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NUFD 5: Science of Food

Active Learning, Inspiring Inquiry, Critical Thinking!

Reflection on Instructional Change:

I thoroughly enjoyed my first ACUE course and learned many invaluable lessons to improve my teaching. I used what I learned about the Concept Map for my class in preparation for an upcoming exam. I first showed an example of a completed concept map and explained the purpose of concept maps. I then asked students to fill in what they knew before my lecture on the topic. I asked the class to then hold onto that and after the lecture, I assigned them to complete the concept map on their own to turn in next class. Once the students completed their map on their own, I drew the map on the board and asked students to tell me what they put on their map to show an overview of potential answers. I love the idea of concept maps to get students to start thinking about the topic generally in the beginning of class and then more specific at the end. This will help them to understand the topic more clearly and will help me to better assess their learning. Student comments indicated that the concept map really helped them to understand the topic and that it was useful for studying for their next exam.

My interaction with the FLC activities was helpful in driving me to identify and influence changes to my instruction methods. I'm constantly trying to use more teaching activities for students to engage in other than straight lecture. The ACUE course activities that stood out for me were Concept Maps and developing critical thinking skills. I first learned about Concept Maps during my ACUE course. Somehow I had never been aware of this teaching tool and I love it! I've used them a couple of times now with excellent results! I feel that students were really engaged in finding information to fill in the map after trying to fill it in before the lecture. Students also commented that it helped them study for the upcoming exams. Additionally I found this technique motivated my students to develop critical thinking skills, although the maps I used in class were somewhat basic, the way the students really thought through the assignments on their first and second map is a good start toward developing this skill.

In the ACUE Quick Study: Career Skills and Internships/Experiential Learning course I hesitated at first as to how I would implement embedding career guidance into the GE course I teach with varying majors. Through the experience of the "Observe and Analyze" module, I learned from other instructors how they incorporated AI into their classrooms as a tool to better prepare students for future careers independent of which career path they choose (my aha moment). Throughout this class and my other classes I try to instill how important it is to start looking for opportunities to improve their resumes through experiences and learning new skills. This ACUE course provided me with additional ideas for incorporating career guidance into my classroom and brought to the forefront of my teaching the importance of including this type of information for my students. Lastly, in an unrelated story but applicable to this discussion, the advisory board for my department indicated that they feel students aren't well prepared for using Excel in the workplace. I then incorporated this learning into my classes by giving students an assignment that introduces them to basic functions of excel like entering data and creating bar charts and graphs. Most of the students were successful, while others struggled. I set up time for those that were struggling to work with me or other students to determine what went wrong and how to fix it. More classes need to incorporate this skill into their classes so that students can become more proficient in it's usage which we all know is essential in the workplace.

**Evidence of Instructional Change**
The concept map I used in class, the topic was food measuring techniques.	Student work depicting completed concept map	My ACUE badge for completing all required required work and earned micro-credential.

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	I was Made at Sac State, I received a B.A. in Family and Consumer Sciences, Nutrition and Food from California State University, Sacramento in 2003. I then went on to obtain an M.S. in Food/Sensory Science, and a Ph.D. in Hospitality Administration from Kansas State University, Manhattan, KS. In 2014, I was hired by Sac State and now teach in the same department where I received my bachelor’s degree. I teach Principles of Food Preparation, Food Production and Sustainability, and Research Methods in Nutrition and Food, and the Science of Food. I have advanced certification in coffee, wine and spirits. I have conducted sensory science research in Florence Italy, participated in cultural food tours in Thailand and Korea and have published journal articles related to Millennial generation behaviors and the sensory characteristics of U.S. ice cream and Italian gelato.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Teaching& Learning P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.