Food Chemistry New Course Report

Transcription

1 Food Chemistry New Course Report Prepared by Ola Anwar Fall Office of Institutional Research/AUC Page

2 Table of Contents Page Executive Summary 3 Section I: Q.: Gender 6 Q.: Students Categories Section II: First course: Introduction to Food Chemistry ( level) 7 Q.3: Please indicate your level of agreement to enroll in the new course according to the following abilities. Second Course: Food Science and Technology (3 level) 8 Q.4: Please indicate your level of agreement to enroll in the new course according to the following abilities. Third Course: Food Processing and Preservation (4 level) 9 Q.5: Please indicate your level of agreement to enroll in the new course according to the following abilities. Section III: Cross tabulation questions Office of Institutional Research/AUC Page

3 Executive Summary Introduction The Department of Chemistry in the American University in Cairo is considering starting a new specialization of Food Chemistry in its BS program. This would require offering three Food Chemistry courses at the, 3 and 4 levels. The chemistry department in cooperation with the Office of Institutional Research (IR) conducted an online survey in order to collect feedback from students of the Science and Engineering school. On September 5 th,, IR ed survey invitations to a random sample of 3% (475) of the total number of Science and Engineering students. One survey reminder was sent on September 8 and the survey remains accessible until October nd,. When the survey was closed 5 (5.3%) out of 475 were filled and returned. Methodology and organization of the report: This report is divided into three sections. In the first section, students demographics are presented in frequency tables and figures. In the second section, students levels of agreement to enroll in the three courses are presented in frequency tables and figures. Cross tabulation questions are presented in the third section. Section I: Students Demographics: Students gender was 5% female and 48% male. Student categories were reported as follows: 56%, 6% Sophomore and 4%. Section II: In this section, the students were asked for their level of agreement to enroll in the new courses according to different abilities. First course: Introduction to Food Chemistry ( level): For the ability to: Identify the structure of food constituents. % of the students reported, % reported, 4% reported, no one reported and 56% did not report this question. For the ability to: Relate the structure to the constituents function and importance in foods with respect to food quality, nutrition, safety, processing, etc., 6% of the students reported, 4% reported, 8% reported, no one reported and 5% did not answered this question. For the ability of: Differentiate chemical interactions and reactions of food components and their effect on sensory, nutritional and functional properties of foods, and how processing influences these., % of the students reported, % reported, 8% reported, no one reported and 5% skipped this question. Office of Institutional Research/AUC Page 3

4 For the ability of: Explain how environmental factors (such as temperature, ph, ionic characteristic and strength, bonding, light, etc.) affect chemical changes in food systems and judge how to adjust these conditions to improve or minimize chemical and biochemical deterior, 6% of the students reported, % reported, % reported, no one reported and 5% did not report this question. For the ability of Integrate chemistry and biochemistry principles into real-world food science and nutritional problems., % of the students reported, 6% reported, 8% reported, no one reported, and 5% did not answer this question. Second Course: Food Science and Technology (3 level): For the ability of: Define the macro and micro nutrients which make up the food we eat., 6% of the students reported, no one reported, % reported, 4% reported and 6% did not report this question. For the ability of: Describe the various disciplines that are a part of food science., 8% of the students reported, % reported, 8% reported 4% reported and 6% did not answer this question. For the ability of: Describe the complexity of food production, from the concept of new product development to manufacturing, quality control, distribution, and consumer acceptance., 6% of the students reported, % reported, 8% reported, 4% reported and 6% did not report this question. For the ability of: Describe key chemical properties or processing principles, as they relate to specific products/processes or food issues., 8% of the students reported, % reported, 8% reported, 4% reported and 6% did not report this question. For the ability of: Identify the differences between nutritious and convenience foods., 4% of the students reported, 4% reported, 4% reported, 8% reported and 6% skipped this question. For the ability of: Identify functional food products in the marketplace., % of the students reported, 6% reported, 4% reported, 8% reported and 6% did not report this question. For the ability of: Interpret and critique food labels based upon the nutrition facts. % of the students reported, 8% reported, 4% reported, 8% reported and 6% did not answer this question. For the ability of: Differentiate between scientific knowledge and popular opinion on current topics related to conventional and functional foods., 6% of the students reported, 4% reported, 8% reported, % reported, and 6% did not report this question. Office of Institutional Research/AUC Page 4

5 For the ability of: Present healthy food choices., 4% of the students reported, 4% reported, no one reported, % reported and 6% did not answer this question. Third Course: Food Processing and Preservation (4 level): For the ability of: Understand the major chemical reactions that limit shelf life of foods., % of the students reported, 8% reported, no one reported, 4% reported, and 76% did not report this question. For the ability of: Demonstrate an understanding of the principles and application of food processing and preservation technologies., 6% of the students reported, 4% reported, no one reported, 4% reported disagree and 76% did not report this question. For the ability of: Describe the technologies used for food preservation., 6% of the students reported, 4% reported, no one reported and 4% reported and 76% did not report this question. For the ability of: Describe the manufacturing of a variety of foods and food products, including formulated and specialty foods as well as those within the main commodity groups., 8% of the students reported, 8% reported, no one reported, 8% reported and 76% did not answer this question. For the ability of: Understand the role of fractionation and manipulation of food components to produce new products or ingredients., 8% of the students reported, 8% reported, no one reported, 8% reported and 76% did not answer this question. For the ability of: Understand and evaluate the implications of processing and preservation methodologies on the physical, chemical, microbiological and nutritional quality of foods., 6% of the students reported, 4% reported, no one reported, 4% reported and 76% did not report this question. For the ability of: Demonstrate an understanding of the basic unit and factory operations used in food processing., 8% of the students reported, 8% reported, 4% reported Not sure, 4% reported and 76% skipped this question. For the ability of: Understand the principles involving food preservation via fermentation processes., 8% of the students reported, 8% reported, 4% reported, 4% reported and 76% did not report this question. For the ability of: Understand the government regulations required for the manufacture and sale of food products., 4% of the students reported, 6% reported, no one reported Not sure, 4% reported and 76% did not answer this question. For the ability of: Evaluate processing technologies for their appropriate application., 8% of the students reported, 8% reported, 4% reported, 4% reported and 76% did not report this question. Office of Institutional Research/AUC Page 5

6 Descriptive Analysis Table Figure Gender Frequency Percent Male 48.% Female 3 5.% 5 % Table Figure Frequency Percent 56% 4 56.% Sophomore 4 6.% 6 4.% Missing 4.% 6% 4% 5 % Sophomore Office of Institutional Research/AUC Page 6

7 Table 3 First course: Introduction to Food Chemistry ( level) Missing Identify the structure of food constituents. Relate the structure to the constituents function and importance in foods with respect to food quality, nutrition, safety, processing, etc. Differentiate chemical interactions and reactions of food components and their effect on sensory, nutritional and functional properties of foods, and how processing influences these. Explain how environmental factors (such as temperature, ph, ionic characteristic and strength, bonding, light, etc.) affect chemical changes in food systems and judge how to adjust these conditions to improve or minimize chemical and biochemical deterior Integrate chemistry and biochemistry principles into real-world food science and nutritional problems %.% 4.% 56.% % % 4.% 8.% 5.% % %.% 8.% 5.% % %.%.% 5.% % % 6.% 8.% 4.% 5.% % Figure 3 Office of Institutional Research/AUC Page 7

8 Define the macro and micro nutrients which make up the food we Describe the various disciplines that are a part of food science. Describe the complexity of food production, from the Describe key chemical properties or processing Identify the differences between nutritious and convenience foods. Identify functional food products in the marketplace Interpret and critique food labels based upon the nutrition facts. Differentiate between scientific knowledge and popular opinion Present healthy food choices. Table 4 Second Course: Food Science and Technology (3 level) Define the macro and micro nutrients which make up the food we eat. Describe the various disciplines that are a part of food science. Describe the complexity of food production, from the concept of new product development to manufacturing, quality control, distribution, and consumer acceptance. Describe key chemical properties or processing principles, as they relate to specific products/processes or food issues. Identify the differences between nutritious and convenience foods. Identify functional food products in the marketplace Interpret and critique food labels based upon the nutrition facts. Differentiate between scientific knowledge and popular opinion on current topics related to conventional and functional foods. Present healthy food choices. Not sure Missing %.% 4.% 6.% % %.% 8.% 4.% 6.% % %.% 8.% 4.% 6.% % %.% 8.% 4.% 6.% % % 4.% 4.% 8.% 6.% % % 6.% 4.% 8.% 6.% % % 8.% 4.% 8.% 6.% % % 4.% 8.%.% 6.% % % 4.%.% 6.% % Figure Office of Institutional Research/AUC Page 8

9 Table 5 Third Course: Food Processing and Preservation (4 level) Understand the major chemical reactions that limit shelf life of foods. Demonstrate an understanding of the principles and application of food processing and preservation technologies. Describe the technologies used for food preservation. Describe the manufacturing of a variety of foods and food products, including formulated and specialty foods as well as those within the main commodity groups. Understand the role of fractionation and manipulation of food components to produce new products or ingredients. Understand and evaluate the implications of processing and preservation methodologies on the physical, chemical, microbiological and nutritional quality of foods. Demonstrate an understanding of the basic unit and factory operations used in food processing. Understand the principles involving food preservation via fermentation processes. Understand the government regulations required for the manufacture and sale of food products. Evaluate processing technologies for their appropriate application. Not sure Missing % 8.% 4.% 76.% % % 4.% 4.% 76.% % % 4.% 4.% 76.% % % 8.% 8.% 76.% % % 8.% 8.% 76.% % % 4.% 4.% 76.% % % 8.% 4.% 4.% 76.% % % 8.% 4.% 4.% 76.% % % 6.% 4.% 76.% % % 8.% 4.% 4.% 76.% % Figure 5 Office of Institutional Research/AUC Page 9

10 Cross tabulation questions Student categories by First course: Introduction to Food Chemistry ( level) (Q.3A to Q.3E) Table 3A Identify the structure of food constituents % 33.3% % 3 Sophomore 66.7% 33.3% % % % % 5.%.% % Table 3B Relate the structure to the constituents function and importance in foods with respect to food quality, nutrition, safety, processing, etc % 5.% % Sophomore % 66.7% % 5.% 5.% % % 45.5% 8.% % Table 3C Office of Institutional Research/AUC Page

11 Differentiate chemical interactions and reactions of food components and their effect on sensory, nutritional and functional properties of foods, and how processing influences these % 33.3% 6.7% % Sophomore % 33.3% % % % % 36.4% 8.% % Table 3D Explain how environmental factors (such as temperature, ph, ionic characteristic and strength, bonding, light, etc.) affect chemical changes in food systems and judge how to adjust these conditions to improve or minimize chemical and biochemical deterior Sophomore % 33.3% 6.7% % 3.% 66.7% 33.3% %.% 5.% 5.% % % 45.5% 7.3% % Office of Institutional Research/AUC Page

12 Table 3E Integrate chemistry and biochemistry principles into real-world food science and nutritional problems % 6.7% 6.7% 6.7% % Sophomore % 33.3% % 5.% 5.% % % 36.4% 8.% 9.% % Office of Institutional Research/AUC Page

13 Cross tabulation question Student categories by Second Course: Food Science and Technology (3 level) (Q.4A TO Q.4I) Table 4A Define the macro and micro nutrients which make up the food we eat. Sophomore %.%.% % 5.% 5.% % 5.% 5.% % %.% 33.3%.% % Table 4B Describe the various disciplines that are a part of food science. 5 4.%.%.%.% % Sophomore 5.% 5.% % % % 4 9.% 44.4%.%.% % Office of Institutional Research/AUC Page 3

14 Table 4C Describe the complexity of food production, from the concept of new product development to manufacturing, quality control, distribution, and consumer acceptance. Sophomore 5 4.%.%.%.% % 5.% 5.% % 5.% 5.% % %.%.%.% % Table 4D Describe key chemical properties or processing principles, as they relate to specific products/processes or food issues. 5 4.%.%.%.% % Sophomore 5.% 5.% % % % 4 9.% 44.4%.%.% % Office of Institutional Research/AUC Page 4

15 Table 4E Identify the differences between nutritious and convenience foods %.%.% % Sophomore 5.% 5.% % % % %.%.%.% % Table 4F Identify functional food products in the marketplace 5 4.% 4.%.% % Sophomore 5.% 5.% % 5.% 5.% % % 33.3%.%.% % Office of Institutional Research/AUC Page 5

16 Table 4G Interpret and critique food labels based upon the nutrition facts %.%.% % Sophomore 5.% 5.% % 5.% 5.% % %.%.%.% % Table 4H Differentiate between scientific knowledge and popular opinion on current topics related to conventional and functional foods %.%.% % Sophomore % % 5.% 5.% % %.% 33.3% % Office of Institutional Research/AUC Page 6

17 Table 4I Present healthy food choices %.%.% % Sophomore % % % % %.% 33.3% % Office of Institutional Research/AUC Page 7

18 Cross tabulation question Student categories by Third Course: Food Processing and Preservation (4 level) (Q.5A TO Q.5J) Table 5A Understand the major chemical reactions that limit shelf life of foods. Sophomore % 33.3% % % %.% % % % 33.3% 6.7% % Table 5B Demonstrate an understanding of the principles and application of food processing and preservation technologies. Sophomore % 33.3% % % % 5.% 5.% % % 6.7% 6.7% % Office of Institutional Research/AUC Page 8

19 Table 5C Describe the technologies used for food preservation. Sophomore % 33.3% % % % 5.% 5.% % % 6.7% 6.7% % Table 5D Describe the manufacturing of a variety of foods and food products, including formulated and specialty foods as well as those within the main commodity groups % 33.3% % Sophomore.% % % % % % 33.3% 33.3% % Office of Institutional Research/AUC Page 9

20 Table 5E Understand the role of fractionation and manipulation of food components to produce new products or ingredients % 33.3% 33.3% % Sophomore % % 5.% 5.% % % 33.3% 33.3% % Table 5F Understand and evaluate the implications of processing and preservation methodologies on the physical, chemical, microbiological and nutritional quality of foods. Sophomore % 33.3% % % % 5.% 5.% % % 6.7% 6.7% % Office of Institutional Research/AUC Page

21 Table 5G Demonstrate an understanding of the basic unit and factory operations used in food processing % 33.3% % Sophomore % % % % % 33.3% 6.7% 6.7% % Table 5H Understand the principles involving food preservation via fermentation processes % 33.3% % Sophomore % %.% % % % 33.3% 6.7% 6.7% % Office of Institutional Research/AUC Page

22 Table 5I Understand the government regulations required for the manufacture and sale of food products % 33.3% 33.3% % Sophomore % % % % % 66.7% 6.7% % Table 5J Evaluate processing technologies for their appropriate application % 33.3% % Sophomore % % % % % 33.3% 6.7% 6.7% % Office of Institutional Research/AUC Page