A Canadian University “Understanding Foods” Course Improves Confidence in Food Skills and Food Safety Knowledge

2018 ◽  
Vol 79 (4) ◽  
pp. 170-175 ◽  
Author(s):  
Jessica Bertrand ◽  
Alison Crerar ◽  
Janis Randall Simpson
Keyword(s):  
Food Safety ◽  
Undergraduate Students ◽  
Eating Habits ◽  
Grocery Shopping ◽  
Convenience Sample ◽  
Undergraduate Level ◽  
Hands On ◽  
The University ◽  
Safety Knowledge ◽  
The Impact

The impact of a hands-on foods course on undergraduate students’ food skills was examined at the University of Guelph. For a convenience sample, first- and second-year students (n = 47, 87% female) registered in the “Understanding Foods” course were recruited to participate in a survey administered on Qualtrics at the beginning of the semester and again at the end of the semester. Participants were asked questions related to demographics and food habits; additional questions on food skills, in Likert-scale format, included confidence in food preparation, food safety knowledge, and grocery shopping habits. Subscales were combined for an overall Food Skills Questions (FSQ) score and differences were determined by paired t tests. Overall, significant (P < 0.05) improvements were observed related to students’ confidence and food safety knowledge scores as well as the overall FSQ score. Students, however, rated their personal eating habits more poorly (P < 0.05) at the end of the semester. As a lack of food skills is often considered a barrier for healthy eating among students, these results signify the importance of a hands-on introductory cooking course at the undergraduate level.

scholarly journals Use of Digital Technological Tools among Undergraduate English Language Learners in Pakistan

2020 ◽  
Vol 10 (4) ◽  
pp. 61
Author(s):  
Maheen Tufail Dahraj ◽  
Hina Manzoor ◽  
Mahnoor Tufail
Keyword(s):  
English Language Learners ◽  
Undergraduate Students ◽  
Online Survey ◽  
English Language ◽  
Tertiary Education ◽  
Undergraduate Level ◽  
Use Of Technology ◽  
Technological Tools ◽  
The University ◽  
The Impact

Technology has become an important source for enhancing the knowledge of the students. Apart from the non-academic purposes, the use of technology for the academic purposes also has greater impact on the process of learning specifically on tertiary education. Therefore, it has become essential for higher education institutions to focus on the available opportunities for integrating technology in the academic setting. The developing countries like Pakistan, however; are facing some major challenges in technology integration due to the unavailability of sufficient financial resources. Hence, this study explores the use of digital technological tools at undergraduate level in one of the public sector universities of Pakistan. The study also examines the impact of the medium of instruction and respective discipline of the tertiary level students on the use of technology. For this purpose, an online survey was conducted from 200 undergraduate students studying in four different disciplines in the university. The findings revealed that the majority of the students at the undergraduate level have accessibility to smartphones, laptops or desktop computers in the university but only a few students use these available technological tools for learning purposes. Smartphones were determined to be the most easily available technological tool while the students generally do not prefer carrying their laptops to the university. Besides this, the students also reported having limited technological knowledge and skills for the digital tools to be used for educational and learning purposes. However, a greater percentage of the students were willing to participate in training sessions for learning.

Curation of the John and Phil Palmquist Archaeological Collection

2021 ◽  
pp. 1-10
Author(s):  
John F. Doershuk ◽  
Warren D. Davis ◽  
John Palmquist
Keyword(s):  
Undergraduate Students ◽  
The State ◽  
Research Experience ◽  
Collections Management ◽  
University Of Iowa ◽  
Surface Survey ◽  
Private Collection ◽  
Hands On ◽  
The University ◽  
The Impact

Abstract The 2018 SAA statement encouraging collaboration between archaeologists and “responsible and responsive stewards” included recommendations epitomizing decades of established practice at the University of Iowa Office of the State Archaeologist (OSA), a research center housing the State Archaeological Repository of Iowa. At the time the SAA statement was published, OSA staff were actively implementing a grant supporting transfer to the State Repository of the John and Phil Palmquist Archaeological Collection. This grant was designed to provide hands-on research experience for undergraduate students interested in archaeology and collections management while recording improved site locational data and artifact specific documentation, including on relatively rare (for the area) red pipestone artifacts. Although modest by some standards, the Palmquist Collection includes 860 artifacts from 26 locations recorded through 40 years of surface survey by the family in a portion of Iowa that is rarely the focus of professional archaeologists. This article provides a case study of responsible archaeological practice implementing SAA recommendations, including treating collector-collaborators with respect, encouraging collector assistance in the recording of finds, capturing research data from a private collection, and facilitating curation of privately owned materials. We include brief consideration of the impact of the Palmquist Collection on the understanding of southwestern Iowa archaeology.

Does the university curriculum impact the level of students' food safety knowledge?

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nada Smigic ◽  
Tijana Lazarov ◽  
Ilija Djekic
Keyword(s):  
Food Safety ◽  
Undergraduate Students ◽  
Food Handling ◽  
Content Type ◽  
Health Related ◽  
Handling Practices ◽  
The Republic ◽  
The University ◽  
Safety Knowledge ◽  
Food Handling Practices

PurposeThe purpose of this study was to evaluate food handling practices and food safety knowledge among undergraduate students in the Republic of Serbia. It was also to determine whether the university curriculum influences the food safety outcome among participating students.Design/methodology/approachA structured, self-administrative questionnaire was designed and used to assess the level of food handling practices and food safety knowledge among undergraduate students in the Republic of Serbia. In total, 240 students were involved in this study. For each participating student, the food handling practice score (FHPS) and food safety knowledge score (FSKS) was calculated by dividing the sum of correct answers by the total number of correct responses. Additionally, knowledge gaps among students of food/health related and non-food/health related faculties were identified.FindingsThe average FHPS for all students was 46%, while the average FSKS was 56%. Both FHPS and FSKS scores were significantly associated with the education, and students of food/health related faculties (Food Technology, Veterinary Medicine and Medicine) obtained better scores compared to students of non-food/health related faculties (Faculty of Agriculture, Economics and Faculty of Philology). Only 12.5% of all students and only 3.3% of non-food/health related students knew that food contaminated with food poisoning bacteria cannot be recognized by visual, olfactory or taste checks. The results indicated that 95% of students apply good practice of hand hygiene before preparing food, while only 52.5% of all students declared that they wash their hands for at least 20 s.Originality/valueThis is the first research aimed to investigate the food handling practices and food safety knowledge among undergraduate students in this part of Europe. Identifying knowledge gaps can help identifying at-risk populations and knowledge-based interventions. Also, novelty of this research was the connection between students' knowledge and curriculum of different food/health related faculties.

scholarly journals The Impact of Embedded iPad Use on Student Perceptions of Their Digital Capabilities

2018 ◽  
Vol 8 (3) ◽  
pp. 102 ◽  
Author(s):  
Matt Elphick
Keyword(s):  
Student Perceptions ◽  
Undergraduate Students ◽  
Positive Impact ◽  
Student Body ◽  
Learning And Teaching ◽  
Digital World ◽  
Key Skills ◽  
The University ◽  
Teaching In Higher Education ◽  
The Impact

Digital capabilities are recognized as key skills that students must possess to learn and work in our increasingly digital world and have been the subject of a growing focus over recent years. Similarly, smartphones and, to a lesser degree, tablets are now ubiquitous within the student body, and many academics are beginning to leverage these devices for the purposes of learning and teaching in higher education. To further explore the possibilities of mobile technology, the iPilot project was created to explore the effects that embedded iPad use had on undergraduate students’ creativity, ability to collaborate with their peers and their perception of their digital capabilities. Focusing on the digital capabilities aspect of the project, this paper explores the results gathered. While the results are mixed, when combined with data taken from the Joint Information Systems Committee (JISC) Digital Experience Tracker, it does appear that using iPads in the university classroom can have a positive impact on certain digital behaviors and students’ perceptions of their digital skills.

An Introduction to the Impact Behaviour of Polymer Composites Using Simplified Beam Models

1998 ◽  
Vol 26 (2) ◽  
pp. 89-110 ◽  
Author(s):  
R. A. W. Mines
Keyword(s):  
Composite Materials ◽  
Undergraduate Students ◽  
Progressive Collapse ◽  
Structural Response ◽  
Sandwich Beams ◽  
Three Point Bending ◽  
The Past ◽  
Structural Case ◽  
The University ◽  
The Impact

The paper describes a final-year undergraduate course that has been taught at the University of Liverpool for the past three years. The main aims of the course are to introduce the student to the design of structures using multi-component (composite) materials and to the performance of such structures under impact loading. Given the complexity of generalized composite behaviour and of structural crashworthiness, a simple structural case is considered, namely, a beam subject to three-point bending. A feature of the course is that not only is linear structural response considered but also non-linear (progressive) structural collapse is covered. The course is split into four parts, namely: (i) analysis of composite laminae, (ii) analysis of laminated beams, (iii) local and global effects in sandwich beams, and (iv) post-failure and progressive collapse of sandwich beams. Static and impact loadings are considered. Comments are made on how the theories are simplified and communicated to the undergraduate students.

FOOD SAFETY KNOWLEDGE, ATTITUDES AND PRACTICES AMONG FEDERAL UNIVERSITY OF AGRICULTURE STUDENTS IN ABEOKUTA

2017 ◽  
Vol 15 (1) ◽  
pp. 94-107
Author(s):  
M O ADEGUNWA ◽  
M I SANUSI ◽  
H A BAKARE ◽  
A M OMEMU
Keyword(s):  
Food Safety ◽  
Contributing Factors ◽  
Safety Attitudes ◽  
Attitudes And Practices ◽  
Handling Practices ◽  
High Level ◽  
Almost All ◽  
The University ◽  
Safety Knowledge ◽  
Safety Attitude

Improper practices, poor attitudes and lack of knowledge by food handlers are contributing factors for the spread of foodborne diseases. Food safety knowledge is an important factor in improving food safety practices and subsequently food safety attitude. This study is aimed at exploring the food safety knowledge, practice and attitude of FUNAAB students. A self completed questionnaire was answered by randomly selected 270 students from each of the nine (9) colleges in the university and analyzed using SPSS software. The study revealed that almost all of the students had a high level of food safety awareness but the knowledge was not to large extent translated into practice. Majority of the students also had good food safety attitudes as many of them are willing to change their food handling behav-iour when they know they are incorrect (94.8%). The study further revealed similar level of food safety knowledge between the male and female. Despite the level of students’ knowledge, their choice of eating place on campus was determined by the price of the food. This study therefore concluded that good knowledge of food safety does not determine students’ safe handling practices and choice of eating place.Keywords: Food safety

scholarly journals Assessment of Food Safety Knowledge, Beliefs and Attitudes of Undergraduate Students at a Kenyan University: Results of an Online Survey

2020 ◽  
Vol 2 (4) ◽  
Author(s):  
Samuel Imathiu
Keyword(s):  
Food Safety ◽  
Undergraduate Students ◽  
Online Survey ◽  
Safety Information ◽  
Food Poisoning ◽  
Food Preservation ◽  
Cross Sectional Survey ◽  
Online Questionnaire ◽  
Safety Knowledge ◽  
Beliefs And Attitudes

A descriptive, cross-sectional survey was conducted using an online questionnaire to assess food safety knowledge, beliefs and attitudes among Jomo Kenyatta University of Agriculture and Technology undergraduate students. A total of 329 learners consented to participate in the study. The results revealed that overall respondents answered 46.2% of the food safety knowledge questions correctly with similar scores across the five colleges (Agriculture and Natural Resources 47.4%, Human Resource and Development 45.2%, Engineering and Technology 46.7%, Health Sciences 45.4%, and Pure and Applied Sciences 46.5%). Over 70% of respondents seemed to have positive beliefs and attitudes in most of the food safety beliefs and attitudes statements. A 78.7% of respondents agreed or strongly agreed that food safety knowledge is important to them while 72.1% and 77.7% of the respondents were willing to learn how to make their food safe to eat, and how to prevent food poisoning from occurring respectively. Only a small proportion (3.3%) of respondents felt that food safety was not their responsibility. The areas of most concern in food safety knowledge were in regard to cross-contamination and temperature control/food preservation. The proportions of correct responses on; “Imagine that your electricity went off and the meat, chicken, and/or seafood in your freezer thawed and felt warm. To prevent food poisoning, what should you do?”, “A refrigerator has three shelves, on which shelf do you think raw meat should be placed?” and “What should be done if the leftovers are still not eaten completely?” were 7.3%, 24% and 24.6% respectively. These results show that students who participated in this study generally had unsatisfactory food safety knowledge regardless of their study category. There is therefore a need to offer food safety education/training to all learners, perhaps in short courses forms and not only on theory, but also on practical food safety aspects to bridge the food safety information gap.

Thoughts and Highlights Involving an Urban Museum Education Partnership and a University

2021 ◽  
pp. 186-204
Author(s):  
Bryna Bobick
Keyword(s):  
Higher Education ◽  
Elementary Students ◽  
Undergraduate Students ◽  
Museum Education ◽  
Art Museum ◽  
Urban Art ◽  
Hands On ◽  
Museum Professionals ◽  
University Museum ◽  
The University

This chapter examines the partnership between an urban art museum and a university. It involves museum educators, art education faculty, and undergraduate students. It specifically explores the development of hands-on museum activities for elementary students created by the university participants. The chapter is written from a higher education perspective. It provides a description of all facets of the partnership from its planning to the completion of the museum activities. The partnership provided the university students authentic museum experiences and ways to make professional connections with museum professionals. Recommendations for those who wish to develop university/museum partnerships are shared.

Teaching Proto-Indo-European as a constructed language

2020 ◽  
pp. 186-207
Author(s):  
Brenna Reinhart Byrd ◽  
Andrew Miles Byrd
Keyword(s):  
Transformative Learning ◽  
Unique Solution ◽  
Undergraduate Students ◽  
Video Game ◽  
University Of Kentucky ◽  
Undergraduate Level ◽  
Language Pedagogy ◽  
The Individual ◽  
The University ◽  
Previous Training

Traditionally, to even begin studying Proto-Indo-European (PIE), one must have many years of experience with one (or multiple) ancient Indo-European (IE) languages. Yet, the dwindling number of students who meet these expectations makes teaching PIE at the undergraduate level an increasingly difficult task. This chapter proposes a unique solution: instructors should teach students a constructed language (conlang) version of PIE as a precursor to discussions on the individual surviving branches and the methodologies behind historical reconstruction. This approach was developed through the synergy of the authors’ experiences teaching a conlang version of PIE to actors for the video game Far Cry Primal, teaching PIE to undergraduate students at the University of Kentucky, and previous training in language pedagogy and transformative learning.

scholarly journals The Impact of Curriculum and Instructional Choices on Undergraduate Students in Introductory Geology

2019 ◽  
Vol 4 (3) ◽  
pp. 17
Author(s):  
Christopher Roemmele
Keyword(s):  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Collaborative Work ◽  
Positive Attitudes ◽  
Hands On ◽  
Pedagogical Choices ◽  
Introductory Geology ◽  
Students Attitudes ◽  
The Impact ◽  
Curriculum Topics

This research investigated the impact of an introductory geology class on undergraduate students' attitudes toward and conceptual understanding of geology. The purpose was to identify students' geologic blindness, a construct of disinterest, disdain, and unawareness of geology, geologic processes, and their relationship to humans, by assessing students’ views on curricular and pedagogical choices. A convergent parallel mixed-methods research design was conducted. The participants consisted of 289 students enrolled over two semesters in an introductory geology class for non-majors. Specific to content and instruction, students found the format of rock and mineral labs and exams difficult and in need of change. They expressed positive attitudes about the hands-on, collaborative nature of these labs, and observation skills to perform them. Curriculum topics judged more interesting were deemed less difficult to understand, and vice versa, and that there was general understanding of geology’s broader themes of tectonics and time. Open-ended responses from participants, and interviews with key informants provided further evidence for these results. Students indicated that explicit instruction on the topic relevance, cross-topic connections, and on-going assessment and the use of a variety of visualizations and collaborative work would help to improve understanding and attitudes. The results provide insight into ways to improve introductory geology courses by addressing geologic blindness.

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