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Guide Book for Food Science Programs
SECTION 1.
SUMMARY
Intent
This Guide Book is intended to provide assistance to food science programs in gaining approval from the Institute of Food Technologists (IFT). Standards for food science programs have been in place since the 1960’s, with the standards being reviewed every ten years. This book contains details of the requirements that must be met to obtain IFT approval based on the most recent (2001) set of standards and provides resources for helping to meet those requirements.
Justification and Rationale
The primary goal of IFT's Education Standards
is to enhance excellence in food science education through use of outcome-based measures of student learning. The use of learning outcomes follows a general trend in academia towards a greater focus on student learning rather than simply on course content. Development of a comprehensive set of learning outcomes and well-designed tools for assessing that students have met these outcomes has been shown to lead to improved learning.
Another goal of these Standards is to provide significant flexibility so that each program can best utilize the resources available to them. In a move away from IFT approval based on specific courses, these Standards allow each program to design a curriculum that best suits their needs.
Overview of Standards
These Education Standards are based on four
main points.
- To be qualified for IFT-approval, each program must document that they have a minimum of four qualified faculty members and all necessary facilities to teach a Food Science program.
- Each program must document where certain core competencies and background course requirements are covered in their curriculum. This ensures that each food science program meets some minimum content requirements. However, significant flexibility is given to each program to decide exactly how they will design their curricula to meet these standards.
- Each program must have an assessment plan and show how they implement that plan. Assessment is needed at both the individual course level as well as at the program level. Different assessment tools will be required for each level of assessment, and it is expected that multiple assessment tools will be used.
- Each program must document how the results of the assessment plan are used to continually improve food science education. A plan for continued appraisal and improvement based on the results of the assessment data is needed.
The Higher Education Review Board (HERB), formerly the Committee on Higher Education, is responsible for implementing
these Education Standards and approving food science programs. Furthermore, HERB
is responsible for providing assistance to help food science programs.
Synopsis of Requirements (Specific
Requirements for IFT Approval)
Each program seeking IFT approval
should supply the following documentation to HERB:
- that the organization,
teaching faculty and physical facilities are appropriate
- details of the curriculum (or curricula) required to meet IFT Education Standards,
- where, in the curriculum that is to be IFT approved, each content element is covered,
- how "Other Requirements" (the background courses) are met in curricula to be approved,
- that the learning outcomes have been established for each required course in the curricula for IFT approval and how these specific outcomes are assessed,
- that the curriculum outcomes for graduates have been defined and how these specific outcomes are assessed, and
- that the results of outcome assessment are used to improve student learning through curricular reform.
curricular reform.
Format
To ensure consistency in program applications and to ensure
fair evaluation of all programs, HERB requests that a standard form be used for
preparing applications (the Application for
Approval/Reapproval). Be sure to include a Table of Contents with page numbers clearly listed so HERB members can quickly and easily move from section to section as needed. Please keep within the page guidelines stated in the application form.
Assistance
HERB will provide assistance as needed to programs in
preparing their review documentation. Requests for assistance should be
addressed to the Chair of HERB, who will identify an appropriate committee
member as the primary contact person.
Review Process
IFT and HERB will notify programs approximately 9 months in advance of when they are scheduled for review. The review process occurs at one of the regularly-scheduled HERB meetings (usually March or October). Six (6) copies of the review document are due at the IFT main office at least 8 weeks in advance of the scheduled review date. A subcommittee of 3 HERB members will be assigned as the primary reviewers for each program. One member of the subcommittee will be assigned as the primary contact with that department and will be responsible for presenting the document to the rest of the HERB at the review meeting. This person also will be responsible for obtaining any information deemed necessary to clarify the review document as needed.
A representative of each program being reviewed will be invited to attend the review meeting through a conference call (to be arranged through the IFT representative). The program representative should be prepared to provide details and answer questions about the program as needed. After the decision is made, the representative will be provided feedback and recommendations if future action is necessary. A formal report will be sent to the Chair of the department with a summary of the review process and recommendations.
As of March 2006, evaluation of each program for approval based on these Education Standards will use the following guidelines.
- All facilities and resources meet the minimum requirements.
- All required Backgound Courses must be clearly detailed, including the course number, title and credits.
If a required Background Course is missing, a program can still be approved as long as they can document where the students are getting the material normally covered in the specified class and that they are assessing appropriate learning outcomes for that background material prior to starting required FS classes with that course as prerequisite.
Note: In principle, this means that a program does not have to require, for example, an Organic Chemistry class, as long as the students have learned the material elsewhere (as in a combined General and Organic Chemistry course, or through college preparatory classes, as found in some international programs) and that learning outcomes are being assessed at the point where that knowledge is needed in the FS courses. Clear documentation of both points is needed for IFT approval. This approach puts the burden of proof on the program seeking approval and is consistent with IFT’s commitment to education based on assessment of learning outcomes.
- All required courses of a Food Science curriculum (those used to complete the Competency Grid) are clearly detailed, including course numbers, titles and credits. A suggested course sequence for each program would be valuable to quickly allow the committee to see what courses are required and when in the curriculum the students take each course.
- The Competency Grid, or its equivalent, must be provided so that HERB can quickly ascertain that all competencies are covered in the curriculum. If any deficiencies were noted in previous reviews, these should be clearly addressed in the document for re-approval. Some indication of the taxonomic (e.g., Bloom’s taxonomy) level(s) at which each competency is taught would be a valuable addition.
- Learning outcomes for all required core FS courses used to complete the Competency Grid (including those taught outside the department) have been clearly written (agreement by the full faculty is implicit). This must be completed for re-approval. For each course, a 1-2 page summary of learning outcomes is required along with the syllabi of each course.
- Learning outcomes for the curriculum as a whole have been clearly written (agreement by the full faculty is implicit). These should be detailed in 1-2 pages. These must be complete for re-approval.
- A comprehensive assessment program, including assessment at both the course and programmatic levels and that has been thought out at all levels of student learning, is under development. Significant progress on development of the assessment program must be apparent for re-approval. HERB can provide additional input and assistance to help the continued development of their assessment program. Current status and future plans should be provided.
- Specific examples of deep assessment of student learning must be provided. Provide an example of assessment in each required course (beyond what’s provided in the summary sheets). Assessment above and beyond traditional homeworks and exams are strongly encouraged, especially in upper level courses where higher levels of Bloom’s taxonomy are developed. Also provide several examples of programmatic assessment of learning outcomes.
- A process for continuous curricular reform to improve student learning based on the assessment data must be in place. A summary of the process must be provided. Several examples of how the process was used recently for curricular improvement must be documented.
SECTION 2: IFT EDUCATION STANDARDS
The IFT Education
Standards were
developed by the Task Force on Outcome-Based Measures of Learning in conjunction
with the former Committee on Higher Education, as charged by the Executive
Committee of IFT.
In the application document, certain material must be provided to HERB. A summary of the requirement information is provided here, with more detail on each element given in subsequent sections of this Guide Book.
Specific Requirements for IFT
Approval
Each program must provide the following documentation:
the organization, teaching faculty and physical facilities are
appropriate
- IFT documents including Facilities sheet, and Faculty
Information sheets
-
course requirements for each curriculum intended to meet the IFT
Education Standards
- clearly show all course requirements for each
curriculum to be approved
- clearly show all required Food Science courses
- provide syllabi for all required Food Science courses
where, in each curriculum that is to be IFT-approved, each content
element is covered,
- complete check list or grid for competencies within
the curriculum
- denote depth of coverage for each topic
how "Other Requirements" are met in each curriculum to be
approved
- document the required background courses in math, chemistry,
physics, etc.
documentation that the learning outcomes have been established for each
required course (in Food Science) in each curriculum for IFT approval, and how
these specific outcomes are assessed
- document the learning outcomes for
each Food Science course required to meet the competencies
- describe briefly how students are assessed
(using multiple tools) in each course
- indicate the level of assessment
(e.g., Bloom's taxonomy)
- summarize (briefly) results of assessment program
to date
the curriculum outcomes for graduates have been defined and how these
specific outcomes are assessed
- document programmatic learning
outcomes
- describe briefly how these outcomes are assessed
- summarize
(briefly) results of assessment
the results of outcome assessment are used to improve student learning
through curricular modification.
- describe (briefly) the plan for using
data obtained from assessment program for curricular modifications
-
summarize (briefly) results (modifications, etc.) to date
SECTION 3: FACILITIES REQUIREMENTS
Intent
In order to ensure
adequate preparation for students in the field of food science, adequate
facilities and instructional staff are needed. Minimum facility requirements for
a food science program include a well-defined administrative structure to
oversee the program, at least four (4) faculty members with training in food
science (or relevant experience) and adequate facilities (laboratory, pilot
plant, etc.) to accommodate the students in the program.
Application Requirements
Sections IV and V of the Application for
contain details regarding the facilities and faculty. These forms supply sufficient detail for HERB to assess whether a program qualifies for IFT consideration. Please do not submit CV’s for each faculty member.
SECTION 4: COMPETENCIES
Intent
In the Education Standards (Section 2), Course Content points and general Core Competencies are
provided as minimum requirements that all food science programs must meet. In addition, there are certain background courses that are required to ensure that the level of instruction in food science courses is satisfactory. The Higher Education Review Board (HERB) considers these requirements as
the minimum needed to ensure adequate training for a food science professional
at the BS level. Only food science
programs that meet these minimum requirements are eligible for IFT
approval.
Although there are specific content and competency requirements for food
science programs, the specific details of the curricula and individual courses
are left to the discretion of each program. That is, there are no required
courses that must be taught in a food science curriculum to meet these
standards. Programs are free to combine topics in whatever logical manner is
deemed necessary to make the most of the resources available at their
institution.
Requirements for Approval
Section VI of the Application for
provides details of the background course (Physics, Math, Chemistry, etc.) requirements necessary for IFT approval. Please fill out this form and, if necessary, provide a brief rationale for any extenuating circumstances to be taken into consideration by HERB. The program representative should have access to their University course catalog during teleconference review discussion in case questions arise.
Note that in 2002, the IFT Executive Committee approved a reduction in the Calculus course requirements from two (2) to one (1). As of Fall 2002, only a single calculus course is required for IFT approval. The specific motion approved by the Executive Committee reads “One course of technical level calculus that covers the principles of integral and differential calculus. It is also recommended that math skills be evaluated at an appropriate point in the curriculum (e.g., before food engineering) and opportunities provided for remedial assistance to those who need it.” Each program should be prepared to document how this requirement is met.
In the spirit of outcome-based standards, the background course requirements can be met in a manner other than requiring the specified courses. For example, if a program was not able to include the required course in Organic Chemistry (due to institutional policies, for example), the IFT requirement could be met by clearly documenting where the learning outcomes important for that field are met in required classes, either within or external to the program.
Each program should provide a summary of each curriculum
being considered for IFT approval (see Section VI of the Application for
Approval/Reapproval). Required courses should be clearly distinguished from elective courses. Include any required courses taught in other departments (these courses are also covered by these Education Standards).
Each program must document how the Core Competencies
listed in the Education Standards are met through the required courses in their
curriculum. Although we recommend using the spreadsheet provided (Competency Grid), any format that clearly documents how each Core Competency is covered in the required courses in each curriculum being considered for approval. Do not include elective courses in the Competency Grid. Submit one Competency Grid for each curriculum being considered for IFT approval.
SECTION 5: OUTCOMES AND ASSESSMENT
Overview
To enhance excellence in food science education, IFT now
requires that all food science programs define appropriate outcomes for both the
curriculum as a whole and the individual courses that make up that curriculum.
Furthermore, food science programs are now required to assess how well students
are meeting the desired learning outcomes through a well-designed and
comprehensive assessment program. This section is designed to provide assistance
in development of an assessment program. The resources provided here only
scratch the surface of what is available. The Higher Education Review Board
(HERB) is actively soliciting additional resources to include in this section.
Sections VIII and IX of the Application for Approval/Reapproval provide details of how the requirements for outcomes and assessment should be met.
Learning Outcomes
Numerous methods have been developed to
characterize the level of student learning. One of the most widely used methods
is Bloom's taxonomy. Essentially, Bloom's taxonomy defines six levels
of learning, from rudimentary knowledge of a principle to a deep understanding
that allows expert judgement and evaluation. At different stages in a
curriculum, different levels of Bloom's taxonomy should be targeted so that
students are not overwhelmed, but are challenged to deepen their learning.
A true learning outcome should be written in such a way
that it is easily measured using some assessment technique. Various resources (see Learning Outcomes) are available that provide assistance in writing specific learning outcomes. Assistance
in writing specific learning outcomes for specific courses and for the program
as a whole can be found in the education departments at most universities.
One of the primary intentions of these Standards is that each program will
look carefully at exactly what they think their students should know and be able
to do upon graduation (curricular outcomes). Furthermore, each program should
look carefully at how they develop the desired technical knowledge and skills
through their curriculum (outcomes within individual courses). For example, one
of the skills needed by food science graduates is that they be able to work well
in teams. Careful thought is needed to define exactly what that means to each
department and then how those skills are developed through the curriculum. For
example, an introductory food science course may introduce the concepts of team
work, which are then developed through practice in subsequent food science
courses. A good assessment program requires that all aspects of student learning
be evaluated at this level.
Assessment Tools and Resources
There are numerous methods for evaluating
the level of student learning. Various assessment techniques along with some
resources to find out more about how to use these tools are provided in Assessment Tools and Resources. A good assessment
program will utilize numerous different techniques to ensure data collection on
a broad range of skills and at multiple levels of learning. Again, the education
department at many universities can provide assistance and additional resources
for developing a comprehensive assessment program at both the individual course
and the entire curriculum levels.
Examples of learning outcomes and assessment methods for
Food Analysis (Example 1) and Food
Chemistry (Example 2) courses at
Brigham Young University (courtesy Dr. Oscar Pike) are provided. Note these are
simply models of how learning outcomes and assessment might be demonstrated for
Food Science courses; they are not a required format. Additional resources can
be found in the Journal
of Food Science Education .
Requirements for IFT Approval
For approval of a program based on these Education Standards, the following guidelines will be used.
- Learning outcomes for all required core FS courses used to complete the Competency Grid (including those taught outside the department) have been clearly written (agreement by the full faculty is implicit). This must be completed for re-approval. For each course, a 1-2 page summary of learning outcomes is required along with the syllabi of each course.
- Learning outcomes for the curriculum as a whole have been clearly written (agreement by the full faculty is implicit). These should be detailed in 1-2 pages. These must be complete for re-approval.
- A comprehensive assessment program, including assessment at both the course and programmatic levels and that has been thought out at all levels of student learning, is under development. Significant progress on development of the assessment program must be apparent for re-approval. HERB can provide additional input and assistance to help the continued development of their assessment program. Current status and future plans should be provided.
- Specific examples of deep assessment of student learning must be provided. Provide an example of assessment in each required course (beyond what’s provided in the summary sheets). Assessment above and beyond traditional homeworks and exams are strongly encouraged, especially in upper level courses where higher levels of Bloom’s taxonomy are developed. Also provide several examples of programmatic assessment of learning outcomes.
- A process for continuous curricular reform to improve student learning based on the assessment data must be in place. A summary of the process must be provided. Several examples of how the process was used recently for curricular improvement must be documented.
Example:
The following example provides a guideline for how a programmatic outcome can be assessed at various points (and different levels) throughout the curriculum. The general learning outcome is related to written communication. Although numerous specific outcomes can be written (i.e., writing technical reports, memos and formal letters; writing for the lay person; etc.) for this competency, we will keep this discussion general. We outline four different levels of either instruction or assessment, but this may vary for each institution to meet their own specific end goals. The four levels are: Introductory, where students are first exposed to the concepts at the University (lower Bloom’s taxonomy levels); Intermediate, where students are given more details and required to practice at higher levels of Bloom’s taxonomy; Advanced, where students must practice the skill at the highest levels; and Post-graduation, where indirect assessment measures are used to gather information directly from the students about their skill level.
Introductory level: In introductory courses (both outside of and within FS), the students are instructed about what makes a good writer (and technical communicator). Elementary level writing skills are assessed at this lower level. Remedial activities may be required for those particular students who do not perform at a desired standard level.
Intermediate level: Students are given more guidance in how to be good written communicators and are challenged at a higher level. Additional writing assignments are required and feedback given to the students. Students may be required (or simply encouraged) to maintain a portfolio of their writing samples in order to easily document their progress in written communication.
Advanced level: Students are challenged to write documents that demonstrate their skills and abilities. Integrated courses at the senior level might be a good place for this activity. Assessment can be done by a team of faculty or even by external evaluators. Each student is “scored” on his/her ability (according to some rubric agreed upon by the faculty, for example).
Post-graduate level: Indirect assessments, such as student exit interviews and alumni surveys, may be used to gather input from the students themselves about their confidence in technical writing.
Curricular improvement: Faculty evaluate the assessment data for written communication skills and decide whether, overall, the students meet the desired level of competence (again, according to some rubric that details levels of competence). If students generally do not meet the desired competence level, or if specific points arise from the assessment data, the faculty discuss how to modify the instructional approach (whether course requirements, teaching approach, etc.) to improve student competence in this skill. Assessment is on-going.
SECTION 6: CURRICULUM IMPROVEMENT
Intent
The value of an assessment program comes when the data
obtained from the various assessment tools are used to continually enhance the
curricula to foster deeper student learning. Data on general weak points within
the program can be used to develop approaches to improve the entire curriculum
as well as individual courses.
Curricular Reform
Numerous strategies have been adopted to ensure
that assessment data is used to continually monitor and improve the curriculum
as well as individual teaching practices. Some departments may choose to charge
a faculty committee to periodically (e.g., every year) review all assessment
data, report to the faculty and make recommendations for change. Other
departments may choose to hold an annual retreat dedicated to review of
assessment data and revision of the curriculum.
A resource for assistance in program evaluation is:
Worthen, B.R., Sanders, J.R., and J.L. Fitzpatrick. 1997. Program
Evaluation: Alternative Approaches and Practical Guidelines
. Longman, New York, NY.
Requirements for IFT Approval
Each program up for IFT approval must
provide documentation of a comprehensive self-evaluation plan that utilizes data
from the assessment plan to foster continued curricular improvement. Changes may
be reflected in modification of course content and course requirements, or may
be reflected in changes in the way individual courses are taught (teaching
strategies).
The re-approval document, specifically Section X of the Application for
Approval/Reapproval , must contain documentation that a process for continuous curricular reform to improve student learning based on the assessment data must be in place. A summary of the process must be provided along with several examples of how the process was used recently for curricular improvement.
SECTION 7: GLOSSARY
Assessment
"Assessment is the systematic collection, review, and use
of information about educational programs undertaken for the purpose of
improving student learning and development" (Palomba, C.W. and T.W. Banta. 1999.
Assessment Essentials
. Jossey-Bass, San Francisco, CA).
Bloom's Taxonomy
Bloom's
taxonomy is a widely-recognized sequence of learning, from the lowest level
of understanding to the most advanced level of analysis and synthesis.
Higher Education Review Board (HERB)
The group within IFT
responsible for food science program approval based on the IFT Education
Standards.
Competencies
Competencies, as used here, define the general
categories of knowledge in the field of food science. These are similar to
learning objectives and not necessarily written in terms that can be directly
measured.
Outcomes
Outcomes are statements of learning expectations for
students, written in terms that can be measured using some assessment tool.
If you have any questions or difficulties with the forms
contained in this guide, please contact George Miller at gmiller@ift.org.
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