A NEW EDUCATION MODEL FOR TEACHING FOOD PROTECTION AND DEFENCE

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A NEW EDUCATION MODEL FOR TEACHING FOOD
PROTECTION AND DEFENCE

• Paul Takhistov
• Department of Food Science

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Mission of the Department of Food Science

• Basic science orientation
• Student centered
• Committed to excellence in education, research,
  service
• Development of human potential
• Collegial environment
• Innovative and collaborative approaches
• Work with academia, government and the industry
• Strengthen the global food science community

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What we can do?

• Degree program
• Certificate program
• New course

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Changing Role of Students

• Partners in their education
• Hands-on experiences build confidence
• Passive recipients active learners
• Integrators of knowledge experience

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I hear I forget I see I remember I do I
understand Confucius c. 500 B.C.
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What is the Project-based learning?

• Project-based learning is a comprehensive
  instructional approach to engage students in
  sustained, cooperative investigation.
• Within its framework students collaborate,
  working together to make sense of what is going
  on.

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Thrust Areas of the Department

• Science Based Matrix
• Food Biology
• Food Chemistry
• Food Engineering
• Thrust Area Based Matrix
• Health Promotion
• Food safety and Security
• Food Quality and Convenience

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Research in Health Promotion

• Identification and mechanism of action of
  nutraceuticals
• Multidisciplinary initiatives in the action of
  food components on human genes
• Metabolic studies in cranberries
• Lipid signaling, phospholipid synthesis
• Markers of metabolites in human breath,
  analytical methods for therapeutics
• Taste genetics and sensory factors in women with
  gestational diabetes
• Control of bacterial vaginosis and HIV risk
  reduction
• Encapsulation strategies using nanotechnology

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Research in Food Safety and Security

• Mechanisms of select agent surrogates
• Quantitative microbiology
• Risk assessment
• Virulence of pathogen plant interaction
• Antimicrobial resistance
• Rapid bacterial DNA/RNA sensors
• Bacteriocins in multiple hurdles
• Toxicology of agents in water and food

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Research in Food Processing, Quality and
Convenience

• Nanotechnology, micro fluidics
• Active and intelligent packaging
• High pressure processing of clams
• Ice nucleators
• Food Processing and Quality for a Mars Mission
• Structure and mobility in amorphous materials
• Membrane separation of high value items
• Structure formation during extrusion
• Phase behavior, rheology, extrusion, mixing

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CAFTA MultidisciplinaryIndustry/University/Gover
nment Cooperative
Programs
Support Facilities
Food Manufacturing Technology Facility
Cooperative Research, Development and Outreach
Advanced Manufacturing, Product Development and
Outreach
Analytical Instrumentation Facilities
Food Technology Research, Development, and
Engineering
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Current CAFT members

• Unilever
• Masterfoods
• US Army Natick RDE center
• Nestle
• General Mills
• Campbell Soup
• International Flavors and Fragrances ( IFF )
• ConAgra Foods

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FOOD MANUFACTURING TECHNOLOGY FACILITY

• The Food Manufacturing Technology Facility is a
  31,000 square foot.  The facility contains 7,500
  square feet of USDA/ FSIS/FDA approved
  manufacturing space, as well as a Product
  Development Kitchen.

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The Food Industry in New Jersey
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RESEARCH PROJECTS

• USDA
• NCFPD
• State of NJ School lunch program
• US Army Natick Center
• NSF
• Undergraduate research
• IFT product development competition

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?
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Food Processing Information Flow
Food Information Carrier
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Develop Active Packaging Films
extrusion 1
extrusion 2
Collaboration with Professor D. Zumbrunnen,
Clemson University
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Film Morphologies Created using Chaotic
Advection
Multilayer Morphology
Selective Permeable Morphology
Interpenetrating Morphology
Filled Particle Morphology
Collaboration with Professor D. Zumbrunnen,
Clemson University
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Packaging ? Sensor ? Food product
Packaging
L
L
G
Food
S
S
S
L
RFID
Sensor
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Learning

• Food handling practice
• Supply chain management
• Decision making
• Risk communication
• HACCP integration

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Eight Features of Project-Based Learning

• 1) Engages students in complex, real-world issues
  and problems where possible, the students select
  and define issues or problems that are meaningful
  to them.

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Eight Features of Project-Based Learning

• 2) requires students to use inquiry, research,
  planning skills, critical thinking, and
  problem-solving skills as they complete the
  project

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Eight Features of Project-Based Learning

• 3) Requires students to learn and apply
  content-specific skills/standards and knowledge
  in a variety of contexts as they work on the
  project

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Eight Features of Project-Based Learning

• 4) Provides opportunities for students to learn
  and practice interpersonal skills as they work in
  cooperative teams and, whenever possible, with
  adults in workplaces or the community

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Eight Features of Project-Based Learning

• 5) Gives students practice in using the array of
  skills needed for their career (how to allocate
  time/resources individual responsibility,
  interpersonal skills, learning through
  experience, etc.)

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Eight Features of Project-Based Learning

• 6) Includes expectations regarding
  accomplishments/learning outcomes these are
  linked to the learning standards and outcomes and
  are stated at the beginning of the project.

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Eight Features of Project-Based Learning

• 7) Incorporates reflection activities that lead
  students to think critically about their
  experiences and to link those experiences to
  specific learning standards

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Eight Features of Project-Based Learning

• 8) Ends with a presentation or product that
  demonstrates learning and is assessed the
  criteria could be decided upon by the students.

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Research support National Center for Food
Protection and Defense