Presenting Food Science Effectively

While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for the topic and generate audience interest. This paper provides food science presentation “best practices” based upon the results of the author's 10 y of experience teaching communication skills to 1st‐year graduate students. Topics include development of a “Presentation Inventory” that encourages presenters to consider why they are presenting, who they are presenting to, what information they plan to present, and how they plan to present the information. More specific sections of the paper address presentation introductions and conclusions, developing visual aids, responding to audience questions, flow, pacing, and time management, technological competency, and tips on how to practice a presentation. Such information should be applicable to all types of food science practitioners including undergraduate and graduate students, postdoctoral scholars, teaching and research academics, and government, industrial, and consulting food scientists. An awareness of such “best practices” among presenters of food science information can help raise the bar to improve the quality of contemporary food science presentations.     

The Academic Work Environment in Australian Universities: A motivating place to work?

This paper identifies positive (motivating) and negative (demotivating) sources of academic work motivation in Australian universities. In 1998, the Academic Work Environment Survey (Winter, Taylor, & Sarros, 2000) was administered to a stratified sample (five positions, five disciplines) of 2,609 academics in four types of university (research, metropolitan, regional, university of technology). A total of 1,041 usable surveys were returned (response rate of 40 per cent). Across the sample, academics reported moderate levels of work motivation. Work motivation was found to be relatively strong at professorial levels but weak at lecturer levels. Quantitative and qualitative findings indicated the work environment in academe is motivating when roles are clear, job tasks are challenging, and supervisors exhibit a supportive leadership style. The work environment is demotivating where there is role overload, low job feedback, low participation, and poor recognition and rewards practices. The paper concludes by discussing the implications of study findings for university leadership.     

Combined updating on science and pedagogy for experienced teachers

This paper describes the structure and unique features of an inservice training course for science teachers (Pädagogik und Fachdidaktik für Lehrer, PFL). The course is based on the view that most issues of classroom practice are at the same time issues of pedagogy, methodology and subject knowledge. Therefore, the close connection between the participants' work required during the course and their teaching situation is most important: the teachers selected issues of direct concern to their daily work, performed research on these issues by methods of action research, analysed their findings, took appropriate action and documented the process in written form. They were supported by a team of mentors. A preliminary evaluation indicates a high degree of satisfaction of the participants and provides suggestions for the improvement of initial teacher education. In the PFL-project inservice science teacher education is considered not only an opportunity for professional development of individual teachers, but also a contribution to the development of science education and—in a larger context—school development.     

Post‐modern Sociology as a Democratic Educational Practice? Some suggestions

This paper explores the relationships between sociology, democracy and education. Its main argument is that post‐modernist theory (in spite of its own inherent inconsistencies) can be interpreted as a constructive challenge to the hierarchical presuppositions of academic sociology. It can thus help to provide a theoretical framework for formulating a new set of institutional arrangements for social inquiry, which would reconstitute sociology as a democratic educational practice. In order for this to occur, sociology must recognise that the problematic nature of the social relationships of authoritative interpretation constitute a key theoretical problem: a ‘democratic’ sociology must re‐focus its efforts on formulating methods for critique which would help to enfranchise practitioners in the rigorous analysis of their work.     

‘Left with a title but nothing else’: the challenges of embedding professional recognition schemes for teachers within higher education institutions

ABSTRACT

With increasing moves globally towards the professionalisation of teaching in Higher Education, there is growing interest in the role of accredited professional recognition schemes that provide professional development for established university teaching staff. In the UK, There are now over 120 professional recognition schemes, resulting in institutionally focused evaluation studies examining their impact. This article contributes to this emerging body of work; it draws on cross-institutional data and Foucauldian theorising to address two important questions. In what ways does engagement with an institutional professional recognition scheme impact on participants’ teaching development, and how does institutional culture influence that engagement? The data illustrate that whilst institutional culture drives engagement, it did little to promote teaching development. Across the case-study institutions, neo-liberalism agendas were apparent. Some staff felt pushed to achieve professional recognition in response to the increasing use of metrics to measure the student experience and to inform institutional standing in league tables. Whilst evidence shows the process of seeking accreditation can lead to an enhancement in teaching practices, caution must be taken to ensure that the professional development opportunities offered by accreditation schemes are fully realised.