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Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes

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  • Source:
    Journal of Food Science Education, v14 n2 p60-65 Apr 2015. 6 pp.
  • Accession Number:
    http://dx.doi.org/10.1111/1541-4329.12057
  • Language:
    English
  • Publication Type:
    Journal Articles; Reports - Research
  • Additional Information
    • Author(s):
    • Availability:
      Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
    • Peer Reviewed:
      Y
    • ISSN:
      1541-4329
    • Subject Terms:
    • Abstract:
      Project-based, collaborative learning is an effective teaching method when compared to traditional cognitive learning. The purpose of this study was to assess student learning after the completion of a final meal project that involved a group of sensory panelists. A paper survey was conducted among 73 senior nutrition and dietetics students enrolling in Experimental Food Science, Spring 2013 and 2014. The survey comprised of qualitative and quantitative questions about students' perceived learning outcomes. The project required students to prepare a 4-course meal in 90 min, in groups of 4. Eighteen sensory panelists consisting of faculty and graduate students from the Nutrition, Dietetics, and Hospitality Management Department and administrative staff from the college evaluated the foods, asked students several food science-related questions, and completed a survey about their involvement in the project. Students reported that this project reinforced class material (4.7 ± 0.6), and was enjoyable (4.6 ± 0.6) yet challenging (4.4 ± 0.7); numerous skills were developed, including team-building (4.7 ± 0.5), food preparation (4.6 ± 0.5), and time management (4.4 ± 0.5). Students perceived that the involvement of sensory panelists was beneficial in terms of providing constructive feedback for improvement and motivating them to prepare high-quality foods. It also prepared them for serving foods to individuals from different cultural backgrounds. However, some students found the experience stressful. For the sensory panelists, the project helped them to venture out of their areas of expertise. In conclusion, a meal project involving sensory panelists can result in positive learning outcomes.
    • Abstract:
      As Provided
    • Number of References:
      23
    • Physical Description:
      6
    • Education Level:
      Higher Education; Postsecondary Education
    • Journal Code:
      APR2018
    • Publication Date:
      2015
    • Accession Number:
      EJ1056294
  • Citations
    • ABNT:
      LEE, Y. M. Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes. Journal of Food Science Education, [s. l.], v. 14, n. 2, p. 60–65, 2015. Disponível em: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428. Acesso em: 8 jul. 2020.
    • AMA:
      Lee YM. Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes. Journal of Food Science Education. 2015;14(2):60-65. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428. Accessed July 8, 2020.
    • AMA11:
      Lee YM. Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes. Journal of Food Science Education. 2015;14(2):60-65. Accessed July 8, 2020. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428
    • APA:
      Lee, Y. M. (2015). Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes. Journal of Food Science Education, 14(2), 60–65.
    • Chicago/Turabian: Author-Date:
      Lee, Yee Ming. 2015. “Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes.” Journal of Food Science Education 14 (2): 60–65. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428.
    • Harvard:
      Lee, Y. M. (2015) ‘Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes’, Journal of Food Science Education, 14(2), pp. 60–65. Available at: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428 (Accessed: 8 July 2020).
    • Harvard: Australian:
      Lee, YM 2015, ‘Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes’, Journal of Food Science Education, vol. 14, no. 2, pp. 60–65, viewed 8 July 2020, .
    • MLA:
      Lee, Yee Ming. “Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes.” Journal of Food Science Education, vol. 14, no. 2, Apr. 2015, pp. 60–65. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428.
    • Chicago/Turabian: Humanities:
      Lee, Yee Ming. “Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes.” Journal of Food Science Education 14, no. 2 (April 1, 2015): 60–65. http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428.
    • Vancouver/ICMJE:
      Lee YM. Project-Based Learning Involving Sensory Panelists Improves Student Learning Outcomes. Journal of Food Science Education [Internet]. 2015 Apr 1 [cited 2020 Jul 8];14(2):60–5. Available from: http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1056294&custid=s8280428