Assessment of the Joint Food Science Curriculum of Washington State University and the University of Idaho by Graduates and Their Employers

ABSTRACT: Thirty-two recent graduates from the joint food science program of Washington State Univ. (WSU) and The Univ. of Idaho (UI) and 12 of their employers participated in a survey study to assess food science program outcomes. The objective of this study was to assess the joint curriculum in its ability to prepare undergraduate students for critical thinking, problem solving, and technical competence in the food industry. Two survey tools, 1 for graduates and 1 for their employers, were designed to assess job preparedness and the skill set attained by food science program graduates. Graduates of the joint food science program generally indicated satisfaction with their food science education and suggested that they were adequately prepared for their jobs. Both students and employers indicated that most of the identified Success Skills are used daily on the job, and that graduates were well prepared with Success Skills. Graduates and employers reported adequate preparation in Food Processing and Engineering competence. Some significant differences ( P < 0.05) were found in perceived and assessed competence. Specifically, while student indicated that they were well prepared with Food Chemistry and Analysis, Food Safety and Microbiology, and Applied Food Science competence, employers indicated only adequate preparation in Food Chemistry and Analysis, and Applied Food Science competence, but poor preparation in Food Safety and Microbiology competence. The findings suggest that students should be given opportunities for self-evaluation in undergraduate courses. Because the survey models are based on Institute of Food Technologists requirements, it is expected that the surveys can be readily adopted by other institutions to assess student learning and program effectiveness.     

Mastery learning and students' attributions at the college level

This study was designed to determine whether the more favorable learning conditions provided by mastery learning procedures result in higher levels of achievement and more internal attributions on the part of college students. One hundred twenty-two undergraduate students enrolled in a general education course at a large state university participated in the study. Results showed that although students in mastery-taught sections did attain significantly higher levels of achievement no differences in attribution change were identified. Possible reasons for the lack of attribution change are discussed.An earlier version of this paper was presented at the annual meeting of the American Educational Research Association Montreal, Canada, 1983.     

Designing an instructional game: reflections on ‘Quest for Independence’

Certain design opportunities stretch the boundaries of established procedure and when members of a working party on ‘After Care’ came to us seeking a computer component for a multimedia package we were confronted with just such a challenge. Faced with the unusual instructional goal of training indpendent-living skills, an unusual target population of low-literacy youth, and hardware limitations of lowest-common-denominator microcomputers, naturally, we developed a computer game. Using a cognitive approach, we developed ‘Quest for Independence’, a computer-based simulation game to develop independent-living skills. In this paper we discuss the approach, the resulting game and the current status.     

Stereotype threat and gender differences in chemistry

Stereotype threat theory (STT) offers one explanation for achievement differences in math and science for both women and minority students. Specifically, STT posits that the perceived risk of confirming a negative stereotype about an individual’s identity group acts as a psychological burden that negatively impacts performance. This study examined the impact of stereotype threat (ST) on gender differences in chemistry achievement, self-efficacy, and test-anxiety using a four-group, quasi-experimental design. 153 introductory-level college chemistry students were randomly assigned to one of four ST conditions including an explicit ST condition, an implicit ST condition, a reverse ST condition, and a nullified condition. Results indicated that there were no gender differences by ST condition; however, overall, the men had higher self-efficacy and lower test-anxiety than the women. An analysis of open-ended questions asking students about their intent to major in chemistry, beliefs regarding barriers to their achievement on the chemistry test, and gender differences in opportunities and mental capacity to achieve in chemistry provided insight into the quantitative results. Implications of our findings for future research on ST are discussed.     

When the same is different. A comparison of the information processing strategies of deaf and hearing people.

In this study, the information processing strategies of Gallaudet University students who are profoundly and prelingually deaf were evaluated. The subjects demonstrated the highest levels of recognition to the left and right of the fixation point, often referred to as a reading strategy when found in hearing people. Additionally, they demonstrated higher levels of recognition at positions in the top right quadrant of the display, a pattern not found in hearing people. A main effect was found: subjects whose primary and secondary school backgrounds were oral and manual combined had significantly higher levels of recognition overall than did subjects from oral-only educational backgrounds. Differences in background did not interact with strategy use in this study. These findings lead to the conclusion that the information processing strategies of deaf people need to be evaluated closely before general conclusions can be made. Alternative means for evaluating these types of findings are suggested.     

Characterizing Science Classroom Discourse Across Scales

Research in Science Education -     

努力学习,你也能送比萨饼

我是一位拥有3个小孩,年已43岁的母亲,拥有理学硕士学位.我也是靠外送比萨饼维持生计.在家和孩子们一起呆了4年后我才干起这行.在家整天照看自己的孩子对于许多女人而言是梦寐以求的机会,但它对我并不合适.我开始感到消沉,决定找一份工作这样才能更好体现我的价值.我上夜班时,丈夫就会在家,所以我们不必托人照顾孩子了.     

Lenghth of Maternity Leave and Quality of Mother-Infant Interactions

The aim of this study was to assess the association between the length of maternity leave and the quality of mother-infant interactions; 198 employed mothers of 4-month-old infants were interviewed and videotaped in their homes during a feeding time. Hierarchical multiple regression analyses indicated a direct association between shorter length of leave and more negative affect and behavior in maternal interactions with their infants. Infant and mother stressor/protective variables added significantly in predicting the quality of the mother-infant relationship. There were also significant interaction effects between the length of leave and these variables. Mothers who either reported more depressive symptoms or who perceived their infant as having a more difficult temperament and who had shorter leaves, compared with mothers who had longer leaves, were observed to express less positive affect, sensitivity, and responsiveness in interactions with their infants. The public policy implications of the relation between length of maternity leave, maternal and infant individual differences, and the quality of mother-infant interactions are discussed.     

The differential influence of instructional context on the academic engagement of students with behavior problems

The teacher–student interactions of 39 students exhibiting high externalizing behavior problems and 59 students exhibiting average behavioral adjustment from urban elementary schools were directly observed. Comparisons between these students within four different instructional contexts indicated that levels of student engagement were significantly related to both behavior and classroom context. Although teachers’ use of behavioral management strategies was minimal, it was significantly related to the type of instructional context in which it occurred. Findings are discussed in terms of how different instructional contexts place unique demands and offer distinct affordances for students with behavior problems. A more comprehensive understanding of the influence of these environmental contexts can allow teachers to scaffold task demands to bring them within the domains of the student's ability.