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AIMS AND SCOPE OF JOURNAL: The Annual Review of Food Science and Technology covers current and significant developments in the multidisciplinary field of food science and technology. Topics include: food microbiology, food-borne pathogens, and fermentation; food engineering, chemistry, biochemistry, rheology, and sensory properties; novel ingredients and nutrigenomics; emerging technologies in food processing and preservation; biotechnology applications and nanomaterials in food systems.  

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• Published: 13 January 2024

Emerging challenges and opportunities in innovating food science technology and engineering education

• I. S. Saguy   ORCID: orcid.org/0000-0002-1570-8808 1 ,
• C. L. M. Silva   ORCID: orcid.org/0000-0002-0495-3955 2 &
• E. Cohen   ORCID: orcid.org/0000-0003-2342-5418 3  

npj Science of Food volume  8 , Article number:  5 ( 2024 ) Cite this article

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An Author Correction to this article was published on 13 February 2024

This article has been updated

Progress in science, technology, innovation, and digital capabilities call for reassessing food science, technology, and engineering (FST&E) education and research programs. This survey targeted global professionals and students across food disciplines and nutrition. Its main objectives included assessing the status of FST&E higher education, identifying challenges and opportunities, and furnishing recommendations. Seven topics affecting the future of the FST&E curricula were evaluated by the panel as ‘High’ to ‘Very high’, namely: ‘Critical thinking’, followed by ‘Problem-solving projects’, ‘Teamwork/collaboration’, ‘Innovation/Open innovation’ and ‘Multidisciplinary’. The importance of academic partnership/collaboration with the Food Industry and Nutrition Sciences was demonstrated. Significant positive roles of the food industry in collaboration and partnerships were found. Other essential food industry attributes were related to internships, education, strategy, and vision. Collaboration between FST&E and nutrition sciences indicated the high standing of this direction. The need to integrate or converge nutrition sciences and FST&E is emphasized, especially with the growing consumer awareness of health and wellness. The study provides insights into new education and learning opportunities and new topics for future curricula.

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Introduction.

The unabated progress in science, technology, and innovation, combined with the exponential rate of change facilitated by the proliferation of computerized capabilities and artificial intelligence (AI), calls for reassessing the food science, technology, and engineering (FST&E) education. The fourth industrial revolution (i.e., Industry 4.0) highlights significant progress in numerous fields, including robotics, smart sensors, AI, the Internet of Things (IoT), big data, cloud computing, safety, and production efficiency 1 . Climate change, global population growth, high levels of food loss and food waste, and the risk of new disease or pandemic outbreaks are examples of numerous challenges that are potential threats to future food sustainability and the security of the planet that urgently need to be addressed 2 .

The projected global population growth reaching 10 billion people by 2050 highlights the acute need for new evaluations of FST&E education system background to address mounting challenges and opportunities. The complexity and predicted immense size of future tasks call for new paradigms, an open innovation mentality, and a novel mindset promoting multidisciplinary collaborations and partnerships 3 .

Disruptions such as digital agriculture, the fourth industrial revolution (industry 4.0), food agility, big data, and AI have been utilized to characterize the changes in the way agro-food systems evolve and function, as well as in the approach they have been analyzed, measured, and monitored 4 . For instance, Wageningen University, one of the leading influential universities, has also taken an active strategy to align with the developments in IT and AI. Apart from the content-wise shift, skills such as critical thinking, creativity, and problem-solving are addressed by applying project-based evaluations 5 . The industrial revolution (industry 4.0) and moving to industry 5.0 include new enabling technologies (e.g., big data, IoT, cloud computing) besides AI, digital twins, machine learning, virtualization, and others 6 .

Food science and technology (FST) and especially food engineering (FE) in academia face diminishing funding for research, dwindling critical masses in faculties (particularly at universities in the USA), decreasing student enrollment 7 and impacting future cooperative extension education and research needs 8 . This leads to the observation by some food-related education programs to be at a crossroads and the need to reassess their vision and expand the scope to grand societal drivers such as health and wellness (H&W), the mutual host and the microbiome considerations, food security and safety, population growth, aging, water and land scarcity, and environmental concerns 9 . Other reasons for integrating stakeholders outside the food manufacturing industry have been proposed 10 , 11 . Members of the FST&E professions request a broader and more applied education that offers better opportunities for entrepreneurship 12 .

FST&E professions are witnessing significant challenges as well as changes imposed by the accelerated rate of change and digital transformation. The expected changes will most probably affect FST&E education as already projected previously 7 , 10 , 11 , 12 , 13 , 14 , 15 . This forward-looking, combined with the radical changes witnessed during and post-COVID-19, calls for a change in traditional education and curricula paradigms. For instance, the new vision deploys concepts of FST&E in the context of sustainable food processes, products for changing lifestyles and beliefs, innovation for H&W, and novel methodologies that suit audiences of the digital age. Courses on entrepreneurship and innovation, novel education methods, and enforcing quality standards and certification have been also proposed for Europe 14 .

Engineering education is also experiencing dramatic changes. The traditional teaching model, where students are passive in the lecture room, gives way to more active, student-centered, and participatory approaches. Different modern education and learning techniques, such as blended and flip-classroom, active learning, use of technology in teaching, universal design, and student-centered education approach, among others, were previously reported 10 . For instance, active learning utilizing a teaching app called TopHat ( https://tophat.com/ ) to administer a daily quiz, encouraged group work and discussion, and peer evaluation was also reported 16 .

Active engineering learning promotes the acquisition of knowledge and essential soft skills such as teamwork, problem-solving abilities, and entrepreneurial mindsets 17 . It also encourages the utilization of digital technologies such as simulation software and virtual laboratories 17 . It is worth noting the pioneering virtual experiments and laboratories in food science, technology processing, and engineering area 18 .

Among novel methodologies suggested for engineering education are project-based learning, hybrid learning, the flipped classroom, and design thinking 10 , 19 , 20 , 21 .

The role of the food industry and other related sectors in contributing to and assisting educational institutions in designing curricula that provide the skills demanded by the job market was highlighted recently. It emphasized that current Bachelor´s and Master´s degrees follow programs that attempt to offer a practical perspective but still focus on the academic point of view. To bridge the gap between academia and industry, the University Extension Diploma in Food Technology (DEUTA) deepens into the food sector, seeking professional qualifications for participants. This is achieved by both first-hand know-how of food sector professionals and academics, along with an internship period in a food company. Collaborative courses strengthen academia-industry bonds, and employability is boosted thanks to internships and the network created 22 .

Innovation and entrepreneurship are key factors to provide added value for food systems. Based on the findings of the Erasmus+ Strategic Partnership BoostEdu ( https://erasmus-plus.ec.europa.eu/ assessed May 16, 2023), three knowledge gaps were reported: (1) identify the needs for innovation and entrepreneurship (I&E) in the food sector; (2) understanding the best way to organize learning; (3) providing flexibility in turbulent times. The results of the project, in particular during the COVID-19 pandemic, highlighted the need for flexible access to modules that are complementary to other sources and based on a mix of theoretical concepts and practical experiences. The main lessons learned concern the need for co-creation and co-learning processes to identify suitable practices for the use of innovative digital technologies 23 . However, there are experts objecting to entrepreneurship courses being a subject of FST&E curricula or that the curricula should be supported with outside presentations or invited talks on this topic. This contrary position could be probably explained by the contrast between academia and more applied and industrial occupations. As the vast majority of the FST&E graduates are employed in various businesses where innovation and startup activities are becoming essential, entrepreneurship aspects should be considered in future education.

New platforms, such as massive open online courses (MOOCs), webinars, blogs, Facebook, Instagram, and Twitter, have opened up new spaces for disseminating ideas, experiences, and training in food-related matters 24 . Online and open learning permits access anytime and anywhere to formal classes, education modules on specific topics, and informal discussion sites 24 . Thus effectively democratizing learning, disseminating knowledge to vast audiences, and coping with the educational demands during the COVID-19 pandemic 25 .

The overall objectives of this study were: 1. Assessing the current status of FST&E education by using a computerized global survey; 2. Identifying current challenges and opportunities; and 3. Suggest recommendations (if needed) for additional directions and topics for future curricula.

Results and discussion

Respondents.

The total number of respondents that started the questionnaire was 1022. Of these, 703 (68.8%) respondents (the panel) completed the survey. Data from respondents who failed to address all questions and had several missing values were omitted, as they ignored or preferred not to answer some of the questions. The relatively high number of excluded respondents was probably due to the language barrier. Although not explicitly asked, based on respondents’ IP addresses, 88 countries participated in the survey. The overall time for completing the survey was approximately 10–12 min.

Demographics and geographic distribution

Demographic data are presented in Table 1 . The panel was evenly distributed: gender (female/male 1.15:1.00), age (excluding the 18–25 years group, 7.5%). Age distribution indicates good participation of the various groups and experiences.

The geographical location of the respondents indicates a global representation, although some regions were more prevalent by the panel. Respondents from China, the Far East (excluding China), and Oceania also participated, but their overall percentage was relatively low (combined value of 4.4%). However, combining Asia and the Middle East respondents resulted in a significant representation (16.5%). The surprising outcome was the high number of African respondents (14.8), probably due to the good network of IUFoST contacts in Africa. Although participation was quite impressive in terms of global feedback (88 countries), the number of respondents in a specific region was quite low in some cases, and consolidation was necessary for further analysis. Nevertheless, the widespread number of respondents from a wide spectrum of countries demonstrated that the survey had a global distribution, offering a significant improvement compared with a previous study 15 .

Main professional activities and education

The panel (703 respondents) professions consisted of food scientists and technologists (FSTs) 398 (56.6%), food engineers (FEs) 120 (17.1%), microbiologists (HMs) 25 (3.6%), nutritionists (HNs) 35 (5.0%), chemical engineers (CEs) 19 (2.7%), bioengineering/biotechnology (BBs) 7 (1.0%), business/marketing (BMs) 14 (2.0%), consultants (COs) 41 (5.8%), and others (food trade company, regulators, etc.) 41 (5.8%). As 73.7% of the respondents were FSTs and FEs, students, and graduates, the data reflect professional positions within FST&E disciplines, as was also previously shown 15 .

The respondents were also asked to fill in all their degrees in the various education categories using up to 4 options (student, BSc/1st Degree, MSc/equivalent, and Ph.D./DSc). Fig. 1 highlights the panel degrees distribution. The relatively high number of doctoral (Ph.D./DSc, 464, 29.9%) is not surprising considering the academic affiliation of most of the respondents (see Section “Affiliation”). It should be noted that many of the respondents hold more than one degree, explaining the high number of overall degrees of the panel (1550), as also depicted in Fig. 1 .

Overall degrees distribution (small insert).

Affiliation

The combined high majority of the respondents affiliated with educational and private research institutes (71.7%) provides a possible explanation for the extra number of doctoral degrees in the panel. Conversely, based on the respondents in the age group 41–55 and above 55 (37.8 and 28.7%, respectively) and the fact that a high percentage of the majority of the respondents hold a doctoral degree, the data are likely to reflect professional middle to high management levels and leadership positions within educational, institutions and possibly in the food industry. It should be noted that the number of respondents from industrial affiliation (food industry, food service, startups/FoodTech, and consultants, excluding government) was quite high (18.2%), probably projecting that although academia and industry are not equally represented, industrial affiliations are well represented (i.e., 128 responders).

Topics affecting the future of the professional domain curricula

The importance of 10 topics to be included in developing future curricula using the Likert-type scale 26 was evaluated. The topics listed included post-COVID-2019 considerations and several other new concepts. Table 2 shows that 7 topics were evaluated above 4.0 (‘High’) based on the calculated Likert-type scores average. The highest average scores were: ‘Critical thinking’ (4.50), followed by ‘Problem-solving projects’ (4.44), ‘Teamwork/collaboration’ (4.31), ´Innovation/Open innovation’ (4.29), and ‘Multidisciplinary’ (4.24). These data highlight possible changes that the FST&E domains anticipate in the post-COVID-19 and remote or hybrid education/learning, as well as the further proliferation of innovation and OI.

It is important to note that business-related topics were evaluated as less important, with Likert-type scores averaging below 4.0. These included: ‘Soft skills’ (3.90), followed by ‘Entrepreneurship’ (3.77), and ‘Business creation/networking’ (3.70). ‘Entrepreneurship’ and ‘Business creation/network’ could bring many benefits, such as fostering innovation, productivity, competitiveness, new business, OI, and socioeconomic development. Yet, these topics were considered among those of less importance, probably indicating that the panel was less oriented to business-related topics.

The search for professionals with different skills to overcome the current and foreseen challenges relevant to the agri-food sector was previously studied 25 . It was shown that problem-based learning (PBL), described as an instructional approach, promotes interdisciplinary and critical thinking with the potential to meet current challenges. PBL, aligned with an innovation program and contest, integrated into a master’s degree in FE to promote academic entrepreneurship, allowed the development of innovative products intending to solve problems faced by the agri-food sector 27 . The latter information supports the current survey data that show that the highest perceived topics were ‘Critical thinking’ (4.50) and ‘Problem-solving projects’ (4.44). On the other hand, the relatively low perceived importance of entrepreneurship (3.77 ranked #9) could indicate that FSs, FTs, or FEs are currently considering business-related topics as a lower priority. Nevertheless, their Likert average scores were approaching ‘High’. It is important to note that promoting project-based learning by students on developing eco-designed business models and eco-innovated food products seems to be an essential lever for the sustainability transition 10 . Although this is just one example, it highlights the importance of project-based learning 27 , 28 , 29 .

Project-based learning is an integrated part of the flipped classroom (FC) model, based on active learning, and consequently attracts much interest. The FC is a form of blended learning (BL) that reorganizes the workload in and outside the classroom and requires the active participation of students in learning activities before and during face-to-face lessons with teachers 10 , 30 . The FC model has been applied since the 1990s to encourage student preparation before classes: team-based learning, peer or mentor instruction, and just-in-time education, where the teaching information is communicated via electronic means. This allows more class time to be devoted to active learning and formative assessment 31 . A recent study highlighted a case study where an elective FC course on engineering, science, and gastronomy was implemented for undergraduate students that included in-class demonstrations by chefs. New education methodologies call for expanded computational abilities, ample access to online content, active learning, and student-centered approaches 10 .

A comparison between traditional project-based learning and hybrid project-based learning indicated a significant increase in fundamental formative knowledge, enhanced problem-solving abilities, and production of better-performing artifacts regarding the set of design skills for students undergoing hybrid project-based learning 28 .

In light of the feedback by the panel indicating that ‘Critical thinking development’ and ‘Problem-solving projects’ were the highest outcome (#1 and #2, respectively), combined with recent reports on the FC importance, it could be concluded that seeking new directions in learning/facilitating strategies that complement existing methods in order to enrich the learning experience of students is recommended.

Academic partnership/collaboration

The respondents were instructed to rank (from 1 to 5, corresponding to high to low; each rank could appear only once) the importance of partnership(s) and/or collaboration(s) with: ‘Food Industry´, ‘Nutrition sciences’, ‘Government, policymakers and/or local authorities’, ‘Private sector’, and ‘Other academic disciplines’. The ranking distribution is depicted in Fig. 2 .

Ranking importance (‘Very high’, ‘High’, ‘Medium’, ‘Low’, ‘Very low’) distribution of ‘Academic partnerships/collaborations’.

Collaboration with the ‘Food industry’ was ranked the highest, while the collaboration with ‘Other academic programs’ was ranked lower. Furthermore, the top two rankings (‘Very high’ and ‘High’) were ‘Food industry’ (53%), ‘Nutrition’ (38%), ‘Government’ (36%), ‘Private institutes (35%) and ‘Other academic programs’ (33%).

Collaboration with the nutrition sector was highly ranked. This demonstrates that the panel considered collaboration between FST&E and nutrition highly important and is a direction that these domains should consider closely. The need to enhance and probably integrate or converge nutrition sciences and FST&E is underscored due to the lack of present collaboration and the growing consumers’ awareness of H&W and food processing.

The role of the food industry as a key player in academic partnership and collaboration should be considered, particularly due to the negative aspects suggested by the NOVA ultra-food processes food classification. For instance, “ By design, these products are highly palatable, cheap, ubiquitous, and contain preservatives that offer a long shelf life. These features, combined with aggressive industry marketing strategies, contribute to excessive consumption and make these products highly profitable for the food, beverage, and restaurant industry sectors that are dominant actors in the global food system ” 32 . This study demonstrates that the food industry plays significant positive roles in both collaboration and partnerships. It also plays a key part in internships described below (Section “Internships”).

Topics importance to FST&E

The importance of 11 topics for FST&E was assessed as listed in Table 3 .

The data exposed 5 top important topics to FST&E. The topic of highest interest was ‘Sustainability, circular economy, and food waste management,’ followed by ‘Innovation/open innovation’ and ‘New product development’ (no statistically significant difference between these topics), ‘Consumer perception & trust’ and ‘Nutrition sciences’ that were statistically different from the first two topics (one-way ANOVA with post-hoc LSD test, p  <0.05), respectively. Worth noting the significant differences between FSTs and FEs in ‘Sustainability, circular economy, and food waste management’, ‘New product development’, ‘Consumer perception & trust’, and ‘Nutrition Sciences’, where FSTs significantly assigned higher importance to these topics in comparison with FEs. However, no significant difference was found for ‘Innovation/open innovation’.

‘Artificial Intelligence, machine learning’ was only ordered as #9 based on the Likert-type scores averages, and FEs considered it significantly higher than FSTs. It is safe to predict that the importance of AI will increase in the coming years once more and more applications and utilizations will emerge. Suffice to consider recent applications and the global AI market size growth from $65.48 billion in 2020, projected to reach $1581.70 billion by 2030, growing at a CAGR of 38.0% from 2021 to 2030 ( https://www.alliedmarketresearch.com/artificial-intelligence-market ).

Importance to FST&E curricula to meet future challenges and learning opportunities

The importance of the curricula in meeting FST&E future challenges and learning opportunities (in descending order) is highlighted in Table 4 .

Table 4 shows five topics were considered to be of ‘Very high’ to ‘High’ importance: ‘Research project(s)’ (4.34), ‘Apprenticeships (e.g., industrial training)’ (4.28), ‘Adaptability (e.g., adjusting to change in real-time, managing biases, overcome challenges)’ (4.22), ‘Revision current programs’ (4.16), and ‘Employability’ (4.13). The other topics received lower scores.

The significant difference between FSTs and FEs on ‘Research project(s)’, ‘Enhanced integration with nutrition’, and ‘Soft (life) skills’ is worth noting. On these topics, except for ‘Enhanced integration with nutrition’, FSTs scores were significantly higher when compared with FEs. The ´Enhanced integration with nutrition´ by both FSTs and FEs was ‘High’ (4.00) and above, projecting the absolute need for FST&E to enhance its collaboration with nutrition, mainly due to the high importance of H&W and its significant role.

Adaptability is the potential to adjust and learn new skills in response to changing factors, conditions, cultures, and environments. It is a soft skill that both colleagues and superiors highly value. In the ever-changing needs and progress, businesses and employees must adapt quickly to unforeseen dynamic circumstances, innovation, and disruption. Adaptability means being flexible, innovative, open, and resilient, particularly under unforeseen conditions. Some key elements of being adaptable are confident but open to criticism, focusing on solutions rather than problems, collaborating with others, and learning from them ( https://www.walkme.com/glossary/adaptability/ ). For instance, the a daptability of FST developments implies a capacity to continuously change and improve its operations and food quality output in time and space 33 . This explains the #3 place the panel considered adaptability.

The panel perceived both ‘Revision of current programs’ and ‘Employability’ as high priority (#4 and #5, average of 4.16 and 4.13, respectively). These assessments should be considered carefully by academic programs in order to adapt to the fast changes driven by innovation, disruption, and digital progress.

‘Enhanced integration with nutrition’ came in #6. However, FSTs and FEs indicated this topic is highly important (average of 4.00 and 4.21, respectively). Hence, FST&E education programs should seek avenues to enhance integration with nutrition science. Possible collaborations should consider joint research programs and other partnerships and alliances.

‘Business-related activities (e.g., creation, network, partnerships, collaboration)’ and ‘Soft (life) skills’ were #7–8. Nevertheless, their Likert-type average values were close to ‘High’. Hybrid teaching was perceived as the last (3.78). Apparently, this type of education is not very appealing. Yet, this should be reassessed after the Covid-19 pandemic has passed.

Engineering education is also experiencing dramatic changes. The traditional teaching model, where students are passive in the lecture room, gives way to more active, student-centered, and participatory approaches. Different modern education and learning techniques, such as blended and flip-classroom, active learning, use of technology in teaching, universal design, and student-centered education approach, among others, were previously reported 9 . Hence, it is expected that Hybrid teaching and other advanced methods, including AI, will flourish soon and will become the norm.

Internships

The importance of internship to FST&E students was evaluated considering 5 possibilities: ‘Academic internship,’ ‘Food industry internship,’ ‘Start-up/FoodTech company internship,’ ‘Other domains/industries,’ and ‘Internship in other countries.’ The data are depicted in Fig. 3 .

Likert-type averages (1–5 scale) and one side (-) SD of internships importance for FST&E (values with different small letters indicate significant differences between groups; one-way ANOVA with post-hoc LSD test, p  < 0.05).

The internship was categorized into three statistically different groups (one-way ANOVA with post-hoc LSD test, p  < 0.05). The first group was internships in ‘Food Industry’ (4.60), followed by the second group: ‘Start-ups/Food Tech’ (4.04), ‘Other countries’ (3.98), and ‘Academia’ (3.96), and the third group ‘Others domains/industries’ (3.46). Comparing the difference between FSTs and FEs, respondents showed a significant difference (one-way ANOVA with post-hoc LSD test, p  < 0.05) for internships in ‘Food Industry’ (4.65 and 4.52), ‘Start-ups/Food Tech’ (4.11 and 3.89) and ‘Other domains/industries’ (3.46 and 3.26), respectively. It is not surprising that FSTs have consistently assigned higher values to internships, probably due to the possibility that they are more complimentary to hands-on experiences.

Bridging the academia-industry gap in the food sector through collaborative courses and internships was recently studied. More than fifteen years of university extension diplomas in food technology Diplomas demonstrated how collaborative courses strengthen academia-industry bonds, and employability was boosted thanks to internships and the network created 22 . Internships could support students in developing their identity, which is achieved by close contact with their future working tasks 34 , enhancing familiarity with and nearness to their future profession 35 and industry-based projects and governance 36 . Also, student projects in collaboration with the industry make the students face a reality 37 . In light of these benefits, it is clear why the internship in the food industry received such a high Likert-type average. This very high importance given by the panel to industry internships coincides with their ranking, as aforementioned in the previous section, highlighting the core role of the food industry in students’ education.

Professional organization impact on FST&E education

The impact of professional organizations on food science/food technology/food engineering education, as well as strategy and vision data, are depicted in Fig. 4 .

Likert-type averages (1–5 scale) and one side (-) SD of organization/vision impact on FST&E education (values with different letters indicated significant differences between groups; one-way ANOVA with post-hoc LSD test, p  < 0.05).

Data analysis ( t -test) of the impact of the various organizations or vision and strategy on education revealed that the statistically highest Likert-type average scores (one-way ANOVA with post-hoc LSD test, p  < 0.05) were given to the ‘Food industry’ (3.86). ‘IFT (Institute of Food Technologists)’ was in the 2nd statistical group (3.70), followed by the 3rd statistical group that included ‘IUFoST (International Union of Food Science & Technology)’ (3.49), ‘Vision, strategy & leadership of the university’ (3.49), ‘IFST (Institute of Food Science+Technology)’ (3.44), and ‘Government, public interest & support’ (3.42). ‘EFFoST (The European Federation of Food Science and Technology)’ (3.40) was between the 3rd and the 4th group that included ‘ISEKI-Food (European Association for Integrating Food Science and Engineering Into the Food Chain),’(3.27). ‘SoFE (Society of Food Engineering)’ (2.96) was the next statistical group, and the last 6th group was ‘Others’ (2.65).

It is quite surprising that the food industry obtained such a high perceived impact on education, especially because the number of respondents in the panel affiliated with academic and educational institutes was high (69.6%). This could be explained by the fact that most curricula are designed to align with the industrial requirement and/or the need to provide students with the essential tools for the food industry. As no in-depth interviews were conducted, these findings warrant additional consideration.

IFT was in second place, significantly affecting FST&E education. In light of the quite low number of respondents from North America and Canada (13.1%), this finding clearly projects the significant role IFT has in impacting global education and proliferation. The 3rd group included IUFoST, IFST (international and mainly UK organizations, respectively), ‘Vision, strategy & leadership of the university’ and ‘Government, public interest & support´. These different groups and elements were perceived as very important and apparently have a significant role in contributing to the education program. EFFoST was categorized between the 3rd and 4th groups, including ISEKI-Food (3.27). These organizations were perceived as lower compared with the previous organizations. SoFE was classified only in the 5th significantly different group. As SoFE appeals mainly to FEs, many panelists were probably unfamiliar with its activities.

Education impact on professional expectations

The impact of the respondents’ education curricula on their professional success, satisfaction, and meeting expectations data is depicted in Fig. 5 .

Likert-type averages (1–5 scale) and one side (-) SD of ‘Success’, ‘Satisfaction’, and ‘Meeting expectations’ (values with different letters indicated significant differences between groups; one-way ANOVA with post-hoc LSD test, p  < 0.05).

Education curricula showed two different statistical (one-way ANOVA with post-hoc LSD test, p  < 0.05) groups. The first group included ‘Success’ (4.03) and ‘Satisfaction’ (3.95). The second statistical group that was quite lower evaluated was ‘Meeting expectations’ (3.76). This finding could open new avenues for education institutes to conduct in-depth assessments of their alumni and graduates, focusing on improving their performances in order to better meet their graduates’ future expectations. This study also provides insights into new education and learning opportunities and new topics to be included in future curricula.

When comparing FSTs with FEs, it was quite surprising that FSTs consistently rated all three attributes lower than FEs. In two cases, these differences were even significant: ‘Success’ (4.07 vs. 4.15, one-way ANOVA with post-hoc LSD test, p  < 0.05), ‘Satisfaction’ (3.96 vs. 4.06), and ‘Meeting expectation’ (3.78 vs. 3.83, one-way ANOVA with post-hoc LSD test, p  < 0.05). This lower assessment by FSTs highlights that the potential for curriculum improvements is high, and an in-depth evaluation should open new avenues for significant improvements.

In conclusion, these main points are highlighted:

Seven topics affecting the future of the profession domain curricula were evaluated between ‘High’ to ‘Very high’. The highest scores were found for: ‘Critical thinking’, followed by ‘Problem-solving projects,’ ‘Teamwork/collaboration’, ‘Innovation/Open innovation’, and ‘Multidisciplinary’.

The importance of Academic partnership/collaboration showed that ‘Food industry’, and ‘Nutrition’ were ranked the highest.

Significant positive roles of the food industry in collaboration and partnerships with the FST&E domain were demonstrated. Significant findings were also related to internships, education, strategy, and vision effects of the food industry.

Collaboration between FST&E and nutrition sciences indicated its high importance. Integrating or converging nutrition science and FST&E is emphasized based on the lack of actual present collaborations.

Assessing the education curricula contribution showed two statistical groups. The first group included ‘Success’ and ‘Satisfaction’. ‘Meeting expectations’ was the second. New avenues to better meet future graduates’ and students’ expectations were identified.

Insights into novel education and learning opportunities and new topics to be included in future curricula have been identified.

The approach employed encompassed a structured questionnaire, adopting a methodology akin to the one described earlier 12 , 15 . The questionnaire is provided in the Supplementary information data file. The online questionnaire survey utilized the Qualtrics© software ( https://www.qualtrics.com/ ) and targeted global professionals (including students) across the food sector and nutrition. The key questions were formulated to capture the perspectives on professional values held by individuals in the studied fields. The initial questionnaire was pretested (these data were not utilized in the final analysis) using a pilot sample ( n  = 12) of selected food practitioners from academia and the food industry. This panel was selected based on previous personal and professional interactions. The pilot was employed to ensure the questionnaire’s consistency and to seek suggestions on additional topics that should be incorporated into the revised survey.

The link of the webpage of the questionnaire was distributed by e-mails of numerous organizations (e.g., IUFoST, ISEKI-Food Association, SoFE, IFT) and food practitioners globally. The survey was conducted in English, avoiding any possible language ambiguities. It was completely anonymous and was open from the end of May until the end of July 2022. Both mobile and computerized feedback was offered.

A 5-point Likert-type scale 26 was applied and consisted of 1 (‘Very low’), 2 (‘Low’), 3 (‘Medium’), 4 (‘High’), and 5 (‘Very high’). For comparisons, the Likert-type scale assessments were transformed into a calculated average. The Likert-type scale is widely employed as a fundamental and commonly utilized psychometric instrument in educational and social sciences research, marketing research, customer satisfaction studies, opinion surveys, and numerous other fields. One topic included ranking (from 1 to 5; each rank could appear only once).

Apart from the professional questions, the survey included demographic information such as gender, age group, location where the most advanced degree was obtained, or current place for study according to the following geographic categories: Western Europe, Eastern Europe, UK, North America including Canada, Mexico, South America, Asia/Middle East, China, Far East (excluding China), Oceania (Australia, New Zealand), and Africa. The questionnaire ended with an open-ended question asking for the interview’s possible suggestions for curriculum improvements. The data were analyzed using Microsoft Excel© spreadsheet (Redmont, Washington), JASP software (ver. 0.16.4, https://jasp-stats.org/ ), and IBM SPSS Statistics for Windows (version 28; IBM Corp., Armonk, New York). For significant differences ( p  < 0.05) among groups, one-way ANOVA with a post-hoc least significant difference (LSD) test was performed. A two-sided t -test was utilized to identify significant differences ( p  < 0.05) between the averages of the two groups.

The survey was written according to the authorization from the Committee for the Use of Human Subjects in Research through The Robert H. Smith Faculty of Agriculture, Food and Environment of The Hebrew University of Jerusalem (file: AGHS/01.15) as outlined previously 12 . Before starting the study, the participants were informed that the responses were completely anonymous. Also, before starting the questionnaire, the consent of the participants was requested, and only those who agreed were able to start the study.

Reporting summary

Further information on research design is available in the Nature Research Reporting Summary linked to this article.

Data availability

The dataset obtained and analyzed during the current study is available from Prof. Eli Cohen upon request.

Change history

13 february 2024.

A Correction to this paper has been published: https://doi.org/10.1038/s41538-024-00256-z

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Acknowledgements

The authors would like to thank the contribution of IUFoST (International Union of Food Science & Technology), mainly to WG 1.2 ‘Emerging Issues, Key Focus Areas´ working group members, for pretesting, distributing, and spreading the survey. The author, C.L.M. Silva, would like to acknowledge the support by National Funds from FCT - Fundação para a Ciência e a Tecnologia through project UIDB/50016/2020.

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C. L. M. Silva

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Contributions

I.S.S., C.L.M.S., and E.C. conceived and developed the questionnaire. E.C. data curation. E.C. and I.S.S. performed the validation and formal statistical analysis. I.S.S. and E.C. conducted the investigation and wrote the paper. C.L.M.S. provided expertize, feedback, and paper revision–supervision and project administration by I.S.S.

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Correspondence to I. S. Saguy .

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Saguy, I.S., Silva, C.L.M. & Cohen, E. Emerging challenges and opportunities in innovating food science technology and engineering education. npj Sci Food 8 , 5 (2024). https://doi.org/10.1038/s41538-023-00243-w

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Chocolate glaze is a large-tonnage component of various branches of food technology, which also performs important technological tasks, namely: helps to slow down oxidation processes; improving emulsifying and dispersing properties; prevents hardening of certain types of products; prevents the ingress of moisture, which increases the shelf life of the confectionery, etc. At the first stage, the main problems of production of the confectionery industry are determined - they require a scientific justification for the choice of competitive components of production technology, taking into account quality-cost indicators. Next, for the specified parameters of the production technology determine the components of the formulation of chocolate glazes. As an example, the results of studies of selected technological parameters of some compositions of chocolate glazes, a comparative analysis of their effectiveness on the rheological properties of compositions based on cocoa butter: alternative surfactants – standard lecithin – alternative surfactants - monoglycerides and a mixture of mono-, di- and triglycerides from palm oil by glycerolysis in the presence of an alkaline catalyst. Analysis of the system of results and calculation equations allowed to offer recommendations for the intensification of production processes: effectively reduces the viscosity of compositions based on cocoa butter, which, in turn, makes it possible to use them for partial replacement of lecithin in the manufacture of confectionery.

Development of Encapsulation Strategies and Composite Edible Films to Maintain Lactoferrin Bioactivity: A Review

Lactoferrin (LF) is a whey protein with various and valuable biological activities. For this reason, LF has been used as a supplement in formula milk and functional products. However, it must be considered that the properties of LF can be affected by technological treatments and gastrointestinal conditions. In this article, we have revised the literature published on the research done during the last decades on the development of various technologies, such as encapsulation or composite materials, to protect LF and avoid its degradation. Multiple compounds can be used to conduct this protective function, such as proteins, including those from milk, or polysaccharides, like alginate or chitosan. Furthermore, LF can be used as a component in complexes, nanoparticles, hydrogels and emulsions, to encapsulate, protect and deliver other bioactive compounds, such as essential oils or probiotics. Additionally, LF can be part of systems to deliver drugs or to apply certain therapies to target cells expressing LF receptors. These systems also allow improving the detection of gliomas and have also been used for treating some pathologies, such as different types of tumours. Finally, the application of LF in edible and active films can be effective against some contaminants and limit the increase of the natural microbiota present in meat, for example, becoming one of the most interesting research topics in food technology.

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Food Science and Technology

Food science and technology research papers/topics, nutritional composition and sensory evaluation of biscuits fortified with sorghum (sorghum bicolor) and cricket powder (acheta domesticus) for improved food security.

Abstract/Overview This study aimed at generating knowledge on the nutritional composition and sensory evaluation of biscuits fortified with sorghum flour and cricket powder. Four biscuits samples were formulated by substituting wheat flour with sorghum flour and cricket powder at 0, 20, 40, and 60%. The results showed that, the fortification improved some nutrient contents of biscuits significantly (p

Socioeconomic Factors Influencing the Consumption Of Lake Flies Within The Lake Victoria Region

Abstract/Overview The motivation of consuming edible insects, particularly lake flies, has the potential of improving the problem that results from the inability to sustainably meet the rising demand for animal-based protein as a result of increased population growth and urbanization. The aim of this study was to identify the selected socio-economic factors influencing consumption of lake flies and how they individually and collectively affect the consumption. A sample size of 385 respond...

Technical Efficiency of Cricket (A. domesticus and G.bimaculatus) Production: A Cobb-Douglas Stochastic Frontier Approach

Abstract/Overview Technical efficiency measures the effectiveness of an enterprise given the available resources at disposal and how well it transforms these resources to get maximum output. This study therefore investigated the technical efficiency of cricket, A. domesticus and G. bimaculatus, production at JOOUST cricket farm using parametric approach. Stochastic frontier analysis was used to analyze the data collected from the farm between 2015-2017. Maximum likelihood estimates result...

A Comparative Analysis of Rural Household Food Security in the High Rainfall Zone of Murang’a, Semi– Arid Lands of Kitui and Arid Lands of Isiolo in Kenya

Abstract/Overview Food security is a major global concern. It has insidious effects on the health and development of young children and consequently, adults. The paper assesses the food security status and its key determinants for the rural households of the high rainfall zone (HRZ) of Murang’a, semi–arid lands (SALs) of Kitui and arid lands (ALs) of Isiolo in Kenya. A three stage sampling technique was used for respondents (384) selection. Data collected were: demographics, livelihoo...

A COMPARATIVE STUDY OF THE NUTRITIONAL QUALITY OF FRESHLY EXTRACTED JUICES FROM ORGANIC VERSUS CONVENTIONAL ORANGE AND APPLE FRUITS

ABSTRACT Freshly extracted juices obtained from organically and conventionally produced orange and apple fruits were assayed in terms of their nutritional quality. Parameters used in the assessment were total soluble sugars, ascorbic acid content, folic acid concentration, acidity, glucose, fructose, maltose and sucrose contents, as well as the concentrations of sodium, potassium, calcium, iron, zinc and copper. Total and individual sugars were detected using HPLC while brix concentrations we...

The Significance of Innovation and Technology in Transforming Food Security in East Africa

Abstract: One of the major global concerns historically and in the twenty-first century is providing sufficient, safe and nutritious food to all people. New, existing and emerging technologies can help address the issue of food security in the East Africa region. This research examines the significance of innovation and technology in transforming the food systems in East Africa. Achieving hunger and improved food systems by 2030 according to the new sustainable development goals, will requir...

PHYSICOCHEMICAL CHARACTERIZATION ANTIOXIDANT AND ANTIMICROBIAL ACTIVITIES OF PUMPKIN (Cucurbita pepo sp.) SEED AND FRUIT PULP OILS

Abstract: The consumption of pumpkin seeds in oil form or roasted pumpkin seeds has been is proved to exhibit several positive health effects. The aim of the present study was to examine the physicochemical properties, antioxidant and antimicrobial activities of pumpkin (Cucurbit sp.) Seed and pulp oils. The oil extraction was done in Soxhlet apparatus using hexane as a solvent. Then, physicochemical properties of the oil extracts were determined based on determination of oil content, specif...

SHELF-LIFE AND RHEOLOGICAL PROPERTIES OF COTTAGE CHEESE MADE FROM CAMEL MILK

Abstract: This study was aimed to investigate the shelf-life and rheological properties of cottage cheese made from camel milk as physicochemical properties, microbial counts and texture. The experiment was laid out in completely randomized design (CRD) with eight treatments. The general chemical composition of milk including fat, solids-not-fat (SNF), protein, total solid, casein and lactose were determined using MilkoScan. Cheeses were made in the dairy technology laboratory of Haramaya Un...

BIOSYNTHESIS OF CITRIC ACID FROM AVOCADO (Persea americana) FRUIT PEELS USING Aspergillus niger

Abstract: Due to its extensive use in the food and pharmaceutical industries, citric acid is an essential organic acid that is in high demand around the world. To meet this increasing demand, an effort has been made to use inexpensive agro-industrial waste products as carbohydrate sources for the production of citric acid using Aspergillus niger. Therefore, the present study was performed to produce citric acid from avocado (Persea americana) peels as a novel substrate through solid state fe...

ASSESSING PARTICIPATION IN AND IMPACTS OF ADAPTATION PRACTICE TO CLIMATE CHANGE: IMPLICATION FOR FOOD SECURITY IN MISHA DISTRICT OF HADIYA ZONE, SOUTHERN ETHIOPIA

Abstract: Climate change has serious consequences for food production of smallholder farmers in poor countries including Ethiopia. Farmers exercise various adaptation strategies to counter the negative impacts of climate change, but the level of participation and impact of adoption of adaptation practices against climate change on food security has not been the focus of scientific studies. Therefore, the obj ective of this study was to assess farmers’ participation in climate change adapta...

COAGULATION AND PREPARATION OF SOFT UNRIPENED CHEESE FROM CAMEL MILK USING CAMEL CHYMOSIN (CHY-MAX® M)

Abstract: The present study was carried out at Haramaya University dairy laboratory with the intention of investigating (1) the effect of camel chymosin on milk coagulation properties of camel milk and (2) the effect of camel chymosin and cooking on soft unripened cheese characteristics. Two experiments were conducted. The first experiment was on milk coagulation with completely randomized design (CRD) and different chymosin concentrations (40, 70 and 100 IMCU/L) were tested for gelation tim...

EFFECT OF HEAT TREATMENT ON PROPERTIES OF PROTEIN AND RENNETABILITY OF CAMEL MILK

Abstract: The current study was conducted at Haramaya University Dairy laboratory with the main objective of investigating how heat treatment affects whey proteins and rennetability property of camel milk for cheese making. Completely randomized design (CRD)was used by evaluating effect temperature (heated at 400C,650C/30min,720C/30 sec, 750C/5 min, 850C/5 min and 900C/5 min).Unheated milk used for alternative reference during chemical and whey protein denaturation evaluation. Similar experi...

HYGIENIC PRODUCTION PRACTICES, MICROBIAL QUALITY AND MARKETING OF COW’S MILK IN CHEHA DISTRICT OF GURAGE ZONE, SOUTHERN ETHIOPIA

Abstract: The objective of the study was to assess hygienic production practices, microbial quality and marketing of raw cows’ milk and milk products. The study was conducted on survey work and laboratory analysis. The survey works involved interview of 180 smallholder milk producers from two agro ecologies in the district while 40 milk samples were collected in the morning from milk producers, small shops, cafes and consumers for laboratory analysis. Majority of the respondents (96.7%) di...

EFFECT OF DIFFERENT PROCESSING METHODS ON ANTI-NUTRITIONAL CONTENT OF FINGER MILLET (Eleusine coracana) GRAIN AND ITS REPLACEMENT VALUE FOR MAIZE IN BROILER AND LAYER DIETS

Abstract: This dissertation was composed of four experiments. In the first experiment, effects of different processing methods(roasting, boiling and germination) on proximate composition, some mineral and antinutrient contents of finger millet was evaluated. In the second and third experiments, the replacement effect of roasted finger millet grain for maize in starter and finisher broiler diets on feed intake, body weight, blood hematology, carcass parameters and meat chemical composition we...

DESCRIPTIVE SENSORY QUALITIES AND PHYSICOCHEMICAL PROPERTIES OF YOGHURT MADE USING DIFFERENT COMMERCIAL STARTER CULTURE FROM BOVINE MILK

Abstract: Sensory quality and physicochemical properties are very important to determine yoghurt quality. Sensory attributes of yoghurt can be affected by starter cultures and pasteurization temperature in yoghurt manufacturing process. This study was aimed to investigate effect of three commercial starter cultures namely YoFlex Mild 1.0 and YF-L904 (thermophilic yoghurt cultures containing strains of Lactobacillus delbrueckii subsp. bulgaricus and Streptococcus thermophiles) and RST-743(Lac...

Food Science and Technology is a field of integrated study of basic sciences, Microbiology, Biochemistry, Nutrition, Biotechnology, Engineering Technology. Food Science and Technology deals with studying food compositions as well as looking for ways to refine them. Food scientists and technologists are versatile, interdisciplinary, and collaborative practitioners in a profession at the crossroads of scientific and technological developments. Find Food Science and Technology thesis, project topics, seminars, research papers, essays, study notes, exam questions and academic materials.

Popular Papers/Topics

Microbial examination of spoilt avocado fruit, additives and preservatives used in food processing and preservation and their health implication, food posioning, it’s causes, effect and control, the effect of food packaging material on the environment, margarine production using oil blends from palm kernel, coconut and melon, use of composite flour blends for biscuit making (peanut/cassava flour), chemical and sensory evaluation of peanut butter, the status of processing and preservation of cereals in nigeria, production and quality evaluation of cookies from cocoyam and plantain, production of vitamin a from carrot, production and acceptability studies of malted sorghum (sorghum bicolor) biscuit, students’ industrial work experience scheme (siwes) fde 400 undertaken at nigerian bottling company (nbc), economic assessment of some methods adopted in yoghurt production, the role of packaging in food processing, a thesis on chemical composition, functional properties, sensory evaluation and glycemic index of biscuits produced from flour blends of unripe plantain, soybeans and carrot.

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• Crack expansion dynamics of freeze-dried soybean curd during rehydration Mai Hirakawa, Hideaki Teshima, Tatsuya Ikuta, Koji Takahashi
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Effect of Different Cooking Methods on the True Retention of Vitamins, Minerals, and Bioactive Compounds in Shiitake Mushrooms ( Lentinula edodes )

Released on J-STAGE: March 01, 2019 | Volume 25 Issue 1 Pages 115-122

Kyeongmin Lee, Hana Lee, Youngmin Choi, Younghwa Kim, Heon Sang Jeong, Junsoo Lee

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Differences in Biological Response Modifier-like Activities According to the Strain and Maturity of Bananas

Released on J-STAGE: August 06, 2009 | Volume 15 Issue 3 Pages 275-282

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Microbial, Physicochemical, and Sensory Quality Evaluations of Salted Herring ( Sardinella fimbriata ) Subjected to Different Drying Processes

Released on J-STAGE: September 10, 2015 | Volume 21 Issue 2 Pages 213-221

Alonzo A. Gabriel, Alexie S. Alano-Budiao

Nutritional Values and Functional Properties of House Cricket ( Acheta domesticus ) and Field Cricket ( Gryllus bimaculatus )

Released on J-STAGE: September 26, 2019 | Volume 25 Issue 4 Pages 597-605

Natteewan Udomsil, Sumeth Imsoonthornruksa, Chotika Gosalawit, Mariena Ketudat-Cairns

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Undergraduate Research

There are excellent opportunities for undergraduate research at SDSU and Dairy and Food Science students are encouraged to participate. Students work with Dairy and Food Science research faculty to develop research programs and complete their projects. Students may engage in undergraduate research via enrollment in courses such as DS (or FS) 492, Special Topics; DS (or FS) 491, Special Problems; or DS (or FS) 498, Undergraduate Research/Scholarship in conjunction with Dairy and Food Science faculty. Opportunities are also available to present and publish and present successful, quality research work. Presentations may be on campus or at national conferences and publications may be submitted to the SDSU Journal of Undergraduate Research or to national journals.

Dairy and Food Science Undergraduate Research Activities

Hannah Cooper , 2023 (Major Microbiology, Junior). ‘Project Title: Comparing Listeria innocua biofilm formation on food contact (stainless steel) and non-food contact (poured concrete floor) surfaces. Funding:  MDFRC on going project. Mentor : Dr. Sanjeev Anand

Elise Zellers , 2022 (Microbiology, Senior, SDSU Natural Sciences). ‘Project Title: Antimicrobial molecules of bacterial origin’. Funding:  MDFRC on going project. Mentor : Dr. Sanjeev Anand

Wyatt Seagren , 2022 (Human Biology, Sophomore, SDSU). ‘Project Title: Culturing and identification of Listeria and evaluating its biofilm forming potential on dairy floors.’ Funding: Summer training program in precision livestock production, USDA, REEU undergraduate training program. Mentors : Dr. Sanjeev Anand, Dr. Jose Gonzalez

Nolan Lee , 2022 (Community Public Health, EHS, SDSU). ‘Project Title:  Influence of a typical CIP protocol on surface roughness of gaskets and biofilm formation’. Funding:  MDFRC research grant. Mentor : Dr. Sanjeev Anand

Jacoby Theodore , 2021 (Dairy Manufacturing, SDSU). ‘Influence of microbial contaminants on whey protein quality.’ Funding : MDFRC ongoing research grant. Mentor : Dr. Sanjeev Anand

Allison Haltli , 2020 (Biology, SDSU). ‘Comparing Listeria species to form biofilms on different dairy floor types’. Funding : MDFRC ongoing research grant. Mentor : Dr. Sanjeev Anand

Taylor Gilmore , 2020 (Dairy Production, SDSU). ‘Developing a novel whipped cream formulation containing WPH hydrolysate-encapsulated probiotics’. Funding : MDFRC ongoing research grant. Mentor : Dr. Sanjeev Anand

Karl James Vallin , 2020 (Food Science, SDSU). ‘Porous starches as carriers of bioactive compounds’. Funding : Orville and Enolia Bentley Undergraduate Research. Mentor : Dr. Srinivas Janaswamy

Dani Rinehart , 2019, (BS Animal Science/ Biotechnology, Oklahoma State University, Still Water), ‘Genomic forensics for improving food safety.’ Funding : Summer training program in precision livestock production, USDA, REEU undergraduate training program. Mentor : Dr. Sanjeev Anand and Dr. Joy Scaria

Maggie Becher,  2018. 'Studying injured cell recovery.' Funding : MDFRC ongoing research grant. Mentor : Dr. Sanjeev Anand

Belma Husic , 2018. ‘Hydrodynamic Cavitation for High Heat Resistant Spore (HHRS) Control in Dairy Industry’. Capstone research project to complete the requirements of Human Biology/ Pre-Medicine major. Funding : DMI ongoing research grant and $1,000 for the Capstone Research from Bio Micro.  Mentor : Dr. Sanjeev Anand

Jene Martin , 2018, (Microbiology Major, University of California, San Diego), ‘Genomic forensics for improving food safety.’ Funding : Summer training program in precision livestock production, USDA, REEU undergraduate training program. Mentor : Dr. Sanjeev Anand and Dr. Joy Scaria

Marie Zander,  2018. ‘Standardizing a nonthermal process for controlling spore formers' Funding : DMI ongoing research grant. To meet the requirements of Honors College Independent Study. J. F. Nelson Award 2018 for undergraduate research ($2,500). Mentor : Dr. Sanjeev Anand

Maggie Becher,  2018. 'Conducting risk assessment study for  Staphylococcus aureus  in dairy products.' Funding : MDFRC ongoing research grant plus Schreiber Foods ($1,650). To meet the requirements of Honors College Independent Study. J. F. Nelson Award for undergraduate research ($2,500). Mentor : Dr. Sanjeev Anand

Alexandra Preszler , 2018, (Dairy Production and Animal Science, SDSU). 'Effects of carbohydrate by-products on in vitro rumen fermentation and gas production." Funding :  Undergraduate Research Engagement Award from the SDSU College of Agricultural, Food, and Environmental Sciences, $2,000. Mentor : Dr. Jill Anderson

Mikayla Johnson , 2018, (Animal Science, Tuskegee University). 'Effect of different fatty acids on in vitro rumen dry matter degradation and fermentation.'   Funding : Summer training program in precision livestock production, USDA, REEU undergraduate training program.  Mentor : Dr. Jill Anderson

Kelli Choudek , 2018  (Animal Science, SDSU). 'Evaluation of rumen fermentation and digestibility of Brassica Carinata meal compared with other biofuel industry co-product meals commonly used as dairy cattle feedstuffs'. Funding : North Central Regional Sun Grant Center Undergraduate Research Award, $5,000 Mentor : Dr. Jill Anderson

Katherine Lake . 2017, The effects of mixing bowl geometry and mixer types on bread loaf volume and crumb structure using a C-Cell Imaging System Funding : Griffith Undergraduate Research Award, $3,000 with additional $1,000 leveraged from Biology/Microbiology Capstone program Mentor : Dr. Padmanaban Krishnan Derek James Tramp . 2017, Rheology and composition of oat-based flour for production of healthy oat-based foods from South Dakota Agriculture Funding : Orville and Enolia Bentley Undergraduate Research Award, $3,000 with additional $1,000 leveraged from Biology/Microbiology Capstone program Mentor : Dr. Padmanaban Krishnan Joshua von Winckelmann-Belrose , 2017, ‘Hydrocolloids-based nutraceutical carriers’ Funding : Start up grant Mentor : Dr. Srinivas Janaswamy Uday Mishra , 2017, ‘Improving Water Quality to Sustain Agricultural Ecosystems through Novel use of Biopolymers’ Funding : Research/Scholarship Support Fund 2017 Mentor : Dr. Srinivas Janaswamy

April A Johnson , 2017, (Animal, Poultry, and Veterinary Science, Tuskegee University), ‘Genomic forensics for improving food safety.’ Funding : Summer training program in precision livestock production, USDA, REEU undergraduate training program. Mentor : Dr. Sanjeev Anand and Dr. Joy Scaria

Connor Bushman , 2017, ‘An examination of environmental Listeria’s antibiotic resistance and biofilm persistence.’ Funding : $2500 “Meeting the Grand Challenges” Award, Honors College, and NDC ongoing research grant. Mentor : Dr. Sanjeev Anand

Shelby Riddle , 2017, ‘To compare the population change in spore formers and spores during storage of raw and pasteurized milk’ Funding : NDC ongoing research grant. Mentor : Dr. Sanjeev Anand

Kirby Krogstad, 2017,  (Dairy Production, SDSU). 'Evaluation of In situ and In Vitro dry matter and fiber digestibility of dried distiller’s grains with solubles with varying fat content." Funding : Undergraduate Research Engagement Award from the SDSU College of Agricultural and Biological Sciences, $2,000 and POET Nutrition LLC.  Mentor : Dr. Jill Anderson 

Aaliyah Partman , 2017 (Animal Science, University of Maryland). 'Evaluation of rumen dry matter and ether extract degradability of dried distillers grains' Funding: Summer training program in precision livestock production, USDA, REEU undergraduate training program. Mentor : Dr. Jill Anderson and Dr. Derek Brake

Chelsea Schossow , 2016, ‘Evaluation of the potential of solubles syrup from microbially-enhanced soy protein production as a feed supplement for growing dairy heifers.’ Funding : Griffith Undergraduate Research Award of the College of Agriculture and Biological Sciences. Mentor : Dr. Jill Anderson

Kirsten Anderson , 2016, ‘Value enhanced corn co-products in food and nutraceutical applications.’ Funding : Minnesota Corn Growers Association. Mentor : Dr. Padmanaban Krishnan

Logan Johnson , 2016, ‘Microbial changes during various stages of ice cream manufacture and storage.’ Funding : MDFRC ongoing research grant. Mentor : Dr. Sanjeev Anand

Jae Young Sim , 2016, ‘Effect of cavitation on microbial quality of milk.’ Funding : National Dairy Council ongoing research grant. Mentor : Dr. Sanjeev Anand

Margaret Stiles . 2015, 'Effects of water quality on rumen fermentation characteristics and rumen degradation of dry matter and fiber.' Funding : SDSU Agricultural Experiment Station Mentors : Dr. Jill Anderson

Lauren A. Gonzalez , 2015, ‘Influence of environment on Bacillus licheniformis Spore Formation.’ Funding : National Dairy Council ongoing research grant. Mentor : Dr. Sanjeev Anand

Jae Young Sim , 2015, ‘Effect of feeding Lactic acid bacteria as ‘Direct Fed Microbials’ on the microbial quality of raw milk.’ Funding : MDFRC ongoing research grant. Mentors : Drs. Sanjeev Anand, and Dave Casper

Jennifer Casperson , 2014-2015 , ‘Ruminal degradation and intestinal digestibility of microbially-enhanced soybean meal, dried distillers grains, and camelina meal compared to original feeds.’ Funding : Griffith Undergraduate Research Award of the College of Agriculture and Biological Sciences Mentor : Dr. Jill Anderson

Sara Sontag , 2014–2015, ‘Effect of feeding Lactic acid bacteria as ‘Direct Fed Microbials’ on the microbial quality of raw milk.’ Funding : MDFRC ongoing research grant. Mentors : Drs. Sanjeev Anand, and Dave Casper

Melissa Young , 2014, ‘Inactivation of thermoduric spore formers in milk concentrates by ultrasonication.’ Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand

Sarah Ericson , 2014. 'Effect of milk proteins-structure on nutritional benefits in young adults (18-30 years) and seniors aged 60 years+' Funding : Agricultural Experiment Station Mentors : Dr. Hasmukh Patel, Dr. Lacey MacCormack Collaborators : Dr. Bonny Specker and Dr. Matthew Vukovich

Jessica Becker , 2014. 'Effect of milk proteins-structure on nutritional benefits in young adults (18-30 years) and seniors aged 60 years+' Funding : Agricultural Experiment Station Mentors : Dr. Hasmukh Patel, Dr. Lacey MacCormack Collaborators : Dr. Bonny Specker and Dr. Matthew Vukovich

Bobbi Wild , 2014, ‘Ruminal and intestinal degradability of different types of distillers grains.' Funding : Agricultural Experiment Station Mentor : Dr. Jill Anderson

Rachel Achen , 2014, ‘Role of Bacillus in quality of fermented dairy products.’ Funding : Daisy Brand. Mentor : Dr. Ashraf Hassan

Lee Alexander , 2013. 'Protein shake development for future clinical trials: A consumer study' Funding : Agricultural Experiment Station Mentor : Dr. Hasmukh Patel

Megan Huegli , 2013. 'Influence of micellar to nonmicellar protein ratio on protein interactions and rheological properties of yogurt' Funding : Orville and Enolia Bentley Undergraduate-ABS Undergraduate Research Engagement Award. $3000 total, including a $1000 stipend for the student and $2000 for research operating expenses Mentor : Dr. Hasmukh Patel

Taylor Vanderwerf , 2013, ‘Growth performance and total tract digestibility of nutrients of dairy heifers precision-fed diets high in distillers grains with different forage particle size.’ Funding : ABS Engagement Award Mentor : Dr. Jill Anderson

Weina Liu , 2013, ‘Interaction of starter cultures and gas producing thermoduric bacteria to control the blowing or slit defects of Cheddar cheese.’ Funding : Griffiths Undergraduate Research Award. SDSU. $3000 total, including a $1000 stipend for the student and $2000 for research operating expenses. Mentor : Dr. Sanjeev Anand

Brittany Sipp , 2013, ‘Inactivation of thermoduric spore formers and spores in milk concentrates by a combination of ultrasonication and pasteurization.’ Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand Jacob Sobraske , 2013, ‘Incidence of thermoduric spore formers and spores in environmental samples of dairies.’ Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand Giovana Charite , 2013, ‘Incidence and characterization of thermoduric spore formers and spores in nonfat dry milk.’ Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand

Lee Alexander , 2012. 'Effects of ultra-sonication on distribution of proteins in soluble phase and their effects on the functionality of yoghurt' Funding : Agricultural Experiment Station Mentor : Dr. Hasmukh Patel

Allison Sewell , 2012, ‘Screening of thermoduric bacterial cheese isolates for proteolysis, lipolysis, and gas production activities.' Funding: DRI ongoing research grant. Mentor: Dr. Sanjeev Anand

Kaylee King , 2012, 'Comparing biofilms formed under different processing substrates.' Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand

Megan Huegli , 2012-13, 'Role of thermoduric bacteria in split defects found in Swiss cheese.' Undergraduate research project. Funding : ABS Undergraduate Engagement Award. SDSU. $3000 total, including a $1000 stipend for the student and $2000 for research operating expenses. Mentor : Dr. Sanjeev Anand

Eric Flynn , 2012, ‘Spore and sporeforming bacterial counts in raw milk’. Undergraduate research project to meet the requirements of the Honors school. Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand

Megan Huegli , 2012, ‘Survival of sporeformers in whole milk by thermal treatment.’ Undergraduate research project. Funding : DRI ongoing research grant. Mentor : Dr. Sanjeev Anand

Angela Klaers , Spring 2012, 'Hot Chocolate Ice Cream – Scale-up and Consumer trials.' Funding : Agricultural Experiment Station Mentor : Howard Bonnemann

Lee Alexander , 2011-12, 'Innovation in the Dairy Industry: Fluid Milk and Cereal On-The-Go.' Funding : Agricultural Experiment Station Mentor :  Howard Bonnemann

Kara Gutormson , 2010, 'Improving the body, texture and flavor of Orange Sherbet.' Funding : DS 498 Undergraduate research/scholarship and the SDSU Dairy Plant. Mentor : Howard Bonnemann.

Trisha Schuller , 2009, 'Inhibition of light-induced oxidized off flavor in milk.'  Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentors : Dr. Robert Baer and Howard Bonnemann

Kerstyn Ferrel , 2008, 'Microbiological safety of yogurt prepared with artificial sweetener sucralose.' Funding : SD Agricultural Experiment Station. Mentor : Dr. Sanjeev Anand

Derek Griesse , 2007, 'Use of stainless steel electrodes to measure cheese pH.' Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentor : Dr. Robert Baer

Jonah King , 2007, 'Application of exopolysaccharide in process cheese.'  Funding : SD Agricultural Experiment Station, Midwest Dairy Foods Research Center and DS 498- Undergraduate Research/Scholarship. Mentor : Dr. Ashraf Hassan

Richard Derouchey , 2006-2007, 'Production of exopolysaccharides in whey.' Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentor : Dr. Ashraf Hassan

Bekki Wirt , 2006-2007, 'Inhibition of light-induced oxidized off-flavor in milk.' Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentors : Dr. Robert Baer and Howard Bonnemann

Betsy Raasch , 2006, 'Improving functionality of process cheese.' Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentor : Dr. Ashraf Hassan

Richard Derouchey , 2006, 'Determination of the freezing point of milk and evaluation of pinking defect in cheese.' Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentor : Dr. Robert Baer

Laura Kennedy , 2005-2006. 'Improving ice cream body and texture.' Funding : SD Agricultural Experiment Station and DS 498 - Undergraduate Research/Scholarship. Mentor : Drs. Robert Baer and Ashraf Hassan.

Amber Sperlich and Ruth Ann Milbrandt , (Joint Project) 2005. 'Survival of Escherichia coli O157:H7 in set yogurt as influenced by the production of an exopolysaccharide by Streptococcus thermophilus.' Funding : Alfred Laboratory: $2,000. Mentor : Dr. David Henning.

Amber Sperlich , 2004. 'Improving ice cream body and texture by addition of a mineral mixture (a powder high in calcium) to ice cream mix.' Funding : SD Agricultural Experiment Station. Mentor : Dr. Robert Baer.

Shannon Sellner , 2004. 'Evaluation of effects of processing method of soybean meal on ruminal degradability.' Funding : Griffith Undergraduate Research Award of the College of Agriculture and Biological Sciences: $500 cash and $2,000 research funds. Mentor : Dr. Arnold Hippen.

Peter Linke , 2003. 'Various methods of delivery of glycerol to dairy cows.' Funding : Joseph E. Nelson Undergraduate Research Mentorship: $3,000. Mentor : Dr. Arnold Hippen. 

Karissa Nielsen , 2003. 'Investigation of major physical and functional qualities of a Cottage cheese manufactured with the transglutaminase procedure.' Funding : STTAR (Students in Technology Transfer and Research) Program of EPSCoR (Experimental Program to Stimulate Competitive Research) and Dairilean, Inc. Joseph F. Nelson Undergraduate Research Mentorship: $5,000. Mentor : Dr. David Henning. 

Karissa Nielsen , 2003. 'Development of a value-added liquid product from concentrated milks.' Funding : Griffith Undergraduate Research Award of the College of Agriculture and Biological Sciences: $500 cash and $2,000 research funds. Mentor : Dr. David Henning.

Charity Skogrand , 2003. 'Passive transfer of immunity to the newborn calf via three methods of feeding colostrum.' Funding : Griffith Undergraduate Research Award of the College of Agriculture and Biological Sciences: $500 cash and $2,000 research funds. Mentor : Dr. Arnold Hippen.

Ann Harve y, 2002. 'A comparison of methods for on-farm determination of failure of passive transfer of immunoglobulin to dairy calves.'  Funding : Joseph F. Nelson Undergraduate Research Mentorship: $3,500. Mentor : Dr. Arnold Hippen.

Peter Linke , 2001. 'Ruminally protected fructose as a preventative for fatty liver and ketosis.' Funding : EPSCoR. $3,000. Mentor : Dr. Arnold Hippen.

Jennifer Lunde , 2000. 'Effects of lactate, ßHBA, and acetate combined with pH on lymphocyte proliferations.' Funding : Joseph E. Nelson Undergraduate Research Mentorship: $3,500. Mentor : Dr. Arnold Hippen.

Timothy Hesby , 1994. 'Evaluation of a double layer agar tube procedure for the rapid identification of Escherichia coli O157:H7 in food samples.' Funding : Alfred Laboratory: $2,000. Mentor : Dr. David Henning.

Derek Bowen , 1993. 'Levels of certain coliform bacteria and thermonuclease-positive Staphylococcus aureus in retail natural cheeses.' Funding : Alfred Laboratory and MN-SD Dairy Foods Research Center: $10,000. Mentor : Dr. David Henning.

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Greening the food supply chain: Developing sustainable food systems through interdisciplinary collaboration

by University of Connecticut

Sustainability is a hot topic in just about every field that engages with the environment, including agriculture. An interdisciplinary group of researchers in UConn's College of Agriculture, Health and Natural Resources has published a paper outlining the current state of sustainable food production research in the Journal of Agriculture and Food Research .

The group includes Yangchao Luo, associate professor of nutritional sciences; Zhenlei Xiao, associate professor-in-residence of nutritional sciences; and Abhinav Upadhyay, assistant professor of animal science. Bai Qu, Luo's Ph.D. student, is the lead author on the paper.

Sustainable food production focuses on creating food systems that are environmentally sound, economically viable, and socially equitable.

"It focuses on the entire food supply chain, from farm to table, ensuring that each step is sustainable, minimizes waste, and reduces the carbon footprint," Luo says.

The paper outlines the key features of sustainable food production including environmental stewardship , economic vitality, innovation and adaptation, and social responsibility.

The paper also reviews green technologies like urban agriculture , food nanotechnology, and plant-based foods, all of which play a role in reducing the negative impacts of food production.

"This is not a new concept, but I think with the development of emergent technology, a lot of things are going on now, it is very important to revisit this concept," Luo says.

This publication provides a holistic and interdisciplinary perspective on the topic.

"Sustainable food production is a very collaborative topic," Luo says. "You cannot do everything on your own."

Sustainable food production encompasses the concept of a circular economy in which the waste from one process or product can be reused elsewhere.

"People have not cared about the waste generated, the impact to the environment, whether it's sustainable or not," Luo says. "People are pretty much profit driven. Now we have to change the whole concept or else the entire agricultural industry cannot be sustainable."

This paper reflects the College and UConn's broader commitment to sustainability, Luo explains.

"There's many things in the College and at the University, campus-wide, that flow into this area that really inspire me to dive deeper into this topic," Luo says.

Luo, co-chair for CAHNR's committee for sustainable agriculture and food production, is currently working with a group of students to develop an organic poultry feed additive made from microalgae.

"You cannot think about sustainable agriculture from a single discipline," Luo says. "It has to be highly collective and collaborative from all three areas—society, environment, and community health. You have to connect all three angles together."

Provided by University of Connecticut

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