give a compelling research presentation. How have the results been disseminated to communities of interest?In addition to the annual/progress report submitted to USDA-NIFA, the results from the project activities are disseminated through the iNEST website (www.utc.edu/iNEST) to communities of interest and the general public. The iNEST website provides key information about all program activities in terms of courses, plan for effective learning and professional development workshops, research projects, and student poster/presentations. The iNEST colloquium is another avenue used to disseminate results to communities of interests. Various faculty, students, staff, and industry professionals attended the colloquium. The students presented results from their research work and shared their experiences in the iNEST program. The CECS email system and e-news boards were used in various ways as platforms to communicate the iNEST program to the college, UTC, and the community. Some of the iNEST students presented their research work at the CECS Technology Symposium. Contributions and findings from research projects and trainings facilitated by the iNEST program so far have also been communicated to the scientific community through the following publications: Charlene E. Schmidt, Marleah N. Payne, and Kimberly M. Osment. Knowledge, Perceptions, and Critical Thinking Skills in a Food Science, Innovation, and Nutrition Course with Undergraduate Engineering Students. Tennessee Academy of Nutrition and Dietetics Annual Meeting, April 2022. https://eatright-tn.org/virtual-poster-hall/. Jaison Jeevanandam, Dominic Agyei, Michael K. Danquah, and Chibuike Udenigwe. Food quality monitoring through bioinformatics and big data, in 'Future Foods: Global Trends, Opportunities, and Sustainability Challenges. Editor(s): Rajeev Bhat. Academic Press, 2022, Pages 733-744. Maame Korsah, Adia Bulawa, Jaison Jeevanandam, Michael K. Danquah. Utilization of nanochitosan for enzyme immobilization-based food packages, In 'Next Generation Nanochitosan Applications in Animal Husbandry, Aquaculture and Food Conservation'. Editors (Hefft, Adetunji, Jeevanandam, Danquah). Elsevier 2023, Pages 509-528. George Chitiyo, Kinsey Simone, Marlana Lastres, Michael K. Danquah. A Mixed Methods Approach to Educational Evaluation: Lessons Learned From a STEM Program. American Evaluation Association Conference. Abstract ID: 1489293. Accepted. What do you plan to do during the next reporting period to accomplish the goals?The plan for the next reporting period (year 3) was a comprehensive evaluation of the post-iNEST experience of all past participants to determine the impact of the iNEST program. Two follow-ups were conducted by the Program Evaluator, Dr. Chitiyo, 6-8 months after completing the program, one for each cohort. The follow-up assessment includes aspects related to knowledge gained throughout the whole program, technical skills in food research, understanding of the fundamental concepts in food science, nutrition, and food technology. On the follow-up, students are also asked about: Their continued application of concepts learned from the program activities (courses, field trips, effective learning workshops, professional development workshops, industry mentorship, and summer research internship), How they have been nurturing and utilizing the skills they acquired through the different course activities. Interest in graduate school opportunities How they plan to use the knowledge gained from iNEST in their professional and academic lives. The summary of findings from this one-year follow up are as follows: Six months after the iNEST program ended, students shared positive feedback on how it enhanced their knowledge and skill sets, shaping their educational and professional paths. They effectively integrated lessons from food analytics and chemistry into their major studies, which was particularly valuable for those focused on health sciences. The program also provided practical insights into food industry practices and manufacturing, which were applicable to various engineering disciplines. Importantly, students felt encouraged to adopt healthier and more sustainable lifestyles influenced by the sustainability and nutrition courses. The iNEST experience prepared students for potential careers in the food industry by offering a clear view of the field and helping to develop key professional skills, such as data analysis and laboratory techniques. In terms of research, students reported an improvement in their capabilities, fostered by hands-on experiences and the use of technical tools like statistical analysis software, which also improved their approach to academic research. While the program received some critique, particularly concerning its partnerships with processed food companies and its relevance to a wider range of academic fields, the consensus was one of growth and opportunity. Networking experiences and the possibility of increased career prospects in food science were highly valued, as were the field trips, which gave them a tangible look at the industry's inner workings. The knowledge gained was not just academic; students intended to apply it to make better lifestyle and environmental choices, showcasing the iNEST program's broad and meaningful impact. In summary, the iNEST program has been beneficial in several ways, enhancing students' technical and research skills, providing a solid foundation for their career development, and positively influencing their personal and academic choices.
Impacts
What was accomplished under these goals?
Over the course of two years, 31demographically-diverse engineering and science students, including minority students, were recruited into the program. The demographics were: 15 White, 12 non-White (7 Black, 2 Asian, 3Hispanic) and 4 Undeclared.The students have backgrounds in Chemical Engineering, Electrical Engineering, Engineering Management, Mechanical Engineering, Chemistry and Mathematics majors, and some had minors/concentrations in Biomolecular Engineering, Biochemistry, Environmental Engineering, and Food Science. Goal 1: Bridging the knowledge gaps to provide the students with important fundamental concepts in food science and technology: As part of the accomplishments associated with this goal, 9 courses were developed and instructed in the area of food science, nutrition, and technology to bridge the students' knowledge gap, expose them to various food manufacturing and processing operations, and build capacity towards innovation. These courses are Food Analysis; Introduction to Food Engineering; Food Product Development and Sensory; Food and Nutrition; Advanced Food Manufacturing and Processing Techniques; Food Sustainability; Food Chemistry; AI and Machine Learning Application in Food Industry; and Data Analytics. Each student selected and took 5 courses and the pedagogical approach for the courses included methods that promoted effective learning, integrating various elements of active instruction, problem-based learning, interactive discussions, and/or experiential learning. In addition to these courses, the students embarked onsite visits to McKee Foods Corporation (Collegedale TN) and Wanderlinger Brewery (Chattanooga, TN) to learn the application of food science/technology concepts in food products manufacturing, processing, analysis, and safety. In addition, the students participated in various effective learning workshops that provided them with innovative and best learning practices. Each student was assigned an academic mentor to assist them through course advising to successfully complete their selected courses. Goal 2: Building technical research and problem-solving skills via hands-on training in food research: As part of the accomplishments associated with this goal, various hands-on research training projects in food science and innovation were developed for the students. The students participated in the research training activities for a period of 8 weeks in summer 2022 or 2023 to achieve specific learning outcomes. Each student was assigned a research mentor. Examples of the research projects were Foodborne bacterial biosensing via surface plasmon resonance analysis; Technoeconomic analysis of bioactive peptides production; Development and scale-up analysis of indoor production of microgreens; Microbial production of low-calorie sugars; Applications of deep learning in food quality monitoring; and Antifreeze cellulose nanocrystals. Through this research training, the students learned about methods to understand research questions and develop the right approaches and tools to answer them, thus, honing their problem-solving skills. In addition, the students participated in various lab safety workshops to ensure that they implement best safety practices in the lab. The students presented their work at the iNEST colloquium and also developed a scientific poster for their work. Goal 3: Establishing a solid foundation for professional development in the food industry: As part of the accomplishments associated with this goal, various professional development workshops and activities were created for the students. The students participated in these workshops and activities to build the needed skills and develop the relevant tools that will prepare them for careers in the food industry. The workshops covered effective networking skills, resume writing, time management, and effective pitching. In addition, the students embarked on a site visit to McKee Foods Corporation. The site visits created an opportunity for the students to network with industry professionals, potentially leading to internships, co-ops, and job opportunities. Each student was also assigned an industry mentor as a professional mentor. The professional mentorship helped the students to understand how they can develop as professionals and better prepare for the food industry. The industry mentors shared their career journey, experiences, and taught the students some interviewing skills, and provided insights in the food industry.
Publications
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Progress 09/01/22 to 08/31/23
Outputs
Target Audience:The target audience for the project is engineering and science students in the College of Engineering and Computer Science and the College of Arts and Science at the University of Tennessee at Chattanooga (UTC) and the College of Engineering at the University of Tennessee, Knoxville (UTK). All program activities and data/results from the program are communicated to the students, faculty, and staff through emails, e-news, video boards, etc.; to the scientific community through scholarly publications and conferences; and to the public through the program website. Changes/Problems:In year 2, the number of required courses was reduced from 5 to 3 courses per student and a workshop on time management was included. These two changes improved student engagement and helped the students to manage their workload effectively. Whilst some of the program activities were performed face-to-face, we relied on virtual modalities to improve student participation and engagement. Year 3 activities will focus on comprehensive evaluation to assess the impact of the iNEST program. What opportunities for training and professional development has the project provided?The project provided a wide range of training opportunities to the students. The training opportunities covered effective learning skills, research training, and professional development administered through workshops and seminars. The effective learning workshops were developed with the aim of increasing student awareness about the availability of resources, strategies, and tools that will increase learning success throughout the iNEST program and beyond. The effective learning workshops covered topics including Making the most of your iNEST Experience through Growth Mindset and Mindfulness; Spark Creativity and Productivity: Finding Library Sources that Support Your Research Ideas; and Library Research for Careers. The professional development workshops covered various topics including resume writing, networking, time management, and project management. The resume training workshop provided opportunities for the students to articulate the importance of a tailored resume, update their resumes to highlight learned and transferable skills from the iNEST program, identify the pattern of an effective resume, and construct an iNEST program description to integrate into their resumes. The networking workshop provided opportunities for the students to construct a short pitch about themselves to use in networking situations; understand how to seek out and facilitate informational meetings; become familiar with online networking resources and be able to locate professionals in food science and technology; and learn the concept of personal branding and how to manage their brand through online platforms such as LinkedIn. The research training workshops covered various topics including how to perform a thorough literature review and how to give a compelling research presentation. How have the results been disseminated to communities of interest?In addition to the annual/progress report submitted to USDA-NIFA, the results from the project activities are disseminated through the iNEST website (www.utc.edu/iNEST) to communities of interest and the general public. The iNEST website provides key information about all program activities in terms of courses, plan for effective learning and professional development workshops, research projects, and student poster/presentations. The iNEST colloquium is another avenue used to disseminate results to communities of interests. Various faculty, students, staff, and industry professionals attended the colloquium. The students presented results from their research work and shared their experiences in the iNEST program. The CECS email system and e-news boards were used in various ways as platforms to communicate the iNEST program to the college, UTC, and the community. Some of the iNEST students presented their research work at the CECS Technology Symposium. Contributions and findings from research projects and trainings facilitated by the iNEST program so far have also been communicated to the scientific community through the following publications: Charlene E. Schmidt, Marleah N. Payne, and Kimberly M. Osment. Knowledge, Perceptions, and Critical Thinking Skills in a Food Science, Innovation, and Nutrition Course with Undergraduate Engineering Students. Tennessee Academy of Nutrition and Dietetics Annual Meeting, April 2022. https://eatright-tn.org/virtual-poster-hall/. Jaison Jeevanandam, Dominic Agyei, Michael K. Danquah, and Chibuike Udenigwe. Food quality monitoring through bioinformatics and big data, in 'Future Foods: Global Trends, Opportunities, and Sustainability Challenges. Editor(s): Rajeev Bhat. Academic Press, 2022, Pages 733-744. Maame Korsah, Adia Bulawa, Jaison Jeevanandam, Michael K. Danquah. Utilization of nanochitosan for enzyme immobilization-based food packages, In 'Next Generation Nanochitosan Applications in Animal Husbandry, Aquaculture and Food Conservation'. Editors (Hefft, Adetunji, Jeevanandam, Danquah). Elsevier 2023, Pages 509-528. George Chitiyo, Kinsey Simone, Marlana Lastres, Michael K. Danquah. A Mixed Methods Approach to Educational Evaluation: Lessons Learned From a STEM Program. American Evaluation Association Conference. Abstract ID: 1489293. Accepted. What do you plan to do during the next reporting period to accomplish the goals?The plan for the next reporting period (year 3) will cover a comprehensive evaluation of the post-iNEST experience of all past participants to determine the impact of the iNEST program. Two follow-ups will be conducted by the Program Evaluator, Dr. Chitiyo, 6-8 months after completing the program, one for each cohort. (The first follow-up was conducted during spring 2023) The follow-up assessment includes aspects related to knowledge gained throughout the whole program, technical skills in food research, understanding of the fundamental concepts in food science, nutrition, and food technology. On the follow-up, students are also asked about: Their continued application of concepts learned from the program activities (courses, field trips, effective learning workshops, professional development workshops, industry mentorship, and summer research internship), How they have been nurturing and utilizing the skills they acquired through the different course activities. Interest in graduate school opportunities How they plan to use the knowledge gained from iNEST in their professional and academic lives.
Impacts
What was accomplished under these goals?
In the current performance period (year 2) of the project, 16 demographically-diverse engineering and science students, including minority students, were recruited into the program. The demographics are 9 Females, 7 Males; and 5 Blacks, 7 Whites, and 4 Undeclared. The students have backgrounds in chemical engineering, electrical engineering, engineering management, chemistry, and mechanical engineering majors. Program activities that spanned over 3 semesters were successfully developed and implemented to achieve the goals of the project. Goal 1: Bridging the knowledge gaps to provide the students with important fundamental concepts in food science and technology: As part of the accomplishments associated with this goal, 7 courses in food science, nutrition, and technology were offered to bridge the students' knowledge gap. These courses are Food Analysis, Introduction to Food Engineering, Food and Nutrition, Food Sustainability, Food Chemistry, Data Analytics, and AI and Machine Learning Application in Food Industry. Each student selected and took 3 courses and the pedagogical approach for the courses included methods that promoted effective learning, integrating various elements of active instruction, problem-based learning, interactive discussions, and/or experiential learning. In addition to these courses, the students embarked on a site visit to McKee Foods Corporation (Collegedale TN) to learn the application of food science/technology concepts in food products manufacturing, processing, analysis, and safety. In addition, the students participated in various effective learning workshops that provided them with innovative and best learning practices. These instructional activities spanned over fall 2022 and spring 2023. Each student was assigned an academic mentor to assist them through course advising to successfully complete their selected courses. Goal 2: Building technical research and problem-solving skills via hands-on training in food research: As part of the accomplishments associated with this goal, various hands-on research training projects in food science and innovation were developed for the students. The students participated in the research training activities for a period of 8 weeks in summer 2023 to achieve specific learning outcomes. Each student was assigned a research mentor. Examples of the research projects were Foodborne bacterial biosensing via surface plasmon resonance analysis; Technoeconomic analysis of bioactive peptides production; Development and scale-up analysis of indoor production of microgreens; Microbial production of low-calorie sugars; Applications of deep learning in food quality monitoring; and Antifreeze cellulose nanocrystals. Through this research training, the students learned about methods to understand research questions and develop the right approaches and tools to answer them, thus, honing their problem-solving skills. In addition, the students participated in various lab safety workshops to ensure that they implement best safety practices in the lab. The students presented their work at the iNEST colloquium and also developed a scientific poster for their work. Goal 3: Establishing a solid foundation for professional development in the food industry: As part of the accomplishments associated with this goal, various professional development workshops and activities were created for the students. The students participated in these workshops and activities to build the needed skills and develop the relevant tools that will prepare them for careers in the food industry. The workshops covered effective networking skills, resume writing, time management, and effective pitching. In addition, the students embarked on a site visit to McKee Foods Corporation. The site visits created an opportunity for the students to network with industry professionals, potentially leading to internships, co-ops, and job opportunities. Each student was also assigned an industry mentor as a professional mentor. The professional mentorship helped the students to understand how they can develop as professionals and better prepare for the food industry. The industry mentors shared their career journey, experiences, and taught the students some interviewing skills, and provided insights in the food industry. These professional development activities spanned over fall 2022 and spring 2023.
Publications
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Progress 09/01/21 to 08/31/22
Outputs
Target Audience:The target audience for the project is engineering and science students in the College of Engineering and Computer Science and the College of Arts and Science at the University of Tennessee at Chattanooga (UTC) and the College of Engineering at the University of Tennessee, Knoxville (UTK). Fifteen students from these colleges will be recruited to participate in the project. All program activities and data/results from the program will be communicated to the students, faculty, and staff through emails, e-news, video boards, etc.; to the scientific community through scholarly publications and conferences; and to the general public through the program website. Changes/Problems:Major changes that will be discussed and implemented in year 2 are: Inclusion of a workshop on time management early in the program to help the students manage their workload properly. Improving the effectiveness of the academic mentorship component of the program to provide students the needed support to enhance their engagement in the program. Reduction in the number of required courses from 5 to 3 courses per student so that the students can better manage their workload whilst providing more time and opportunities for engagement and to have in-depth discussions in the selected courses. Year 2 activities will include community outreaches to K-12 institutions to promote STEM education. What opportunities for training and professional development has the project provided?The project provided a wide range of training opportunities to the students. The training opportunities covered effective learning skills, research/safety training, and professional development administrated through workshops and seminars. The effective learning workshops were developed with the aim of increasing student awareness about the availability of resources, strategies, and tools that will increase learning success throughout the iNEST program and beyond. A total of four effective learning workshops took place. Each workshop was an hour-long including discussions on ways to implement new tools and/or reflection on how learning strategies are applicable to the students' learning success. The effective learning workshops covered topics including Making the most of your iNEST Experience through Growth Mindset and Mindfulness; Google Tools for Academia - Accessing and using Google tools; Metacognition: Thinking about how you learn; and Being a Futurist - Thinking about how to apply content knowledge to your career. The professional development workshops covered various topics including resume writing, networking, and project management. The resume workshop training provided opportunities for the students to articulate the importance of a tailored resume, update their resumes to highlight learned and transferable skills from the iNEST program, identify the pattern of an effective resume, and construct an iNEST program description to integrate into their resumes. The networking workshop provided opportunities for the students to construct a short pitch about themselves to use in networking situations; understand how to seek out and facilitate informational meetings; become familiar with online networking resources and be able to locate professionals in food science and technology; and learn the concept of personal branding and how to manage their brand through online platforms such as LinkedIn. The project management workshop provided opportunities for the students to learn the components of project management; how variation occurs and how it affects the quality of project outcomes; and how Six Sigma is implemented in the food industry. The research/safety training workshops covered various topics including chemical safety, safety in the food and beverage industry (Wanderlinger Brewery Safety Seminar), and how to give a compelling research presentation. The chemical safety workshop covered topics including how to define and identify hazards and risks; how to mitigate risk; the general categories for control measures; and safety regulation/regulatory bodies. The food/beverage industry safety workshop covered the types of hazards and/or risks to be considered in the food and beverage industry; and the regulatory bodies overseeing the food/beverage industry. The seminar on how to give a compelling presentation provided the iNEST students with best practices and strategies/tips when giving a research presentation. How have the results been disseminated to communities of interest?In addition to the annual/progress report submitted to USDA-NIFA, the results from the project activities are disseminated through the iNEST website (www.utc.edu/iNEST) to communities of interest and the general public. The iNEST website provides key information about all program activities in terms of courses, plan for effective learning and professional development workshops, research projects, and student poster/presentations. The iNEST colloquium is another avenue used to disseminate results to communities of interests. Various faculty, students, staff, and industry professionals attended the colloquium. The students presented results from their research work and shared their experiences in the iNEST program. The CECS email system, Facebook page, e-news boards, and the Dean's message platform were used in various ways as platforms to communicate the iNEST program to the college, UTC, and the community. Some of the iNEST students will present their research work at the next UTC Research Dialogues and Tech Symposium. Contributions and findings from research projects and trainings facilitated by the iNEST program have also been communicated to the scientific community through the following publications: Charlene E. Schmidt, Marleah N. Payne, and Kimberly M. Osment. Knowledge, Perceptions, and Critical Thinking Skills in a Food Science, Innovation, and Nutrition Course with Undergraduate Engineering Students. Tennessee Academy of Nutrition and Dietetics Annual Meeting, April 2022. https://eatright-tn.org/virtual-poster-hall/. Jaison Jeevanandam, Dominic Agyei, Michael K. Danquah, and Chibuike Udenigwe. Food quality monitoring through bioinformatics and big data, in 'Future Foods: Global Trends, Opportunities, and Sustainability Challenges. Editor(s): Rajeev Bhat. Academic Press, 2022, Pages 733-744. Maame Korsah, Adia Bulawa, Jaison Jeevanandam, Michael K. Danquah. Utilization of nanochitosan for enzyme immobilization-based food packages, In 'Next Generation Nanochitosan Applications in Animal Husbandry, Aquaculture and Food Conservation'. Editors (Hefft, Adetunji, Jeevanandam, Danquah). Elsevier (in press). What do you plan to do during the next reporting period to accomplish the goals?Whilst the goals of the project were accomplished in year 1, there are opportunities to improve. The various program activities developed in year 1, including instructional courses in food science and technology, hands-on research experience, professional development, industry site visits, and training workshops, will be implemented in year 2 with modifications to enhance the impacts. These modifications are informed by project evaluations, feedback, observations. For example, a major challenge that was faced during year 1 of the program was lack of student engagement mid-way through the program. This was probably due to challenges associated with combining iNEST activities to their regular classes. In year 2, we plan to include workshops on time management to help the students manage their workload properly. In addition, we will strengthen the academic mentorship component of the program so that we can provide the needed support to students who may encounter lapses in engagement during the program. We will also consider reducing the number of courses the students are required to take (from 5 to 3 courses) so that the students can better manage the workload and to provide more time and opportunities for engagement and in-depth discussions in the selected courses. Year 2 activities will involve community outreaches to K-12 institutions.
Impacts
What was accomplished under these goals?
In the current performance period (year 1) of the project, 15 demographically-diverse engineering and science students, including minority students, were recruited into the program. The demographics are 8 White and 7 non-White (2 Black, 2 Asian, and 3 Hispanic) students. The students have backgrounds in Chemical Engineering, Mechanical Engineering, Chemistry and Mathematics majors, and some had minors/concentrations in Biomolecular Engineering, Biochemistry, Environmental Engineering, and Food Science. Program activities that spanned over 3 semesters were successfully developed and implemented to achieve the goals of the project. Goal 1: Bridging the knowledge gaps to provide the students with important fundamental concepts in food science and technology: As part of the accomplishments associated with this goal, 9 courses were developed and instructed in the area of food science, nutrition, and technology to bridge the students' knowledge gap, expose them to various food manufacturing and processing operations, and build capacity towards innovation. These courses are Food Analysis; Introduction to Food Engineering; Food Product Development and Sensory; Food and Nutrition; Advanced Food Manufacturing and Processing Techniques; Food Sustainability; Food Chemistry; AI and Machine Learning Application in Food Industry; and Data Analytics. Each student selected and took 5 courses and the pedagogical approach for the courses included methods that promoted effective learning, integrating various elements of active instruction, problem-based learning, interactive discussions, and/or experiential learning. In addition to these courses, the students embarked on a site visit to McKee Foods Corporation (Collegedale TN) and Wanderlinger Brewery (Chattanooga, TN) to learn the application of food science/technology concepts in food products manufacturing, processing, analysis, and safety. In addition, the students participated in various effective learning workshops that provided them with innovative and best learning practices. These instructional activities spanned over fall 2021 and spring 2022. Each student was assigned an academic mentor to assist them through course advising to successfully complete their selected courses. Goal 2: Building technical research and problem-solving skills via hands-on training in food research: As part of the accomplishments associated with this goal, various hands-on research training projects in food science and innovation were developed for the students. The students participated in the research training activities for a period of 8 weeks in summer 2022 to achieve specific learning outcomes. Each student was assigned a research mentor. Examples of the research projects were Foodborne bacterial biosensing via molecular dynamics simulations; Technoeconomic analysis of single-cell food protein production from probiotic bacteria; Developing a pilot-scale process for the conversion of waste cooking oil into biodiesel; Vegging out with the Veggie Meter™ this Summerwith a Registered Dietitian Nutritionist working with human subjects; and Improving the Freeze-thaw stability of emulsions by ice recrystallization inhibitors. Through this research training, the students learned about methods to understand research questions and develop the right approaches and tools to answer them, thus, honing their problem-solving skills. In addition, the students participated in various lab safety workshops to ensure that they implement best safety practices in the lab. The students presented their work at the iNEST colloquium and also developed a scientific poster for their work. Goal 3: Establishing a solid foundation for professional development in the food industry: As part of the accomplishments associated with this goal, various professional development workshops and activities were created for the students. The students participated in these workshops and activities to build the needed skills and develop the relevant tools that will prepare them for careers in the food industry. The workshop included networking, project management, resume writing, and effective pitching. In addition, the students embarked on site visit to McKee Foods Corporation, and Wanderlinger Brewery. The site visits created an opportunity for the students to network with industry professionals, potentially leading to internships, co-ops, and job opportunities. Each student was also assigned an industry mentor as a professional mentor. The professional mentorship helped the students to understand how they can develop as professionals and better prepare for the food industry. The industry mentors shared their career journey, experiences, and taught the students some interviewing skills, and provided insights in the food industry. These professional development activities spanned over fall 2021 and spring 2022.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2022
Citation:
(a) Charlene E. Schmidt, Marleah N. Payne, and Kimberly M. Osment. Knowledge, Perceptions, and Critical Thinking Skills in a Food Science, Innovation, and Nutrition Course with Undergraduate Engineering Students. Tennessee Academy of Nutrition and Dietetics Annual Meeting, April 2022. https://eatright-tn.org/virtual-poster-hall/.
- Type:
Book Chapters
Status:
Awaiting Publication
Year Published:
2022
Citation:
(c) Maame Korsah, Adia Bulawa, Jaison Jeevanandam, Michael K. Danquah. Utilization of nanochitosan for enzyme immobilization-based food packages, In Next Generation Nanochitosan Applications in Animal Husbandry, Aquaculture and Food Conservation. Editors (Hefft, Adetunji, Jeevanandam, Danquah). Elsevier (in press).
- Type:
Book Chapters
Status:
Published
Year Published:
2022
Citation:
(b) Jaison Jeevanandam, Dominic Agyei, Michael K. Danquah, and Chibuike Udenigwe. Food quality monitoring through bioinformatics and big data, in Future Foods: Global Trends, Opportunities, and Sustainability Challenges. Editor(s): Rajeev Bhat. Academic Press, 2022, Pages 733-744.
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