35-5 |
Assessment of learning in food science and human nutrition |
B. A. GLATZ and C. A. Reitmeier. Dept. of Food Science & Human Nutrition, Iowa State Univ., 2312 Food Sciences Bldg., Ames, IA 50011-1061 A well designed learning assessment plan will improve curricula in food science, enhance student learning, and help students develop the skills that will make them better professionals. Such a plan will also help to meet the assessment needs of the university and professional societies. Since 2000 an ad-hoc committee in the department, FSHNComm, has worked to enhance communication practices in our curricula through the following activities: -workshops for faculty on interpersonal communication, public speaking, and group interaction; -assistance from an expert in oral communication for individual faculty members to enhance communication activities in their classes; -identification of communication activities emphasized in different courses. The communication plans written by individual faculty members identified the communication experiences in each course as well as the gaps, duplications, and opportunities to connect activities in different courses. But can we assess how much the students have learned? This year the departmental curriculum committee has joined FSHNComm in focusing on ways to measure learning outcomes, not only in communication but also in content areas. Our assessment plan consists of the following: -Learning objectives for each course are written as statements of student achievement. -Both general education objectives and specific discipline content objectives for our curricula are written as statements of student achievement. -Assessment surveys of graduating seniors and alumni pose questions regarding our graduates’ confidence in achieving listed outcomes. -A curriculum map of courses in which students learn and practice designated outcomes is in preparation. -Rubrics as learning guides for various communication activities have been written. -Focus groups may supplement or replace individual exit interviews for graduating seniors. -Students in our freshman learning community work on portfolios that can be used by both the student and the department as evidence of achievement. A critical mass of participating faculty plus administrative support are keys to success.
Session 35, Assessment of learning outcomes in food science
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