Exploring diversity through dialogue: avowed and ascribed identities

Courses: Intercultural Communication, Conflict and Communication, Interpersonal Communication

Objectives: After completing this single-class activity, students should be able to (1) differentiate between the avowed versus ascribed dimensions of cultural identity construction; (2) articulate the contested nature of cultural identity, including how cultural stereotypes guide perceptions of the Other; and (3) demonstrate tolerance through active and supportive listening to facilitate a nuanced appreciation of cultural diversity.     

Fairness and Consequential Validity of Teacher Work Samples

Acknowledging the necessity to establish the fairness and consequential validity of teacher candidate performance assessments when they are used to make high-stakes decisions impacting entry into the profession, we investigated whether there were any adverse results from the use of the Renaissance Teacher Work Sample (TWS) assessment at two universities as a consequence of the age, gender, or race/ethnicity of teacher candidates. We also investigated education program and program entrance requirements, such as Praxis I scores, and measures of grade point average, as general predictors of TWS success. The findings indicated no disparate impact or adverse consequences based on the gender, age, or race/ethnicity of the teacher candidates. Selected variables did predict a moderate amount of the variance of the TWS total scores of both preinterns and student-teaching interns. The process used to determine the value implications of the results was also discussed.     

A Laboratory Experiment, Based on the Maillard Reaction, Conducted as a Project in Introductory Statistics

ABSTRACT: A simple laboratory experiment, based on the Maillard reaction, served as a project in Introductory Statistics for undergraduates in Food Science and Technology. By using the principles of randomization and replication and reflecting on the sources of variation in the experimental data, students reinforced the statistical concepts and techniques introduced to them in lectures before the experiment. The experiment was run simultaneously by several student groups, using the same materials. Comparing the results of their analyses of variance, students became aware of the difference between P values and significance levels in making statistical decisions. In the experiment, the complete randomized design was applied; however, it is easy to adjust the experiment to teach students simple regression and randomized block designs.     

Research Study on an Applied Interdisciplinary Product Development Course for College Sophomores

This research compares the industry readiness, product development skill level, and overall knowledge gains of students taking an undergraduate research course (treatment) to those who did not (control). This 2‐semester Applied Interdisciplinary Product Development (AIPD) course for sophomores brought together interdisciplinary teams of food science, nutrition, and packaging science students in a hands‐on setting to create healthy food products for children, complete with retail packaging. A Subject Knowledge Assessment (SKA) was used to evaluate the mean percent difference value (MPDV) of food science, nutrition, packaging science, and general product development knowledge gained through the course. SKA results indicated that the MPDV were significantly different (α = 0.05) between the treatment and comparison groups in the overall score and in every subject area score except packaging science. Data from an Exit Questionnaire (EQ) was used for evaluation of attitudes pertaining to product development knowledge and skills, department engagement, and pedagogy. EQ results indicated that mean scores between the treatment and comparison groups were significantly different (α = 0.05) in 7 of the 9 statements on product development knowledge and skills, both statements pertaining to pedagogy, and the statement pertaining to department engagement. Overall, the research project was considered a successful intervention for educating sophomores at the University. Overall, the research project was considered a successful intervention for educating sophomores in the Food, Nutrition and Packaging Science department at Clemson University. The student‐lead teams were held to a greater degree of accountability for their success in terms of education gleaned and value of experience gained as metric for the University and other IFT Accredited programs.     

Specificity of a Maximal Step Exercise Test

To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO₂) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min^?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO₂) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO₂. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min^?1) as compared to the TMT (193 ± 7.9 beats·min^?1). No significant difference was found for max VO₂ (42.9 ± 8.5, 41.2 ± 5.9 ml·kg^?1·min^?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO₂ from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min^?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min^?1 to obtain an intensity of step exercise comparable to that of running.     

The Production of Tape/Slide Sequences

Tape/slide productions are essentially the arrangement of projected still pictures, often colour slides but sometimes black and white positives, into a sequence accompanied by taped sound to tell a story. This may be fiction, fantasy, documentary, experiential or reportage. Any of these forms or a compilation of them may form a magazine or audio-visual correspondence between schools, organisations or interested individuals. The usual formats are Instamatic 126 or 35mm slides. Sound is on reel to reel tapes at speeds 9–5cm per sec, or 19cms per sec, on cassette tapes.