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Viewing: FS 471 : Professionalism & Project Preparation in Food & Bioprocessing Science

Last approved: Thu, 07 Sep 2017 08:01:45 GMT

Last edit: Wed, 06 Sep 2017 17:10:55 GMT

Change Type
Major
FS (Food Science)
471
032495
Dual-Level Course
No
Cross-listed Course
No
Professionalism & Project Preparation in Food & Bioprocessing Science
Professionalism & Project Prep
College of Agriculture and Life Sciences
Food Bioprocessing and Nutrition (11FS)
Term Offering
Fall Only
Offered Every Year
Fall 2017
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
1
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture1
Course Attribute(s)
Capstone

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

Course Is Repeatable for Credit
No
 
 
April Hix Morrison
Undergraduate Academic Advisor

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Lecture3030NoThis course has two purposes: First, professional preparation for FS majors (resume, interview, salary negotiations, etc.) and, second experimental design and planning for the FS 475, Problems and Design in Food and Bioprocessing Science capstone course.
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
P: FS 201 and FS 231 and Senior Standing in Food Science or Bioprocessing Science

Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
11SFSFood Science - Science CurriculumRequired
11TFSFood Science - Technology CurriculumRequired
Discipline-specific professional development: teamwork, problem-solving and communication skills. Resume and interview preparation. Experimental design, literature review, budgeting and planning in preparation for the FS 475 Problems and Design in Food and Bioprocessing Science capstone course.

This course is being created for two reasons:



  1. To give timely instruction on professional skills when students are actively conducting job searches and interviewing.  The FS 290 course, which this course would replace, is taught too early to be of practical use to graduating students.  Employer feedback frequently indicates that students are well-prepared technically, but lack interview and other professional skills.  This course is designed to address that concern and to improve students' chance for employment and career success.

  2. Students in the FS 475 capstone course typically spend 4 weeks out of a 16 week semester planning their projects.  This means that students often do not have sufficient time to successfully complete their capstone projects.  This leads to frustration on the part of students, faculty mentors, and industry partners.  By providing time and instruction on the experimental design, literature review, and budgeting aspects of the project, the fall FS 471 course will provide a better opportunity to successfully complete the FS 475 capstone project the following spring.


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 taught by Ms. April Morrison, the professional advisor for Food and Bioprocessing Sciences, as part of her regular responsibilities. No additional resources are necessary.

The overall goals of this course are:



  1. To provide timely instruction on professional skills when students are actively conducting job searches and interviewing.

  2. To complete the experimental design, literature review, and budgeting components of capstone projects in the fall of the senior year, allowing more time to complete capstone projects in the spring.


Student Learning Outcomes

By the end of this course, students will be able to:


1. Illustrate the ability to communicate with faculty, peers and prospective employers in a tactful, professional manner via email, conversations and presentations.


2. Demonstrate how high ethical standards can be applied to a diverse workplace.


3. Create a short presentation and confidently present to a group of peers and faculty.


4. Perform a review of the scientific literature for a scientific project.


5. Create an experimental design and a budget for a scientific research project. 


Evaluation MethodWeighting/Points for EachDetails
Attendance100Attendance is essential to achieve the goals of this course. (2 unexcused absences are allowed). 7 points earned for each class period of attendance.
Participation200Participation goes beyond attendance and requires the active engagement of the student. Each student should be prepared to ask, answer or discuss at least one question every other class period.

Participation Rubric:
200 Student pays attention, regularly answers questions, participates in discussion and generally knows about all projects in all class sessions.
140 Student pays attention, answers questions and participates in class discussion at least 50% of class periods. Knows something about other projects.
75 Student sometimes pays attention, occasionally engages with questions or discussion but has little idea of what is going on class projects besides their own.
25 Student seldom engages and seems uninterested in class discussions and presentations. Is unaware of what is going on in other group projects.
Written Assignment300Written assignments will be related to professional development, or literature review. Turn in PRINTED versions of HW assignments, not electronic versions unless otherwise directed by instructor on Moodle site. Resume draft will be worth 20 points, cover letter draft will be 20 points, and Reference/Recommendations draft will be 20 points.
First literature review assignment will be worth 20 points, second will be 20 points, third will be 20 points, and the fourth draft will be worth 30 points.
The final Group Literature Review will be 150 points of this grade.
Other100Posting will be used to conduct peer reviews of Senior Research Project team members. Students will be provided a template to complete this review. Student will receive all points if evaluation is turned in fully completed on time.
presentation200There will be one presentation at the end of the semester per team. Presentations will be assessed using following rubric.

Presentation Rubric:
200 All participants present, all take part in presentation, are professionally attired and speak clearly with command of their subject matter. On time with delivery of presentation and no more than one minute over given time limit.
150 All participants present, take part in presentation but are not professional in appearance or speech. Show overall command of subject matter. On time with delivery of presentation and no more than one minute over given time limit.
100 One participant missing with all others present, are somewhat professional in appearance and show overall command of material. All that are present take part in presentation. On time with delivery of presentation but are more than one minute over given time limit.
50 Group is present but not professionally attired and show little command of their material. All members may or not present and group is more than one minute over given time limit.
0 Group is not present or not ready to present if in class.
TopicTime Devoted to Each TopicActivity
Communication Options, A Variety of Ways to Make a Positive Impression1 lectureIn interviews and other professional settings, we communicate via resumes, cover letters, and interviews, as well as through body language, attitude, and our choice of words. This lecture will focus on how to make the most of these many opportunities.
Plagiarism & Ethics in the Professional World1 lectureLecture uses the NC State Student Code of Conduct to drive a discussion of ethics in professional life.
Interviewing skills, job & internships, networking/career preparation, Resume Critique Time1 lectureCareer Counselor from the University Career Development Center will visit to discuss current best practices in resumes and interview skills.
Students will submit current resumes for review.
Success skills, careers in Industry, Project Presentation 11 lectureDepartmental alumni or other industry stakeholders will present strategies for leveraging knowledge gain during bachelor's degree work for career growth. The first of five Senior Research Project topics will be introduced during this lecture.
Food industry careers, Project Presentation 21 lectureDepartmental alumni or other industry stakeholders will discuss potential career paths (eg. technical vs managerial) within large and small companies. The second of five Senior Research Project topics will be introduced during this lecture.
Product Development and Asking the Right Questions, Project Presentation 31 lectureIndustry partner will lecture on the nature of projects and success skills in product development. The third of five Senior Research Project topics will be presented during this lecture.
Using the Library, Internet and Other Media to Conduct a Literature Review, Project Presentation 41 lectureNCSU Libraries Representative will visit to discuss the variety of tools at students disposal to conduct a thorough, accurate review of the scientific literature. The fourth of five Senior Research Project topics will be presented during this lecture.
Putting Together a Seminar - The Basics, Project Presentation 51 lectureDepartmental Faculty and staff will share the necessary planning and skills needed to create a successful seminar presentation. The fifth of five Senior Research Project topics will be presented during this lecture.
Principles of Effective Teamwork1 lectureStudents will actively discuss and role-play the skills needed to be an effective team member versus an effective team leader.
Bioprocessing Science industry careers (LAPTOPS for use in class), LinkedIn Work Session1 lectureThe BTEC staff will share technologies used in and success strategies for biopharmaceutical industries.
Project Design Lecture 11 lectureDepartmental faculty and/or a representative from the Statistics Department will guest lecture on the basics of experimental design, the creation of hypotheses and the writing of a materials and methods.
Project Design Lecture 21 lectureDepartmental faculty will guest lecture on best practices in communicating scientific results (eg. tables versus graphs), discussing those results relative to other work in the field, and drawing logical conclusions from data.
The Potential Benefits of Graduate School1 lectureDepartmental faculty guest lecturer will discuss the pros and cons of graduate school. Topics of discussion: Why or why not to pursue a graduate degree, the differences between MS and PhD degree work, and how to prepare for the Graduate School application process.
Gaining Experience: Lab Research and Internships1 lectureInvited guests with industry or research experience will discuss the value of internships, co-ops, lab work, or other types of experience.
Team Presentations1 lectureStudent teams will begin presenting on planning for the Senior Research Project. Presentations will cover project justification and relevance, experimental design and budget. (The project itself will be completed the following semester, in the Spring of their senior year).

Team Presentations, Literature Review Due, LinkedIn Profiles (Laptops for Use in Class) 1 lectureStudent teams will finish presenting on planning for the Senior Research Projects and will turn in Literature Reviews.
Reviewer comments were addressed in this latest version of the new course proposal.
sla (Mon, 18 Jan 2016 21:13:51 GMT): April, I've made some edits to the catalog description, justification and objectives. Please read through them and make sure they are OK. You will need to go back in and list the curricula for which this will be a required course. You also need to revise the evaluation methods and course schedule sections. I'll put an example from the NTR 301 course in your box. It doesn't have to be as detailed but it will give you an idea as to what these sections should contain.
sla (Mon, 18 Jan 2016 21:14:20 GMT): Rollback: See comments in Comment section at the end.
sla (Fri, 11 Mar 2016 00:39:51 GMT): April, You will need to rewrite the objective,
sla (Fri, 11 Mar 2016 00:45:51 GMT): April, You will need to rewrite the objective, "Uphold high ethical standards and show consideration and recognition to those of others" in assessable language. See Keith or me for help. Not sure what the following mean (maybe there are missing words): An industry partner will share the scope and agility needed to plot a successful career path in the product development arena. Emphasis will be placed on search, interview and professionalism in action. Note that I changed the course prerequisite section. Should it be added that only FS and BBS students can take the class? And will it be required for BBS students? In the syllabus: You need to include the grading criteria and include information on how unexcused absences will be counted against the 100 points. You also will need a rubric outlining how the points for engagement will be awarded. Make sure more generally that everything in CIM matches the syllabus.
sla (Fri, 11 Mar 2016 00:47:20 GMT): Rollback: See comment section. Note that the effective date has been changed to Fall 2017.
cdaubert (Thu, 01 Sep 2016 17:00:54 GMT): 1. Has this been approved by FBNS UGC and FBNS faculty? 2. How does this course impact existing 8-semester display (what happens to FS290?)? 3. What about students in BBS? Has the BBS program participated in this conversation?
cdaubert (Thu, 01 Sep 2016 17:01:20 GMT): Rollback: Comments previously added.....
aeherget (Thu, 31 Aug 2017 18:28:12 GMT): AECHH: Uploading updated syllabus at instructor's request via email 8/31/2017.
aeherget (Thu, 31 Aug 2017 18:30:44 GMT): AECHH: Correcting Participation grading points at instructor's request via email 8/31/2017.
Key: 8808