30B-9 |
Integration of team-building skills into food chemistry team research projects |
T. D. BOYLSTON and T. Wang. Department of Food Science & Human Nutrition, Iowa State University, 2547 Food Sciences Building, Ames, IA 50011-1061 As professionals, food scientists are expected to communicate effectively in interpersonal and team contexts. Although group research projects are common in many upper division food science courses, the skills important for successful teams are not often taught. The objective of this study was to evaluate the impact of structured team-building activities on quality of team research projects and the research experiences gained by students in a food chemistry course. Team-building skills, including start-up tasks to define the desired working culture and establish ground rules and rotation of leadership roles for each laboratory exercise, were integrated throughout the semester. Each team submitted a proposal with background and experimental design for their research project. Conferences were held with each team and the instructors to discuss the proposed research. The research project culminated in 3 weeks of laboratory research, a team written report, and oral presentation. Students evaluated the success of their team through confidential, individual completion of a team development scale and team evaluation. In addition to instructor evaluation of the oral presentation, self and peer evaluations were also completed to provide students additional experience in evaluation. Team-building skills improved the success of the teams and their research projects. Students felt a part of their team and thought their team functioned effectively. Students stated the proposal and conference were good opportunities for discussion and evaluation of their research. Feedback from the instructors throughout all phases of the project increased the rigor of the projects, developed critical thinking skills, enhanced the research experience gained by the students, and improved the students' team and interpersonal skills. Interpersonal and communications skills must be integrated into food science courses to provide students with the non-technical skills necessary for them to be successful as food science professionals.
Session 30B, Education
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