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Viewing: FS 250 : Basics of Food Safety & Quality

Last approved: Fri, 19 Feb 2016 21:34:50 GMT

Last edit: Fri, 19 Feb 2016 21:34:45 GMT

Change Type
FS (Food Science)
250
032264
Dual-Level Course
Cross-listed Course
No
Basics of Food Safety & Quality
Basics Food Safety and Quality
College of Agriculture and Life Sciences
Food Bioprocessing and Nutrition (11FS)
Term Offering
Fall and Spring
Offered Every Year
Spring 2016
Previously taught as Special Topics?
No
 
Course Delivery
Distance Education (DELTA)
Online (Internet)

Grading Method
Letter Grade Only
3
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture3
Course Attribute(s)


If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Clint Stevenson
Assistant Professor and Distance Education Coordinator

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Delivery FormatPer SemesterPer SectionMultiple Sections?Comments
LEC5050NoComments N/A

Is the course required or an elective for a Curriculum?
No
This course examines the programs that maintain food safety and quality in food processing environments. It is based on international standards for food safety prerequisite programs in food manufacturing. Students will learn how to evaluate and manage pre-requisite programs for food safety. Examples include Good Manufacturing Practices (GMPs), Sanitation Standard Operating Procedures (SSOPs), Sanitation Control Procedures, and Preventive Controls.

During the 1990s the Department of Food, Bioprocessing and Nutrition Sciences (FBNS) developed a two-tier distance education food safety certificate program to fulfill the training needs of regional food manufacturers. The HACCP Coordinator Certificate consisted of three courses, as did the Food Safety Managers Certificate. The original intention was to offer this program as a year-round on-demand extension program. However the University failed to provide the infrastructure for this system and therefore the coursework in this certificate program has been taught as for-credit college courses since they were developed. It was determined that each course would be taught as a 3-credit course.


These courses were novel at the time they were developed. The development of the Internet allowed instructors and instructional designers to make significantly better courses than what was previously possible in correspondence education. Course materials were digitally and instantly available to students via the Internet, whereas everything was previously sent through the mail. The Internet allowed instructors to provide rapid or instant feedback to their students. Technologies such as e-mail and Learning Management Systems improved the quality of student-teacher communications. Compared to correspondence education, teaching via the Internet was the way of the future.


By today’s standards, however, most of these courses require significant improvements. When these courses were developed, they consisted of weekly reading assignments, automatically graded quizzes and occasional assignments. There was considerable overlap between them. It is arguable whether these courses are truly worth three credits each. They lack the extensive student-teacher interaction that accreditation bodies in higher education (SACS) have been requiring of online courses in recent years. Student learning outcomes could be significantly improved by developing rich multimedia learning objects to supplement the weekly reading assignments. The ability of students to apply their knowledge could be improved by integrating case studies and student-student interactive activities into these courses. Enhancing these courses will improve student learning outcomes, student course experiences, and increase student enrollment.


Dr. Stevenson has brainstormed how to improve the impacts of his teaching activities by repackaging the coursework in the food safety certification program. This entails combining four of the courses that previously overlapped into the new FS 250 course. Dr. Stevenson plans to develop a “Food Quality Assurance Manager Certification Program” consisting of four different 3-credit courses, which would include FS 250 Basics of Food Safety & Quality. 


The proposed program will significantly increase students career potential. Students will be awarded a university-transcripted certificate on their diplomas upon completing all four courses. Further, each individual course will prepare students to pass specific certification exams accredited by the American Society for Quality and the National Environmental Health Association. Students will not necessarily be required to take these third-party certifications, however they will be instructed of the merit of possessing these credentials. For the FS 250 course, students will be taught with the same modules that Dr. Stevenson's team developed under a contract for the Food and Drug Administration's Manufactured Foods Regulatory Program, which is a the continuing education refresher training requirements for food safety inspectors. 


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

This course will be part of Dr. Clint Stevenson's teaching responsibility. It does not impose the need for any new or additional resources.

The objective of this course is to motivate and train students how to implement pre-requisite programs for food safety and quality in the food industry.


Student Learning Outcomes

1. Explain the Importance of Pre-Requisite Programs in Food Processing


2. Evaluate Pre-Requisite Programs in Food Processing


3. Implement Pre-Requisite Programs in Food Processing


Evaluation MethodWeighting/Points for EachDetails
Quizzes20A total of 15 weekly quizzes
Other40There will be 13 simulated audits of food manufacturing
scenarios
Discussion20A total of 15 weekly discussion forums. Students will be
expected to at least post one original entry and respond to one classmate's post during each discussion session
Exam20Comprehensive Final Exam
TopicTime Devoted to Each TopicActivity
Intro to Pre-Requisite ProgramsWeek 1Intro to foodborne hazards and pre-requisite programs.
• Discussion entries due by Friday
• Quiz due by Wednesday
Construction and Layout of BuildingsWeek 2How to ensure food manufacturing plants and buildings provide food safe processing
environments.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Supplies of water, air, energy and other utilities; supporting services, including waste and sewage disposalWeek 3How to ensure the water, air, energy, waste, and sewage disposal in a food
manufacturing plant ensure food safe processing environments.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Suitability of equipment and its accessibility for cleaning, maintenance and preventive maintenanceWeek 4How to ensure the equipment in food manufacturing is suitable for cleaning, maintenance
and preventive maintenance.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Management of purchased materialsWeek 5How to manage materials to ensure their use does not interfere with food safety.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Measures for prevention of cross contaminationWeek 6How to prevent cross contamination from occurring.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Cleaning and SanitationWeek 7How to clean and sanitize in food manufacturing operations to ensure food safety.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Pest ControlWeek 8How to integrate a pest management plan in food manufacturing operations.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Personnel HygieneWeek 9How to ensure personnel in food manufacturing have sufficient hygiene to prevent food
safety issues.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
ReworkWeek 10How to handle rework in food manufacturing to prevent food adulteration or cross
contamination.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Product Recall ProceduresWeek 11How to implement product recall procedures
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
WarehousingWeek 12How to manage warehouses to ensure products are food safe throughout distribution.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Product information and consumer awarenessWeek 13How to insure consumers are sufficiently informed to protect their health from food safety issues.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Food defense, biovigilance, and bioterrorismWeek 14How to implement a food defense and bioterrorism plan to ensure food safety.
• Discussion entries due by Friday
• Quiz due by Monday
• Simulated audit/inpection activity due by Wednesday
Records and ManagementWeek 15How to implement records and management procedures to ensure effectiveness of prerequisite
programs.
• Discussion entries due by Friday
• Quiz due by Wednesday
Final ExamWeek 16Review session and final exam.
Revised justification and instructional resources statements according to Sarah Ash's suggestions.
sla (Tue, 26 May 2015 13:32:42 GMT): Rollback: Clint, Please edit the section on resources just to say that this course is part of your teaching responsibility. Under the "Student Evaluation Methods" section on CourseLeaf, change "Participation" to "Simulated Inspections and Audits." Also, can you put in the syllabus a very brief description or rubric for how the discussion posts will be graded. That's something that the UCCC usually likes to see. Finally, abbreviated titles are the actual title with words in the same order but with fewer words and no special characters to get to the max 30 spaces allowed. So something like: Basics Food Safety and Quality. You could also call it Introduction to Food Safety and Quality: Intro Food Safety and Quality. I suggest you take the ampersand out of the title as well just to be on the safe side Otherwise it looks good. It won't get reviewed till the first meeting of the CALS CCC in the fall.
sla (Sun, 20 Sep 2015 18:09:07 GMT): Rollback: Clint, I get an error message when I try to click on the link for the course justification. Is there a way to just vet succinctly put a justification in the box? Something about how this class is part of revisions within the food safety curricula? Also, please remove all of the detail in the instructional resources statement. Just say that this is part of your teaching responsibility. You don't any of that info re teaching load, narrowing your load, etc.
cdaubert (Mon, 21 Sep 2015 12:19:39 GMT): Rollback: Clint, I agree with Sarah's notes. I would not add any comments about the university's failure to fund.....As part of the opportunity being afforded through DE, FBNS invested in the Stevenson program.......you get the idea.
cdaubert (Fri, 25 Sep 2015 12:11:09 GMT): Rollback: Rolled back for revisions by instructor (Stevenson).
Key: 7288