Food Chemistry New Course Report - AUC Intranet - Home · The Department of Chemistry in the American University in Cairo is considering starting a new specialization of Food Chemistry

Office of Institutional Research/AUC Page 1

Fall 2011

Food Chemistry New Course Report

Prepared by Ola Anwar


Table of Contents Page _______________________________________________________________________________

Executive Summary 3 Section I: Q.1: Gender 6 Q.2: Students Categories Section II: First course: Introduction to Food Chemistry (200 level) 7 Q.3: Please indicate your level of agreement to enroll in the new course according to the following abilities. Second Course: Food Science and Technology (300 level) 8 Q.4: Please indicate your level of agreement to enroll in the new course according to the following abilities. Third Course: Food Processing and Preservation (400 level) 9 Q.5: Please indicate your level of agreement to enroll in the new course according to the following abilities. Section III: Cross tabulation questions 10


Executive Summary

Introduction The Department of Chemistry in the American University in Cairo is considering starting a new specialization of Food Chemistry in its BS program. This would require offering three Food Chemistry courses at the 200, 300 and 400 levels. The chemistry department in cooperation with the Office of Institutional Research (IR) conducted an online survey in order to collect feedback from students of the Science and Engineering school. On September 25th, 2011, IR e-mailed survey invitations to a random sample of 30% (475) of the total number of Science and Engineering students. One survey e-mail reminder was sent on September 28 and the survey remains accessible until October 2nd, 2011. When the survey was closed 25 (5.3%) out of 475 were filled and returned.

Methodology and organization of the report: This report is divided into three sections. In the first section, students’ demographics are presented in frequency tables and figures. In the second section, students’ levels of agreement to enroll in the three courses are presented in frequency tables and figures. Cross tabulation questions are presented in the third section.

Section I: Students Demographics: Students’ gender was 52% female and 48% male. Student categories were reported as follows: 56% “Junior”, 16% “Sophomore” and 24% “Senior”.

Section II: In this section, the students were asked for their level of agreement to enroll in the new courses according to different abilities.

First course: Introduction to Food Chemistry (200 level): For the ability to: ‘Identify the structure of food constituents.’ 20% of the students reported “Definitely Agree”, 20% reported “Agree”, 4% reported “Not sure”, no one reported “Definitely Disagree” and 56% did not report this question. For the ability to: ‘Relate the structure to the constituents function and importance in foods with respect to food quality, nutrition, safety, processing, etc.’, 16% of the students reported “Definitely Agree”, 24% reported “Agree”, 8% reported “Not sure”, no one reported “Definitely Disagree” and 52% did not answered this question. For the ability of: ‘Differentiate chemical interactions and reactions of food components and their effect on sensory, nutritional and functional properties of foods, and how processing influences these.’, 20% of the students reported “Definitely Agree”, 20% reported “Agree”, 8% reported “Not sure”, no one reported “Definitely Disagree” and 52% skipped this question.


For the ability of: ‘Explain how environmental factors (such as temperature, pH, ionic characteristic and strength, bonding, light, etc.) affect chemical changes in food systems and judge how to adjust these conditions to improve or minimize chemical and biochemical deterior’, 16% of the students reported “Definitely Agree”, 20% reported “Agree”, 12% reported “Not sure”, no one reported “Definitely Disagree” and 52% did not report this question. For the ability of ‘Integrate chemistry and biochemistry principles into real-world food science and nutritional problems.’, 20% of the students reported “Definitely Agree”, 16% reported “Agree”, 8% reported “Not sure” , no one reported “Definitely Disagree”, and 52% did not answer this question.

Second Course: Food Science and Technology (300 level): For the ability of: ’Define the macro and micro nutrients which make up the food we eat.’, 16% of the students reported “Definitely Agree”, no one reported “Agree”, 12% reported “Not sure”, 4% reported “Definitely Disagree” and 60% did not report this question. For the ability of: ‘Describe the various disciplines that are a part of food science.’, 8% of the students reported “Definitely Agree”, 20% reported “Agree”, 8% reported “Not sure” 4% reported “Definitely Disagree” and 60% did not answer this question. For the ability of: ‘Describe the complexity of food production, from the concept of new product development to manufacturing, quality control, distribution, and consumer acceptance.’, 16% of the students reported “Definitely Agree”, 12% reported “Agree”, 8% reported “Not sure”, 4% reported “Definitely Disagree” and 60% did not report this question. For the ability of: ‘Describe key chemical properties or processing principles, as they relate to specific products/processes or food issues.’, 8% of the students reported “Definitely Agree”, 20% reported “Agree”, 8% reported “Not sure”, 4% reported “Definitely Disagree” and 60% did not report this question. For the ability of: ‘Identify the differences between nutritious and convenience foods.’, 24% of the students reported “Definitely Agree”, 4% reported “Agree’, 4% reported “Not sure”, 8% reported “Definitely Disagree” and 60% skipped this question. For the ability of: ‘Identify functional food products in the marketplace.’, 12% of the students reported “Definitely Agree”, 16% reported “Agree”, 4% reported “Not sure’, 8% reported “Definitely Disagree” and 60% did not report this question. For the ability of: ‘Interpret and critique food labels based upon the nutrition facts.’ 20% of the students reported “Definitely Agree”, 8% reported “Agree”, 4% reported “Not sure”, 8% reported “Definitely Disagree” and 60% did not answer this question. For the ability of: ‘Differentiate between scientific knowledge and popular opinion on current topics related to conventional and functional foods.’, 16% of the students reported “Definitely Agree”, 4% reported “Agree”, 8% reported “Not sure”, 12% reported “Definitely Disagree”, and 60% did not report this question.


For the ability of: ‘Present healthy food choices.’, 24% of the students reported “Definitely Agree”, 4% reported “Agree”, no one reported “Not sure”, 12% reported “Definitely Disagree” and 60% did not answer this question.

Third Course: Food Processing and Preservation (400 level): For the ability of: ‘Understand the major chemical reactions that limit shelf life of foods.’, 12% of the students reported “Definitely Agree”, 8% reported “Agree”, no one reported “Not sure”, 4% reported “Definitely Disagree”, and 76% did not report this question. For the ability of: ‘Demonstrate an understanding of the principles and application of food processing and preservation technologies.’, 16% of the students reported “Definitely Agree”, 4% reported “Agree”, no one reported “Not sure”, 4% reported “Definitely disagree” and 76% did not report this question. For the ability of: ‘Describe the technologies used for food preservation.’, 16% of the students reported “Definitely Agree”, 4% reported “Agree”, no one reported “Not sure” and 4% reported ‘Definitely Disagree” and 76% did not report this question. For the ability of: ‘Describe the manufacturing of a variety of foods and food products, including formulated and specialty foods as well as those within the main commodity groups.’, 8% of the students reported “Definitely Agree” , 8% reported “Agree”, no one reported “Not sure”, 8% reported “Definitely Disagree” and 76% did not answer this question. For the ability of: ‘Understand the role of fractionation and manipulation of food components to produce new products or ingredients.’, 8% of the students reported “Definitely Agree” , 8% reported “Agree”, no one reported “Not sure”, 8% reported “Definitely Disagree” and 76% did not answer this question. For the ability of: ‘Understand and evaluate the implications of processing and preservation methodologies on the physical, chemical, microbiological and nutritional quality of foods.’, 16% of the students reported “Definitely Agree”, 4% reported “Agree”, no one reported “Not sure”, 4% reported “Definitely Disagree” and 76% did not report this question. For the ability of: ‘Demonstrate an understanding of the basic unit and factory operations used in food processing.’, 8% of the students reported “Definitely Agree”, 8% reported “Agree”, 4% reported “Not sure”, 4% reported “Definitely Disagree” and 76% skipped this question. For the ability of: ‘Understand the principles involving food preservation via fermentation processes.’, 8% of the students reported “Definitely Agree”, 8% reported “Agree”, 4% reported “Not sure”, 4% reported ‘Definitely Disagree” and 76% did not report this question. For the ability of: ‘Understand the government regulations required for the manufacture and sale of food products.’, 4% of the students reported “Definitely Agree”, 16% reported “Agree”, no one reported “Not sure’, 4% reported “Definitely Disagree” and 76% did not answer this question. For the ability of: ‘Evaluate processing technologies for their appropriate application.’, 8% of the students reported “Definitely Agree”, 8% reported “Agree”, 4% reported “Not sure”, 4% reported “Definitely Disagree” and 76% did not report this question.


Descriptive Analysis

Table 1

Gender Frequency Percent

Male 12 48.0%

Female 13 52.0%

Total 25 100%

Figure 1

Table 2

Student Categories Frequency Percent

Junior 14 56.0%

Sophomore 4 16.0%

Senior 6 24.0%

Missing 1 4.0%

Total 25 100%

Figure 2

Junior Sophomore Senior

56%

16% 24%


Table 3

First course: Introduction to Food Chemistry (200 level)

Definitely Agree

Agree Not sure Definitely Disagree

Missing Total

Identify the structure of food constituents. 5 5 1

0 14 25

20.0% 20.0% 4.0% 56.0% 100%

Relate the structure to the constituents function and importance in foods with respect to food quality, nutrition, safety, processing, etc.

4 6 2

0

13 25

16.0% 24.0% 8.0% 52.0% 100%

Differentiate chemical interactions and reactions of food components and their effect on sensory, nutritional and functional properties of foods, and how processing influences these.

5 5 2

0

13 25

20.0% 20.0% 8.0% 52.0% 100%

Explain how environmental factors (such as temperature, pH, ionic characteristic and strength, bonding, light, etc.) affect chemical changes in food systems and judge how to adjust these conditions to improve or minimize chemical and biochemical deterior

4 5 3

0

13 25

16.0% 20.0% 12.0% 52.0% 100%

Integrate chemistry and biochemistry principles into real-world food science and nutritional problems.

5 4 2 1 13 25

20.0% 16.0% 8.0% 4.0% 52.0% 100%

Figure 3


Table 4

Figure 4

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Descri

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Descri

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Iden

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Definitely Agree

Agree

Not sure

Definitely Disagree

Second Course: Food Science and Technology (300 level)

Definitely Agree

Agree Not sure

Definitely Disagree

Missing Total

Define the macro and micro nutrients which make up the food we eat.

4 0

3 1 15 25

16.0% 12.0% 4.0% 60.0% 100%

Describe the various disciplines that are a part of food science.

2 5 2 1 15 25

8.0% 20.0% 8.0% 4.0% 60.0% 100%

Describe the complexity of food production, from the concept of new product development to manufacturing, quality control, distribution, and consumer acceptance.

4 3 2 1 15 25

16.0% 12.0% 8.0% 4.0% 60.0% 100%

Describe key chemical properties or processing principles, as they relate to specific products/processes or food issues.

2 5 2 1 15 25

8.0% 20.0% 8.0% 4.0% 60.0% 100%

Identify the differences between nutritious and convenience foods.

6 1 1 2 15 25

24.0% 4.0% 4.0% 8.0% 60.0% 100%

Identify functional food products in the marketplace 3 4 1 2 15 25

12.0% 16.0% 4.0% 8.0% 60.0% 100%

Interpret and critique food labels based upon the nutrition facts.

5 2 1 2 15 25

20.0% 8.0% 4.0% 8.0% 60.0% 100%

Differentiate between scientific knowledge and popular opinion on current topics related to conventional and functional foods.

4 1 2 3 15 25

16.0% 4.0% 8.0% 12.0% 60.0% 100%

Present healthy food choices. 6 1

0 3 15 25

24.0% 4.0% 12.0% 60.0% 100%


Table 5

Figure 5

Third Course: Food Processing and Preservation (400 level)

Definitely Agree

Agree Not sure

Definitely Disagree

Missing Total

Understand the major chemical reactions that limit shelf life of foods.

3 2 0

1 19 25

12.0% 8.0% 4.0% 76.0% 100%

Demonstrate an understanding of the principles and application of food processing and preservation technologies.

4 1 0

1 19 25

16.0% 4.0% 4.0% 76.0% 100%

Describe the technologies used for food preservation.

4 1 0

1 19 25

16.0% 4.0% 4.0% 76.0% 100%

Describe the manufacturing of a variety of foods and food products, including formulated and specialty foods as well as those within the main commodity groups.

2 2

0

2 19 25

8.0% 8.0% 8.0% 76.0% 100%

Understand the role of fractionation and manipulation of food components to produce new products or ingredients.

2 2 0

2 19 25

8.0% 8.0% 8.0% 76.0% 100%

Understand and evaluate the implications of processing and preservation methodologies on the physical, chemical, microbiological and nutritional quality of foods.

4 1

0

1 19 25

16.0% 4.0% 4.0% 76.0% 100%

Demonstrate an understanding of the basic unit and factory operations used in food processing.

2 2 1 1 19 25

8.0% 8.0% 4.0% 4.0% 76.0% 100%

Understand the principles involving food preservation via fermentation processes.

2 2 1 1 19 25

8.0% 8.0% 4.0% 4.0% 76.0% 100%

Understand the government regulations required for the manufacture and sale of food products.

1 4

0

1 19 25

4.0% 16.0% 4.0% 76.0% 100%

Evaluate processing technologies for their appropriate application.

2 2 1 1 19 25

8.0% 8.0% 4.0% 4.0% 76.0% 100%


Cross tabulation questions Student categories by First course: Introduction to Food Chemistry (200 level)

(Q.3A to Q.3E)

Table 3A

Student Categories

Identify the structure of food constituents.

Total

Definitely Agree

Agree Not sure

Junior 4 2

0 6

66.7% 33.3% 100%

Sophomore 0 2 1 3

66.7% 33.3% 100%

Senior 0 1

0 1

100% 100%

Total 4 5 1 10

40.0% 50.0% 10.0% 100%

Table 3B

Student Categories

Relate the structure to the constituents function and importance in foods with

respect to food quality, nutrition, safety, processing, etc. Total

Definitely Agree

Agree Not sure

Junior

3 3

0

6

50.0% 50.0% 100%

Sophomore 0

1 2 3

33.3% 66.7% 100%

Senior

1 1

0

2

50.0% 50.0% 100%

Total

4 5 2 11

36.4% 45.5% 18.2% 100%

Table 3C


Student Categories

Differentiate chemical interactions and reactions of food components and their

effect on sensory, nutritional and functional properties of foods, and how

processing influences these. Total

Definitely Agree

Agree Not sure

Junior

3 2 1 6

50.0% 33.3% 16.7% 100%

Sophomore 0

2 1 3

66.7% 33.3% 100%

Senior

2

0 0

2

100% 100%

Total

5 4 2 11

45.5% 36.4% 18.2% 100%

Table 3D

Student Categories

Explain how environmental factors (such as temperature, pH, ionic

characteristic and strength, bonding, light, etc.) affect chemical changes in food systems and judge how to adjust

these conditions to improve or minimize chemical and biochemical

deterior

Total

Definitely Agree

Agree Not sure

Junior

3 2 1 6

50.0% 33.3% 16.7% 100%

Sophomore

0 2 1 3

.0% 66.7% 33.3% 100%

Senior

0 1 1 2

.0% 50.0% 50.0% 100%

Total

3 5 3 11

27.3% 45.5% 27.3% 100%


Table 3E

Student Categories

Integrate chemistry and biochemistry principles into real-world food science and nutritional

problems. Total

Definitely Agree


Junior

3 1 1 1 6

50.0% 16.7% 16.7% 16.7% 100%

Sophomore 0

2 1

0

3

66.7% 33.3% 100%

Senior 1 1

0 0 2

50.0% 50.0% 100%

Total

4 4 2 1 11

36.4% 36.4% 18.2% 9.1% 100%


Cross tabulation question

Student categories by Second Course: Food Science and Technology (300 level) (Q.4A TO Q.4I)

Table 4A

Student Categories

Define the macro and micro nutrients which make up the food we eat.

Total

Definitely Agree


Junior 3

0 1 1 5

60.0% 20.0% 20.0% 100%

Sophomore

1

0

1

0

2

50.0% 50.0% 100%

Senior 0

1 1

0

2

50.0% 50.0% 100%

Total

4 1 3 1 9

44.4% 11.1% 33.3% 11.1% 100%

Table 4B

Student Categories

Describe the various disciplines that are a part of food science.

Total

Definitely Agree


Junior

2 1 1 1 5

40.0% 20.0% 20.0% 20.0% 100%

Sophomore 0

1 1

0

2

50.0% 50.0% 100%

Senior 0

2

0 0

2

100% 100%

Total

2 4 2 1 9

22.2% 44.4% 22.2% 11.1% 100%


Table 4C

Student Categories

Describe the complexity of food production, from the concept of new product development to

manufacturing, quality control, distribution, and consumer acceptance. Total

Definitely Agree


Junior

2 1 1 1 5

40.0% 20.0% 20.0% 20.0% 100%

Sophomore

1

0

1

0

2

50.0% 50.0% 100%

Senior

1 1

0 0

2

50.0% 50.0% 100%

Total

4 2 2 1 9

44.4% 22.2% 22.2% 11.1% 100%

Table 4D

Student Categories

Describe key chemical properties or processing principles, as they relate to specific products/processes or food issues. Total

Definitely Agree


Junior

2 1 1 1 5

40.0% 20.0% 20.0% 20.0% 100%

Sophomore 0

1 1

0

2

50.0% 50.0% 100%

Senior 0

2

0 0

2

100% 100%

Total

2 4 2 1 9

22.2% 44.4% 22.2% 11.1% 100%


Table 4E

Student Categories

Identify the differences between nutritious and convenience foods.

Total

Definitely Agree


Junior

3 1

0

1 5

60.0% 20.0% 20.0% 100%

Sophomore 0 0

1 1 2

50.0% 50.0% 100%

Senior

2

0 0 0

2

100% 100%

Total

5 1 1 2 9

55.6% 11.1% 11.1% 22.2% 100%

Table 4F

Student Categories

Identify functional food products in the marketplace

Total

Definitely Agree


Junior

2 2

0

1 5

40.0% 40.0% 20.0% 100%

Sophomore 0 0

1 1 2

50.0% 50.0% 100%

Senior 1 1

0 0 2

50.0% 50.0% 100%

Total

3 3 1 2 9

33.3% 33.3% 11.1% 22.2% 100%


Table 4G

Student Categories

Interpret and critique food labels based upon the nutrition facts.

Total Definitely

Agree Agree Not sure

Definitely Disagree

Junior

3

0

1 1 5

60.0% 20.0% 20.0% 100%

Sophomore 0

1

0

1 2

50.0% 50.0% 100%

Senior

1 1

0 0

2

50.0% 50.0% 100%

Total

4 2 1 2 9

44.4% 22.2% 11.1% 22.2% 100%

Table 4H

Student Categories

Differentiate between scientific knowledge and popular opinion on

current topics related to conventional and functional foods. Total

Definitely Agree

Not sure Definitely Disagree

Junior

3 1 1 5

60.0% 20.0% 20.0% 100%

Sophomore 0 0

2 2

100% 100%

Senior

1 1

0

2

50.0% 50.0% 100%

Total

4 2 3 9

44.4% 22.2% 33.3% 100%


Table 4I

Student Categories

Present healthy food choices.

Total Definitely

Agree Agree

Definitely Disagree

Junior

3 1 1 5

60.0% 20.0% 20.0% 100%

Sophomore 0 0

2 2

100% 100%

Senior

2

0 0

2

100% 100%

Total

5 1 3 9

55.6% 11.1% 33.3% 100%


Cross tabulation question

Student categories by Third Course: Food Processing and Preservation (400 level) (Q.5A TO Q.5J)

Table 5A

Student Categories

Understand the major chemical reactions that limit shelf life of

foods. Total

Definitely Agree

Agree Definitely Disagree

Junior

2

0

1 3

66.7% 33.3% 100%

Sophomore

1

0 0

1

100% 100%

Senior

0 2

0

2

.0% 100% 100%

Total

3 2 1 6

50.0% 33.3% 16.7% 100%

Table 5B

Student Categories

Demonstrate an understanding of the principles and application of

food processing and preservation technologies.

Total

Definitely Agree


Junior

2

0

1 3

66.7% 33.3% 100%

Sophomore

1

0 0

1

100% 100%

Senior

1 1

0

2

50.0% 50.0% 100%

Total

4 1 1 6

66.7% 16.7% 16.7% 100%


Table 5C

Student Categories

Describe the technologies used for food preservation.

Total

Definitely Agree


Junior

2

0

1 3

66.7% 33.3% 100%

Sophomore

1

0 0

1

100% 100%

Senior

1 1

0

2

50.0% 50.0% 100%

Total

4 1 1 6

66.7% 16.7% 16.7% 100%

Table 5D

Student Categories

Describe the manufacturing of a variety of foods and food products, including formulated and specialty foods as well as those within the

main commodity groups. Total

Definitely Agree


Junior

2

0

1 3

66.7% 33.3% 100%

Sophomore 0

0 1 1

.0% 100% 100%

Senior 0

2

0

2

100% 100%

Total

2 2 2 6

33.3% 33.3% 33.3% 100%


Table 5E

Student Categories

Understand the role of fractionation and manipulation of food

components to produce new products or ingredients.

Total

Definitely Agree


Junior

1 1 1 3

33.3% 33.3% 33.3% 100%

Sophomore 0 0

1 1

100% 100%

Senior

1 1

0

2

50.0% 50.0% 100%

Total

2 2 2 6

33.3% 33.3% 33.3% 100%

Table 5F

Student Categories

Understand and evaluate the implications of processing and

preservation methodologies on the physical, chemical, microbiological

and nutritional quality of foods. Total

Definitely Agree


Junior

2

0

1 3

66.7% 33.3% 100%

Sophomore

1

0 0

1

100% 100%

Senior

1 1

0

2

50.0% 50.0% 100%

Total

4 1 1 6

66.7% 16.7% 16.7% 100%


Table 5G

Student Categories

Demonstrate an understanding of the basic unit and factory operations used in food

processing. Total

Definitely Agree


Junior

2

0 0

1 3

66.7% 33.3% 100%

Sophomore 0 0

1

0

1

100% 100%

Senior 0

2

0 0

2

100% 100%

Total

2 2 1 1 6

33.3% 33.3% 16.7% 16.7% 100%

Table 5H

Student Categories

Understand the principles involving food preservation via fermentation processes.

Total

Definitely Agree


Junior

2

0 0

1 3

66.7% 33.3% 100%

Sophomore 0 0

1

0

1

100% 100%

Senior

0 2

0 0

2

.0% 100% 100%

Total

2 2 1 1 6

33.3% 33.3% 16.7% 16.7% 100%


Table 5I

Student Categories

Understand the government regulations required for the

manufacture and sale of food products.

Total

Definitely Agree


Junior

1 1 1 3

33.3% 33.3% 33.3% 100%

Sophomore 0

1

0

1

100% 100%

Senior 0

2

0

2

100% 100%

Total

1 4 1 6

16.7% 66.7% 16.7% 100%

Table 5J

Student Categories

Evaluate processing technologies for their appropriate application.

Total

Definitely Agree


Junior

2

0 0

1 3

66.7% 33.3% 100%

Sophomore 0 0

1

0

1

100% 100%

Senior 0 2

0 0 2

100% 100%

Total

2 2 1 1 6

33.3% 33.3% 16.7% 16.7% 100%

Documents

Food Chemistry New Course Report - AUC Intranet - Home · The Department of Chemistry in the American University in Cairo is considering starting a new specialization of Food Chemistry