39E-13

D. I. SKONBERG, Department of Food Science and Human Nutrition, University of Maine, 5736 Holmes Hall, Orono, ME 04469-5736

JUSTIFICATION: Recent examination of job opportunities in the food industry indicates that product development skills continue to be in large demand. In creating a course in product development, future employer needs should be balanced with the departmental curriculum. Our department has traditionally focused on producing graduates with strong laboratory and technical skills. A new product development course was recently initiated to apply those scientific skills in a creative and collaborative process, and to increase student exposure to key R&D issues in the food industry.

OBJECTIVE: The overall objective of this course was to give senior level students a thorough understanding of the processes and problems associated with food product development. Specifically, the aim was to enhance student learning through a combination of theory, a collaborative "hands-on" development project, and interaction with food industry professionals.

METHODS: Five contact hours per week were divided accordingly: lecture, 20%; practicum, 60%; and industry seminar, 20%. The practicum consisted of a 12 week product development project in which students were required to work together to create, evaluate, and present an innovative food product. Students were solely responsible for allocating duties and evaluating contributions of individual team members. Tasks included ideation, concept testing, laboratory and sensory analyses, labeling, and HACCP development. Weekly seminars were held during which students interacted with product development managers, technicians, marketers, and entrepreneurs.

RESULTS: The course design received positive responses from the students, who enjoyed the opportunity to work together on a challenging project, and gain "real world" perspectives on product development. Students were successful at integrating course material as evidenced by 1) the development of a new food product; 2) thorough written and oral reports; 3) comprehensive answers on essay questions; 4) increasingly insightful discussions as the semester progressed.

SIGNIFICANCE: Due to its success and comprehensive structure, the course is now being considered for capstone status, although modifications will be made in future course content.