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Office of Institutional Research/AUC Page 1
Fall 2011
Food Chemistry New Course Report
Prepared by Ola Anwar
Office of Institutional Research/AUC Page 2
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
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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.
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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.
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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.
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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%
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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
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Table 4
Figure 4
.0
5.0
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Descri
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Descri
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pro
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Inte
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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%
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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%
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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
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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%
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Table 3E
Student Categories
Integrate chemistry and biochemistry principles into real-world food science and nutritional
problems. Total
Definitely Agree
Agree Not sure Definitely Disagree
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%
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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
Agree Not sure Definitely Disagree
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
Agree Not sure Definitely Disagree
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%
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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
Agree Not sure Definitely Disagree
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
Agree Not sure Definitely Disagree
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%
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Table 4E
Student Categories
Identify the differences between nutritious and convenience foods.
Total
Definitely Agree
Agree Not sure Definitely Disagree
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
Agree Not sure Definitely Disagree
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%
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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%
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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%
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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
Agree Definitely Disagree
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%
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Table 5C
Student Categories
Describe the technologies used for food preservation.
Total
Definitely Agree
Agree Definitely Disagree
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
Agree Definitely Disagree
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%
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Table 5E
Student Categories
Understand the role of fractionation and manipulation of food
components to produce new products or ingredients.
Total
Definitely Agree
Agree Definitely Disagree
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
Agree Definitely Disagree
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%
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Table 5G
Student Categories
Demonstrate an understanding of the basic unit and factory operations used in food
processing. Total
Definitely Agree
Agree Not sure Definitely Disagree
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
Agree Not sure Definitely Disagree
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%
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Table 5I
Student Categories
Understand the government regulations required for the
manufacture and sale of food products.
Total
Definitely Agree
Agree Definitely Disagree
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
Agree Not sure Definitely Disagree
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%