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Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes
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| Zeitschriftentitel: | Journal of Food Science Education |
|---|---|
| Personen und Körperschaften: | , |
| In: | Journal of Food Science Education, 2, 2003, 2, S. 32-39 |
| Format: | E-Article |
| Sprache: | Englisch |
| veröffentlicht: |
Wiley
|
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Hartel, R.W. Gardner, D. Hartel, R.W. Gardner, D. |
|---|---|
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Hartel, R.W. Gardner, D. |
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Hartel, R.W. Gardner, D. Journal of Food Science Education Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes Education Food Science |
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Hartel, R.W. Gardner, D. 1541-4329 1541-4329 Wiley Education Food Science http://dx.doi.org/10.1111/j.1541-4329.2003.tb00023.x <jats:p><jats:bold>ABSTRACT: </jats:bold> Despite the well‐documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment‐driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment‐based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.</jats:p> Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes Journal of Food Science Education |
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| title |
Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
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Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
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Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
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Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
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Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
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Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
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making the transition to a food science curriculum based on assessment of learning outcomes |
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Education Food Science |
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32-39 |
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<jats:p><jats:bold>ABSTRACT: </jats:bold> Despite the well‐documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment‐driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment‐based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.</jats:p> |
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| description | <jats:p><jats:bold>ABSTRACT: </jats:bold> Despite the well‐documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment‐driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment‐based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.</jats:p> |
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| spelling | Hartel, R.W. Gardner, D. 1541-4329 1541-4329 Wiley Education Food Science http://dx.doi.org/10.1111/j.1541-4329.2003.tb00023.x <jats:p><jats:bold>ABSTRACT: </jats:bold> Despite the well‐documented advantages of switching to instruction based on assessment of learning outcomes, many academic disciplines, including food science, are still based on the traditional mode of instruction. The problems of converting from traditional to assessment‐driven instruction are numerous and change in the university setting is slow. However, certain guidelines can be followed to start the process for change and evaluate the effects on student learning. A partnership between the industry being served and academic instructors is needed to ensure that assessment‐based instruction is focused on the proper principles. Methods of assessment of learning outcomes need to be carefully chosen and developed to bring industry standards and student learning together. This can be done only if both direct and indirect assessments at the program level provide faculty with means to answer their most pressing questions about what students know and are able to do as a result of Food Science education.</jats:p> Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes Journal of Food Science Education |
| spellingShingle | Hartel, R.W., Gardner, D., Journal of Food Science Education, Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes, Education, Food Science |
| title | Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
| title_full | Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
| title_fullStr | Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
| title_full_unstemmed | Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
| title_short | Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
| title_sort | making the transition to a food science curriculum based on assessment of learning outcomes |
| title_unstemmed | Making the Transition to a Food Science Curriculum Based on Assessment of Learning Outcomes |
| topic | Education, Food Science |
| url | http://dx.doi.org/10.1111/j.1541-4329.2003.tb00023.x |