Agricultural Telecommunications 2001
Full Proposal 6.7 / 20541
Project Summary:
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Title of Project: |
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FSMOD: Internet-delivery of Context-specific Food Safety Modules |
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Project Director: |
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Mildred M. Cody, PhD, RD |
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Applicant Organization: |
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Summary:
FSMODs purpose is to develop, evaluate, and disseminate food-safety modules via the Internet for integration into nutrition and foodservice courses. FSMOD has developed and implemented a module review process, surveyed specialists for topics, and developed a pilot module and the online template (Ag-Tel, 2000). In addition to adding modules, FSMOD will improve accessibility by meeting requirements of the Americans with Disabilities Act. Learning about food safety within the contexts of their pre-professional academic programs will better prepare dietetics students to serve vulnerable populations in community, clinical, and foodservice settings.
FSMODs online module template (Ag-Tel, 2000) provides aids to enhance learning from a variety of sources, including information-rich food safety websites. Faculty users need not be food safety experts to incorporate food safety into their courses.
FSMODs consortium includes
twenty-one faculty members from seventeen colleges/universities
in ten southeastern states and the curriculum design/evaluation team in the
Division of Distance and Distributed Learning (DDL) at
Authorized
Organizational Representative:
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Name: |
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Sidney A Crow PhD |
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Email: |
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biosac@panther.gsu.edu |
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Phone Number: |
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(404) 651-4437 |
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FAX Number: |
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(404) 651-3157 |
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Address: |
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Research
and Sponsored Programs, |
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IRS Number: |
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58-6002050 |
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Congressional District Number: |
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5 |
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Period of Proposed Project Dates: |
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Principal Investigator/Project Director #1:
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Name: |
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Mildred M Cody PhD |
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Email: |
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mcody@gsu.edu |
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Phone Number: |
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(404) 651-1105 |
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FAX Number: |
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(404) 651-1235 |
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Address: |
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Department
of Nutrition, |
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Curriculum Vitae:
NAME: Mildred M. Cody, PhD, CFCS, RD
EDUCATION:
University of Georgia, Athens, GA, BS (chemistry), 1971
University of Georgia, Athens, GA, MS (nutrition), 1973
Rutgers University, New Brunswick, NJ, PhD (food science), 1978
PRESENT POSITION: Associate Professor,
PROFESSIONAL POSITIONS:
1976-1978- Teacher, Dept. of Nutrition, New York University
1978-1980- Assistant Professor, Dept. of Nutrition, New York University
1978-1980- Science Advisor, Food and Drug Administration, New York District
1980-1984- Extension Food & Nutrition Specialist/Asst. Professor, Clemson
University
1984-1985- Extension Food & Nutrition Specialist/Assoc. Professor, Clemson
University
1986- Consultant, Clemson University Cooperative Extension Service
1986-present- Associate Professor, Dept. of Nutrition, Georgia State University
RELEVANT HONORS:
1995- Recipient, National University Continuing Education Association Division
of Continuing Education for the Professions Faculty Service Award
1995- Recipient, First Annual Instructional Innovation Award, Georgia State
University
1995- Participant, University System of Georgia Board of Regents Faculty
Development Workshop: Linking Teaching and Technology
RELEVANT PUBLICATIONS:
Cody MM, Sottnek HM and OLeary
VS. Recovery of Giardia lamblia
cysts from chairs and tables in child day care centers. Pediatrics supplement
Proceedings of the International Conference on Child Day Care Health: Science,
Prevention, and Practice 1994;94:1006-1008.
Cody M. and Keith M. Food Safety for Professionals: A
Reference and Study Guide.
Cody, M. Safe Food for You and Your
Family.
Cody, M. Current Issues in Food Safety.
In:
Cody, M. and Kunkel ME. Food Safety
for Professionals: A Reference and Study Guide, 2nd edition.
RELEVANT RECENT PRESENTATIONS:
Cody MM. Dual Credit, Distance Learning Courses in
Cody MM. Meat and poultry safety from farm to table. 1994 Annual Meeting of The American Dietetic Association, Orlando, FL; 1994 (also presented at the International 95 Food & Lifestyles Media Conference, Las Vegas, NV; 1995).
Cody MM. Taking a Nutrition Trip on the Superhighway (Internet): What to Pack, Where to Go, and How to Get There. Alaska Dietetic Association, Anchorage, AK, April 24, 1998, (Also presented at the Kentucky Dietetic Association Annual Meeting, Lexington, KY, April 26, 1996, the Utah Dietetic Association Annual Meeting, Ogden, UT, May 6, 1996, and the Wyoming Dietetic Association Annual Meeting, Casper, WY, May 30, 1996.)
Cody MM. Food safety in the home.
Risk and Reality: Examining New Links in the Human Food Chain. University Extension,
Cody MM. Food Safety: Its Everyones Responsibility.
Cody M and Morgan H. Models for
interactive learning in an Online Food Safety Course.
Cody MM. Globalization of the Retail Food Supply: Diversity
in the Marketplace. Association of Food and Drug Officials of the Southern
States,
Cody M. Technology to Enhance Curriculum
in Nutrition and Health in Aging. Master Teacher in Gerontology
Workshops,
RELEVANT FUNDED PROJECTS:
Center for Teaching and Learning,
University System of Georgia Teaching & Learning Grant Program, "Integration of Internet-delivered Food Safety Modules into Nutrition Courses," 1997, $6,000 (PI).
ADEC-Agricultural-Telecommunications, "FSMOD: Internet delivery of context-specific food safety modules," 2000, $75,000 (PI).
RELATED EXPERIENCES:
1995-97- Coordinator, GAIN (Georgias Academic
Inter-institutional Nutrition Networks interactive television programming)
1996-present- Chair, World Food Day Teleconference College Advisory Committee
1999-present-
1999-present- Member, American Dietetic Association Foundation Expert Panel, Food Safety: Its in Your Hands (national consumer outreach program)
1999- Panelist, FDA Hearings on labeling of bioengineered foods
2000-present-
Principal
Investigator/Project Director #2:
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Name: |
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Mary E Kunkel PhD |
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Email: |
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bkunkel@clemson.edu |
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Phone Number: |
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(864) 656-5690 |
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FAX Number: |
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(864) 656-0331 |
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Address: |
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Department
of Food Science and Human Nutrition, |
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Curriculum Vitae:
VITA
NAME: Mary Elizabeth Kunkel
EDUCATION: B.S.E. 1975
M.S. 1976 University of Tennessee-Knoxville
PhD 1979 University of Tennessee-Knoxville
PRESENT POSITION:
Professor, Department of Food Science and Human Nutrition,
ACADEMIC POSITIONS:
1981-present Department of Food Science and Human Nutrition,
Clemson University
1989 Visiting Associate Professor, Department of Biological Chemistry,
University of Texas Dental Branch, Houston
1983-1998 Adjunct Assistant Professor, Department of Stomatology,
College of Dental Medicine, Medical University of South Carolina
1979-1981 NIH-NIDR Postdoctoral Trainee, University of Alabama School of
Dentistry, Birmingham
1976-1979 Graduate Teaching Assistant, University of Tennessee
HONORS:
Charter Fellow, American Dietetic Association
SC Dietetic Association Commendation Award-1986
SC Dietetic Association Meritorious Service Award-1987, 1999
SC Dietetic Association Distinguished Service Award-1988
1987 SC Outstanding Dietitian of the Year
1997 Distinguished Alumna, Department of Family and Consumer Sciences,
University of Central Arkansas
Clemson University Board of Trustees Award for Faculty Excellence--2000
CURRENT PROFESSIONAL ACTIVITIES:
American Dietetic Association, Speaker, House of Delegates
American Dietetic Association, Board of Directors
Institute of Food Technologists, Science Communicator
PUBLICATIONS SINCE 1995:
Wu, W., W. P. Williams, M. E. Kunkel, J. C. Acton, Y. Huang, F. Wardlaw, and L. W. Grimes. 1996. Effects of processing heat on corrective related net protein ratio. J. Sci. Food Agric. 71: 491-495.
Wu, W., W. P. Williams, M. E. Kunkel, J. C. Acton, Y. Huang, F. Wardlaw, and L. W. Grimes. 1996. Amino acid availability and availability-corrected amino acid score. J. Agric. Food Chem. 40: 1296-1301.
Kaiser, A. S. and M. E. Kunkel. 1996. Nutrition knowledge and attitudes of former university athletes. Presented at the Annual Meeting and Exhibition of The American Dietetic Association.
Blackshear, L.,
Haley-Zitlin, V. J. and M. E. Kunkel. 1998. Effect of polymers for edible films on calcium availability and bone calcium. Presented at the EB98 meeting.
Doeleman, B.H., M. E. Kunkel and K. L. Cason. 1998. Knowledge,
skills and behavior
changes of Expanded Food and Nutrition Education Program graduates in
Kunkel, M. E. 1998. "The changing and dynamic food supply." In: Nutrition in the Community, 4th ed. Mosby Publishing.
Haley-Zitlin, V.H., C. Hank, M.E. Kunkel and K.L. Cason. 1999. Age-related differences in nutrient consumption of South Carolina EFNEP participants. Presented at EB99.
Cody, M.M. and M.E. Kunkel. Food Safety for Professionals. The American Dietetic Association. In press, publication, summer, 2002.
Description
of the Agricultural Communication Network Project:
1. Project
Objectives:
· To improve agricultural research underlying
agricultural telecommunications.
· Make optimal use of available resources for
agricultural extension, resident education, and research by sharing resources
between participating institutions.
· Enhance the ability of
Explain
how the project relates to the Program Objective(s) and how the Project will
contribute to achieving these.
Context-specific, Internet-delivered food safety modules integrate the needs of resident education, outreach, and research. The basic characteristics of modules--short, interactive, user-friendly--make them a good vehicle for reaching individuals with information on a need-to-know basis. Additionally, in a classroom setting, modules can be configured to meet varied instructional needs, such as showing the application of food safety recommendations to a specific clinical case or demonstrating how a single recommendation meets different situational needs. Because modules can be developed and implemented over time, additional modules can be developed as program needs arise, and module revision is simpler than revision for a comprehensive program.
Project FSMOD is a partnership of twenty-one faculty at seventeen institutions in ten states who will share responsibility for developing, implementing, and evaluating three food safety modules. This collaboration is supported by letters of intent from the faculty of participating institutions and subcontracting or consulting agreements with the faculty to fund their efforts. When modules are developed by individuals from multiple institutions, they are more likely to be used by a larger audience. First, the developers have a stake in their use. Second, the larger, diverse participation produces modules that have improved content and broader appeal. Third, the larger core of developers makes it easier to disseminate through professional networking, in addition to the traditional mail, listserv and program presentations.
Context-specific modules make it easier for participants to find and use information appropriate to their problems/issues. Basic food safety concepts can be applied to many different situations. However, application of food safety information is difficult for individuals who are not food safety experts but who use and are responsible for food safety in their professional practice. Examples of professionals who use food safety information in this way are dietitians; Cooperative Extension Agents; WIC and other public health nutritionists; school, daycare, and long-term care foodservice supervisors and directors; nursing and other health care staff; and health educators. Providing food safety information into a context, such as food safety for pregnant and lactating women, the elderly, immunocompromised persons, child daycare centers, athletic events, etc. makes it easier for practitioners to apply the information to their own settings by taking it from the world of theory to the world of reality. This is especially important for pre-professional students whose practice area will require application of food safety but whose primary training focus is not food safety.
Internet delivery theoretically makes it possible to reach anyone, anywhere, anytime. Practically, resident students have access to the Internet through their institutions and most professionals have access to the Internet through their employers. Additionally, these individuals and others have access through their public libraries and in their homes. Because one cannot "lose" information on the Internet the way that one can lose a pamphlet, book, or videotape, this delivery system is more reliable. While one may not have the most current version of paper or tape material, Internet versions may always be the current version, and some updating is automatic. For example, when government agencies and professional associations update their sites, module information updates automatically.
As a training medium, the Internet offers several additional advantages. First,
access to the Internet is virtually free to many users, including students and
professionals who access it from their institutions. Second, time on task is
adjusted to meet the needs of the individual learner. Third, by participating
in many interactive, self-testing experiences, individuals can assess their own
achievement, determine whether they need remediation, and develop a greater
level of confidence. A fourth advantage that is relevant to this proposed
project is that much of the food safety information that forms the basis of
professional practice is on the Internet, and learning how to access, evaluate,
and use it during academic coursework will better prepare the pre-professional
for practice. Lastly, the Internet can serve all equally. In the case of the
proposed modules this delivery system will disseminate food safety information
to both men and women, to individuals who are isolated because of their
geographic location (rural settings, weather-challenged), and to individuals
who cannot attend regular training sessions easily (single parents, single
practitioners in institutional settings, and the mobility-impaired). While not
all Internet products are accessible to individuals with disabilities, FSMOD
will focus this years efforts on applying technology
to meet the Americans with Disabilities Act goals to further enhance access to
the modules.
2. Description of Agricultural
Communication Network to be Developed or Utilized.
Project FSMOD uses the Internet as its telecommunications network. The project participants are linked to the project website at http://www.gsu.edu/fsmod. The FSMOD website has three integrated environments: the Preparation Environment, the Learning Environment, and the Evaluation Database. Additionally, FSMOD personnel are linked by a listserv to foster communication.
The Preparation Environment houses the instructional materials available for faculty access and peer review. In addition to housing modules in-progress, the Preparation Environment houses traditional teaching aids, such as test banks, handouts, and activity descriptions contributed by FSMOD faculty. The Preparation Environment is linked to the Evaluation Database to record peer use and peer review data. For example, if a faculty person decides to use a classroom activity, s/he "checks it out" by completing a form describing the intended use. S/he will be sent an e-mail request for review a week after the intended use date. The peer use and peer review information is sent to the originators for their use in demonstrating their teaching activities and is recorded in the FSMOD Evaluation Database for project evaluation. This part of the FSMOD website has password protection. All FSMOD participants have access. Other faculty and professionals will be given access on request.
The Learning Environment houses the food safety modules. It has open access with no password protection. For evaluation purposes, participants (students) will be asked to sign-in and complete a short survey of their background and use, i.e. student, professional, etc. The survey will not request names or other identifying characteristics unless participants agree to complete later surveys from FSMOD. The participants will also be notified that their progress (time to completion, etc.) may be tracked for evaluation. At the conclusion of the module, participants will be asked to complete a brief evaluation that addresses module attention-getting, module relevance, module clarity, ease-of-use, personal confidence and personal satisfaction.
The Evaluation Database will record information from the Preparation Environment and the Learning Environment. FSMOD faculty will be able to retrieve some information from the database. Students (guests) will not be able to retrieve information from the database. For security purposes, most functions of the Evaluation Database are accessible only to the principal investigators and the evaluation consultant.
The two units directing this project are
Although both units have strong instructional telecommunications support, GSU was selected as the principal unit for this project because the project director has completed extensive training in using technology for effective teaching provided by the University System of Georgia. She has also integrated interactive television, Internet modules, and e-mail into on-going academic courses. As FSMODs principal unit, GSU provides technical and curricular support for module development and will house the completed modules.
All of the participating FSMOD institutions have Internet access for faculty and students. Additionally, most of the institutions have strong institutional information systems and technology units as well as units that support development and use of educational technologies. Most FSMOD communications have been completed electronically, with the exception of support letters and contract/budget information.
Describe
the Cost/Benefit Analysis for purchasing (or leasing) different types of
facilities, equipment, components, hardware and software, or other items. (complete only if applicable to your project).
3. Agricultural Communication Network
Programming:
Dietetics Nutrition
Food Science
Technology and Safety
Describe
the Programming and how it will contribute to achieving the Objective(s):
Building on the module development process established in 2000 (Ag-Tel, 2000), FSMOD anticipates developing, evaluating, and disseminating three additional Internet-delivered food safety modules for use in undergraduate nutrition courses and adapting existing modules to meet accessibility requirements of the Americans with Disabilities Act. The additional module topics will come from an interest survey submitted by FSMOD faculty. This programming would support the current criteria for Accredited Didactic Programs in Dietetics which specify that, "Graduates will have a working knowledge of food safety and sanitation (E.2.2.)," and that, "Graduates will have demonstrated the ability to use current information technologies (A.3.5)." These criteria are two of forty-four required of students completing the didactic degree requirements. The large number of criteria makes it difficult for curricula to focus on food safety.
Using the proposed modular approach for infusing food safety information into existing courses enables instructors in these programs, who have their primary training in nutrition/medical nutrition therapy and limited training in food safety, to include food safety in their courses. Well-designed modules can deliver food safety information within the context of a course, providing immediately useful information. According to social marketing theory, this will help learners to learn more easily. These modules can also enhance information delivery by giving concrete examples of theoretical concepts, synthesizing related ideas, and giving participants opportunities to apply concepts to a variety of situations. The importance of food safety messages to nutrition practice is best illustrated by the new inclusion of food safety in the revised Dietary Guidelines for Americans ("Keep food safe."), making the potential market for the proposed modules in nutrition curricula a strong one.
FSMOD addresses the general Ag-Tel objectives and the
specific objective of enhancing the ability of
The agricultural industry and its regulators stand to benefit through extension of their food safety efforts if these educators have improved knowledge of food, of food safety systems, and of personal practices that maintain the safety of food. Since dietitians are educated exclusively in programs accredited by the Commission on Accreditation for Dietetics Education, it is important that the coursework in these programs address food safety issues and prepare students to use food safety information resources appropriately in their future practice.
The Internet-delivered modules would be available to
students as they become practitioners, perhaps geographically separated from
libraries and faculty expertise. Also, students who learn how to use
professional tools while they are in their academic programs will carry those
skills with them for life-long learning throughout their practice. To improve
accessibility of the modules to all
FSMOD specialists in nutrition, food safety, and curriculum development will work in teams to develop the module objectives, content, and format. Nutrition faculty will contribute the context for the food safety information; food safety faculty will develop the module content; and curriculum specialists will provide the format for information delivery. Specialists in distance learning technologies will be consultants to the development and evaluation process and will install the modules on the GSU server for unrestricted access.
FSMOD consortium expertise ensures high quality content and dissemination through collaborative development, testing, and implementation. Within the first years of development the modules will be used in seventeen academic programs in ten states. After revision, module availability will be announced to other institutions through presentations, and announcements on targeted correspondence lists.
Detailed description of methods to be used in producing and/or
delivering the programing.
The FSMOD process is an ongoing collaboration of faculty from approved/accredited dietetics programs to develop and disseminate content-validated food safety modules. The process for development is adapted from the process used by the Codex Alimentarius system and is based on consensus.
The formal production steps include:
1) determination of module topics (contexts), module objectives, and module
story line concepts by an online focus group technique [entire FSMOD cohort],
2) development of the module story line (primary narrative content) [principal
investigators and select FSMOD specialists],
3) validation of the primary narrative content of module [entire FSMOD cohort],
4) review of module narrative and request for complementary auxiliary learning
aids (glossary terms, references, case studies, links to appropriate Internet
sites, games, puzzles, self-tests, etc.) [entire FSMOD cohort],
5) translation of the story line and auxiliary study aids into an intact module
for Internet delivery [principal investigators, select FSMOD specialists,
instructional design specialist, and Web Master],
6) review of module for basic characteristics of attention-getting, relevance,
clarity, and ease-of-use, and for potential use in FSMOD courses [entire FSMOD
cohort],
7) revision of the module based on FSMOD review [principal investigators,
select FSMOD specialists, instructional design specialist, and Web Master],
8) development of instructor aids, such as test banks and classroom exercises
[principal investigators and select FSMOD specialists],
9) review of revised module and instructor aids [entire FSMOD cohort],
10) implementation of the module in courses [FSMOD specialists], and
11) evaluation of student responses to module (attention-getting, relevance,
clarity, confidence, satisfaction, level of achievement) [FSMOD evaluation
specialist and principal investigators].
Material for review will be on the FSMOD website Preparation Environment. The Preparation Environment will be linked to the Evaluation Database to track the review process.
The specific objectives for the modules will be determined by the twenty-one FSMOD faculty from seventeen institutions; however, each module will be: 1) context specific to make it easier for students and others to apply general concepts to their situations; 2) linked to references from governmental and non-governmental agencies and from professional associations to provide for easy updating and life-long learning; 3) enhanced by addition of internal glossaries, annotated bibliographies, self-tests and other learning aids; 4) developed, implemented and evaluated by college faculty in approved/accredited dietetics programs who teach a variety of nutrition courses in areas other than food safety 5) interactive; and 6) linked to the FightBAC! consumer-action program, enhanced by context-specific action instructions. An example of a second draft module is available at http://www.gsu.edu/fsmod .
Products from this project (food safety modules) will be delivered to users on the Internet through a GSU server. The modules will be platform independent and open-access, with no password protection, to facilitate use. Some faculty aids, the test bank, for example, will be password protected but will be available to all requesting faculty.
With the aid of Ag-Tel funding this past year, we have conducted a "focus group" via an online discussion board to determine the first module topics. The first topics selected were vulnerable populations (a base module), children and E. coli infections (a branch from the base), and pregnancy and listeriosis (a branch from the base).
4. Population to be Served and Target
Audience(s):
Primary users of FSMOD food safety modules will be
instructors in approved/accredited undergraduate dietetics programs who teach
pre-professional students (future dietitians and dietetic technicians). As
professionals, these students will then use the information to benefit their
clients. As dietitians and dietetic technicians, these pre-professional
students will be employed in various practice settings, including public health
departments, school nutrition programs, acute and long-term care settings,
Cooperative Extension programs, and private practice. They are accessible to
clients in most geographic areas and at all socio-economic levels. The graying
population and other demographics support the premise of increased numbers of
citizens with compromised immune systems, making the
The diversity of the FSMOD institutions and faculty in the
southeast insures delivery to a diverse student body. For example,
Secondary audiences include practicing healthcare, public health, Cooperative Extension, foodservice, and education professionals; high school students; and child and adult day care providers. Tertiary users would include mmunocompromised individuals and other at-risk consumers and their caregivers. In a later project, the FSMOD collaborators anticipate validating (and revising, if necessary) the modules for use by these secondary and tertiary populations.
5. Collaborating Institutions and Other
Partners:
The FSMOD team includes faculty from institutions in
Arkansas, Florida, Georgia, Kentucky, Louisiana, Mississippi, North Carolina,
South Carolina, Tennessee and Virginia that offer curricula accredited by the
Commission on Accreditation for Dietetics Education. FSMOD participants are
instructors in courses that will use the food safety modules and/or are food
safety specialists who will help to develop food safety content for the
modules. The seventeen (17) collaborating institutions are diverse and include:
• land-grant institutions and historically black colleges
• public urban universities
• private urban universities
• public 4-year colleges and technical institutions
• private 4-year colleges
• 2-year colleges and technical institutions
This diversity will help to insure that the modules meet the needs of diverse audiences and will be used once developed. Also, the FSMOD participants will be able to enhance dissemination through their varied audiences. All of the participating FSMOD institutions have on-campus Internet access for their students and faculty.
Faculty from the following institutions will support the
project by determining module topics and concepts for story lines; establishing
module objectives; validating module content and story lines; contributing
complementary learning aids; reviewing modules for attention-getting,
relevance, clarity, ease-of-use and for potential use in FSMOD courses; and
implementing modules into courses.
Black River Technical College
Clemson University (co-PI)
East Carolina University
Florida International University
Fort Valley State University
Georgia State University (PI)
Harding University
Lipscomb University
Louisiana State University
Louisiana Tech UniversityMurray State University
South Carolina State University
Tennessee Technological University
University of Georgia
University of Kentucky
University of Southern Mississippi
Virginia State University
6. Additional Rationale for Project
Food safety is a high profile topic. Sporadic foodborne-disease outbreaks caused by Escherichia coli, Salmonella, hepatitis, Cryptosporidium, Listeria monocytogenes and other pathogens keep food safety in the headlines. While large outbreaks make headlines, smaller outbreaks and individual cases relating to poor personal choices and to poor food handling practices affect larger numbers of people. Analysis of these situations indicates that consumers and health professionals need food safety education focusing on sources and causes of contamination, recommended food handling practices, and development of critical decision-making skills related to food safety. While there are many ways to deliver such information, one way is to have professionals who work directly with high-risk individuals include food safety in their therapy and outreach messages. Dietitians are the primary professionals who deliver food-based information to high-risk individuals and are the professionals who are most trusted by consumers to provide this information.
Within the structure of training for dietetics professionals, pre-professional students focus on the roles of food in health and in treatment of disease. In most curricula, food safety concepts are included in foodservice management coursework, which is one appropriate context. However, many dietetics students focus instead on community, wellness, or clinical nutrition, where the foodservice-oriented messages do not fit. Additionally, many of the instructors in these content areas are not food safety specialists. They are not prepared to take the many food safety messages and interpret them for students within the context of community, wellness, or clinical practice. Self-contained food safety modules that approach food safety from these contexts would make it possible to deliver strong food safety content within the learning context of the student. The unrestricted Internet-delivered modules would also be available to these students as they become practitioners separated from the academic environment.
It is unlikely that college curricula and enrollment numbers in food and agricultural sciences will allow for addition of food safety courses. Programs of study for some students are also partially determined by pre-professional certifying bodies, such as the Commission on Accreditation for Dietetics Education. These external demands, as well as general education requirements, limit flexibility to adapt curricula at will. One-hour modules of food safety information that could be delivered as parts of related courses would satisfy the societal need to increase the delivery of food safety education as much as possible. Examples of courses at FSMOD cooperating institutions that would benefit from the availability of such material (based on a survey of faculty who teach in dietetics curricula) include: basic nutrition, cultural foods, medical nutrition therapy, nutrition education, community nutrition, life cycle nutrition, and sports nutrition.
While there are food safety metasites (The Iowa State University Food Safety Project, the North Carolina State University Gateway to Food Safety Information, the Michigan State University Extension Food Safety Education Database, and www.foodsafety.gov, etc.) on the Internet, these sites do not offer a teaching/learning environment with aids such as context-specific glossaries, self-testing, explanations of concepts, and other learning aids. Introduction to these sites through the FSMOD modules increases the likelihood that consumers can effectively use the information from those sites.
Collaborative development of curricular materials is time-consuming but guarantees wider acceptance and use. Building better modules increases their use across diverse institutions, making the cost per use smaller and off-setting the initial investment. Also, successful collaboration at one level often leads to successful collaboration on other levels. In this case, FSMOD specialists anticipate development of additional modules once the process model is streamlined.
Based on data from this years review process, each review requires approximately 2 hours/reviewer, 24 hours analysis, and 15 hours in editing. Since each module requires at least three reviews, this totals slightly over 200 hours for review/expert validation of each module. While the total time is relatively large, the time investment of the individual is much less. Additionally, each reviewer suggests changes that will make the module useful for his/her courses, increasing the likelihood that the modules will be used. As an added advantage, each participant will have the use of test questions and assignments that s/he would have to construct independently under solitary development conditions.
7. Significant Impacts:
FSMOD will expand the Agricultural Communication Network to include additional institutions and enhance coverage by the network of interdisciplinary content in food safety and nutrition. For example, coverage of food safety needs for vulnerable individuals enhances the knowledge of pre-professional students who will provide care for those individuals, and it can give students in food science programs information on potential market niche.
FSMOD is a developmental model for interdisciplinary, collaborative production of instructional materials delivered by a universally available system. The process developed and implemented for FSMOD review is being evaluated by participating FSMOD specialists and by a project review specialist to determine where changes might improve the process. Thus far, participants have noted that they find the modules useful, that they are learning some content themselves, and that they are more comfortable with the technology. Based on reviewer comments, FSMOD anticipates that the modules developed in this process will be used in different contexts and at multiple sites.
8. Describe the plans for evaluation,
dissemination and assessment:
The evaluation plan includes components for the FSMOD modules themselves, for the implementation of the FSMOD modules in diverse academic settings, and for the FSMOD collaborative development process.
Evaluation of FSMOD modules includes both formative and summative components for FSMOD specialists and summative components for participants (students). Module evaluation focuses on improving content and making delivery/access as simple and as effective as possible. These evaluations are qualitative, based largely on responses from FSMOD specialists and participants (students). After content has been approved, specialists in adapting Internet technology for disabilities will assess the modules and will make modifications to assure accessbility and compliance with section 508 of the Americans with Disabilities Act.
Formative evaluation during module development begins with review of module objectives and story line (content) by FSMOD specialists. The FSMOD review process was implemented this past year. Content reviews are conducted "flat" (i.e., narrative only, outside of module template) until consensus is reached. Then the content is transferred to the FSMOD module template. The review process specifically asks about each module component-each proposed objective, each unit of proposed module text, each proposed vocabulary term, each proposed test question, each proposed annotated reference, and each proposed assignment. In every instance, the reviewer is asked about the level, relevancy, and the wording of the content. Reviewers are asked to suggest specific changes, where possible. They are also asked to submit additional components for review, where applicable. The review data are compiled and analyzed by the originating author, who makes changes and submits for the next review.
As an example of the outcome of the review process, the first review of the base module on vulnerable populations resulted in development of the same module at two levels (beginning and advanced) in a "layered" process; this means that the same base will be enhanced with additional information and availability of progressive assignments for the more advanced student. During the first review for the module, 54 changes were made in the original module text, 7 additional glossary terms were proposed, 16 additional questions were proposed for the test bank, 5 additional references were added, and 10 additional module-associated assignments were proposed by FSMOD specialists. The second draft of the module and the additional learning aids (glossary terms, test questions, references, and assignments) are in review. The faculty-validated modules will be piloted tested during the Fall 2001 semester.
After the content is validated, it is translated into a module for Internet delivery and posted to the Preparation Environment of the FSMOD website, where it can be accessed by FSMOD specialists from their home institutions and reviewed for content validity, instructional integrity, and utility of learning aids. After this revision, the FSMOD specialists review the basic instructional use characteristics of the modules, such as attention-getting, relevance, clarity and ease-of-use. After this evaluation, FSMOD specialists will develop and evaluate instructor aids. Then the module will be implemented in FSMOD courses and evaluated online by participants (students) for the basic characteristics of the module (attention-getting, relevance, clarity, and ease-of-use) and other participant outcomes (confidence and satisfaction).
Implementation of the modules will be evaluated from a user perspective both by students and by FSMOD faculty. During the online module evaluation (above), students will be asked where they are accessing the module (which institution) and how they plan to use the module (class assignment, etc.). FSMOD will also ask permission to contact students by e-mail at a later time for additional information on how they have used the module content. The primary tool for assessing FSMOD faculty use of the modules and instructor aids will be the teaching portfolio developed for each module. The portfolio will include user information given in "portraits" or "vignettes" that describe what materials the FSMOD specialists (users) have accessed, how they have used these materials, and how the materials contributed to their course success. These vignettes will be on the Preparation Environment for use by both FSMOD and non-FSMOD faculty to help them select and implement modules and teaching aids appropriate to their needs. This information will also be used to annotate modules and teaching aids, where appropriate.
FSMOD specialists will maintain an online log of activities to measure various aspects of the collaborative development process. The log entries will include monthly records of time spent on specific project activities and intellectual contributions to the project. Quarterly questionnaires will seek information on the amount of additional food safety information in courses since inception of the project and opinions from FSMOD specialists on the collaboration process, their ability to select and use appropriate instructional teaching aids and technologies, and their regional network building. These data will be maintained in the Evaluation Database and evaluated quarterly.
The initial dissemination will be through the eighteen FSMOD
institutions (collaborating institutions and the institutions of the principal
investigators). In addition to careful wording for key-word pick-up by Web
browsers, FSMOD will seek permission to link the food safety modules and
selected instructor aids to government, professional association and university
websites and to MERLOT (National Online Learning Community Initiative). Also,
the availability of the modules (their URLs) will be announced in professional
publications, through listservs that target food and
nutrition educators, and by direct mailings to accredited/approved dietetic
programs, Extension specialists, and departments of nutrition and food science
at land-grant institutions. Because the availability is universal and without
cost to the end user, dissemination should be fairly rapid and measurable
through the online module and user evaluation tools developed for the formative
and summative participant (student) evaluations.
Research findings from the project will be reported by FSMOD faculty at
appropriate meetings and through peer-reviewed publications. The diversity of
the faculty and institutions represented makes dissemination through
professional channels particularly robust, since FSMOD specialists from
community colleges can present to community college audiences, FSMOD
instructional design specialists can present to instructional design audiences,
FSMOD specialists who are Extension faculty can present to Extension audiences,
etc.
9. Broader Impacts:
Because the collaborative development process has an environment for continuous peer submission and peer review of materials, FSMOD anticipates that teaching materials will be continuously "refreshed" by new research-based information, instructional ideas, and teaching aids. The innovative use of module portfolios will help faculty to evaluate materials for use in their own classrooms and will provide FSMOD faculty with documented peer-review of their teaching for their promotion/tenure/merit reviews.
Inclusion is a hallmark of the FSMOD process. Participant diversity is exemplified by the diversity of participating institutions (2-year/4-year/university; urban and suburban; public, private, land-grant, historically black) and of specialists who have many different educational backgrounds and professional experiences. Groups that are under-represented in many programs have full representation in FSMOD: women are represented by FSMOD principal investigators, specialists, and support staffs; most dietetics professionals and students are female; one University has a high percentage (50%) of Hispanic students; several historically black colleges are represented; and the instructional delivery system is user-friendly for individuals with many handicapping conditions. Extensive peer review also ensures that the voices and experiences of the many southeastern clientele will be well served by the module content.
FSMOD participating institutions and specialists anticipate that the modules developed by the project will be used in their own institutions and by similar institutions across the country. Additionally, the modules, once in place, can be accessed and used by professionals and consumers without additional cost. FSMOD participating institutions and specialists also anticipate developing additional food safety modules once the collaborative development process is streamlined and sharing the collaborative development process with their colleagues in other academic and professional areas. If successful, the FSMOD collaborative model offers a relatively inexpensive way to develop strong curricular components with extensive evaluation and broad-based application.
10. Proposed Timetable:
August 2001:
Determine module topics
Determine module objectives
Maintain activity logs
September 2001:
Determine concepts for story lines
Maintain activity logs
October 2001:
Validate story lines
Develop learning aids
Develop draft modules for "flat" review
Maintain activity logs
November 2001:
Develop learning aids
Review draft module content
Develop, review, and post complementary instructor aids
Maintain activity logs
December 2001:
Review draft module content
Translate module content into Internet-deliverable modules
Develop, review, and post complementary instructor aids
Maintain activity logs
January 2002:
Implement modules
Conduct user (student) evaluation of modulesDevelop,
review, and post complementary instructor aids
Maintain activity logs
February 2002:
Implement modules
Conduct user (student) evaluation of modules
Develop, review, and post complementary instructor aids
Maintain activity logs
March 2002:
Implement modules
Conduct user (student) evaluation of modules
Develop, review, and post complementary instructor aids
Maintain activity logs
April 2002:
Revise modules based on student and faculty evaluation
Develop complementary instructor aids
Maintain activity logs
May 2002:
Post modules for open access
Disseminate information on modules to academic programs
Prepare papers on module development process and evaluation for presentation
Develop, review, and post complementary instructor aids
Maintain activity logs
June 2002:
Complete reports
Develop, review, and post complementary instructor aids
Maintain activity logs
NOTE: Modules developed during 2000-2001 will be implemented, evaluated, and revised from August 2001-December 2001.
11. Project Personnel and Time
Commitment:
Project Directors:
Mildred M. Cody, PhD, RD-FSMOD Project Director; Georgia
State University; Associate Professor of Nutrition, Georgia State University
(15%)
biographical sketch above
M. Elizabeth Kunkel, PhD, RD, FADA--Project Co-Director;
Professor of Food Science and Human Nutrition, Clemson University (15%)
biographical sketch above
Technology and Instructional Design Support:
Carla Relaford, EdD--FSMOD
Instructional Technology Specialist; Director of the Division of Distance
Learning Programs and Services,
Dr. Relaford holds an earned doctorate in
telecommunications and instructional technology from
Jean Weed, MS, SH,MT--FSMOD Course Portfolio Designer;
Associate Professor Emeritus,
Ms. Weed has over twenty-five years university
teaching experience. For the past five years she has focused on evaluation of
teaching/learning through the development and use of teaching portfolios. She
will develop the FSMOD teaching portfolio.
Stephen D. Rehberg-FSMOD Web Master; Web Resources
Manager, Division of Distance Learning Programs and Services,
Mr. Rehberg has over twenty-five years experience
working with computer and desktop applications in a wide range of roles, from
programmer, technical writer, trainer, database designer, documentation writer,
to website designer. Mr. Rehberg has supervised the
translation of over 300 college/university courses to Internet delivery. He co-hosts a twice monthly videoconference with other
FSMOD Specialists (listed below) will support the project by determining module
topics and concepts for story lines; establishing module objectives; validating
module content and story lines; contributing complementary learning aids;
reviewing modules for attention-getting, relevance, clarity, and potential use
in FSMOD courses; and implementing modules into courses.
Wayne E. Billon, PhD, RD--FSMOD Food and Nutrition Specialist; Associate
Professor, The University of Southern Mississippi (5%)*
Dr. Billon received his BS degree from
Juanita Bowens, PhD, RD--FSMOD Food and Nutrition Specialist; Assistant
Professor of Nutrition and Food Management, South Carolina State University
(5%)*
Dr. Bowens earned her doctorate in human nutrition at Virginia Polytechnic
Institute and State University. She holds a BS degree in biology. Dr. Bowens
has served as nutrition specialist at the
Angela Caldwell, MS, RD--FSMOD Food Safety and Nutrition Specialist; Dietetics
Program Director, Black River Technical College (5%)*
Ms. Caldwell earned her bachelors degree in Dietetics from Harding University,
completed her dietetics internship through the University of Arkansas for
Medical Sciences, and earned her MS from Arkansas State University in
vocational technical administration. In addition to serving as the program director
for the only dietetics technician program in
Cathy Hix Cunningham, PhD, RD--FSMOD Food and
Nutrition Specialist; Professor of Food, Nutrition and Dietetics and Program
Director for the Didactic Program in Dietetics at Tennessee Technical
University (5%)*
Dr. Cunningham earned her PhD from the University of Tennessee in Animal
Science, following her BS and MS degrees from the University of Tennessee in
Food Technology and Science. She completed two years of post-doctoral study in
genetic toxicology for the National Research Council, Environmental Protection
Agency. From 1993-94 she served as a Fellow, American Council on Education in
Joan Fischer, PhD, RD--FSMOD Nutrition Specialist; Assistant Professor,
Department of Foods and Nutrition, University of Georgia (5%)*
Dr. Fischer is the Program Director for the Didactic Program in Dietetics and
teaches medical nutrition therapy and foodservice management courses. Her BS
degree is from
Valerie George, PhD, LD--FSMOD Food and Nutrition Specialist; Assistant
Professor, Department of Dietetics and Nutrition, Florida International
University (5%)*
Dr. George has taught courses in nutrition education and principles of
nutrition for a number of years. For the past four years, she has also directed
a state-wide nutrition education program targeted to food service employees,
teachers, and parents on the nutritional needs and the importance of food
safety for the exceptional child. Earlier in her career (1993-95) she was the
principal investigator and project director for the
Bonnie L. Hackes, PhD, DTR--FSMOD Food and Nutrition
Specialist; Assistant Professor, School of Human Ecology, College of Applied
and Natural Sciences, Louisiana Technical University (5%)*
Dr. Hackes earned an AAS in Dietetic Technology and
Foodservice Management from Southeast Community College, a BS in Natural
Resources from the University of Nebraska-Lincoln, an MS in Foodservice
Management from the University of Nebraska-Lincoln, and a PhD in Foodservice
and Hospitality from Kansas State University. She is completing work on an
instructional grant, "Enhancement of food and nutrition courses through
multimedia" at LTU and was named Nebraskas
Recognized Dietetic Technician of the Year in 1998.
Rita Haliena, MS, RD-FSMOD Nutrition Specialist;
Instructor of Food Science and Human Nutrition,
Ms. Haliena earned a BS from
Vivian Haley-Zitlin, PhD, RD--FSMOD Nutrition
Specialist; Assistant Professor of Food Science and Human Nutrition,
Dr. Haley-Zitlin earned her PhD in Nutrition from the
Nancy Harris, MS, RD, LDN--FSMOD Food and Nutrition Specialist; Lecturer,
Department of Nutrition and Hospitality Management, School of Human
Environmental Sciences, East Carolina University, Greenville, NC (5%)*
Prior to her current position, Ms. Harris was a clinical instructor in the
Department of Pediatrics at East Carolina University School of Medicine.
Additionally, she has over two decades of diverse administrative and clinical
work experiences in dietetics. She currently serves as a consultant for a
retirement and skilled care facility. She serves as Co-Director of the Food
Literacy Partners Program which trains volunteers to provide food, nutrition
and physical activity education for food stamp eligible individuals of all
ages. Her most recent professional presentation was a Nutrition Therapy Update
Seminar at the
Nancy Hunt, MS, RD---FSMOD Food Safety Specialist; Program Director for the
Didactic Program in Dietetics at Lipscomb University (5%)*
Ms. Hunt holds a BS degree in nutrition from the University of Tennessee in
Knoxville and completed her dietetic internship at St. Marys
Medical Center, an MEd in Curriculum and Instruction
from Middle Tennessee State University, and an MS from Western Kentucky
University in Nutrition and Foods. In addition to serving as a Program Director
for 15 years, Ms. Hunt has worked as a clinical dietitian and as a dietetics
consultant. She teaches basic nutrition, advanced nutrition, diet and disease,
nutrition education and community nutrition.
Sharon Hunt, MS, RD--FSMOD Food Safety Specialist; Assistant Professor,
Department of Family and Consumer Sciences, Fort Valley State University (5%)*
Ms. Hunt holds undergraduate and graduate degrees in food, nutrition and
institutional administration from Oklahoma State University. She teaches
professional courses in dietetics and is the Program Director for the Didactic
Program in Dietetics at Fort Valley State University
Virginia OLeary, Ph.D.--FSMOD Food Safety Specialist;
Instructor of Nutrition, Georgia State University (11%)
Dr. OLeary holds graduate degrees in food technology
from
Carol ONeil, PhD, RD--FSMOD Food and Nutrition
Specialist; Professor,
Dr. ONeil is the Program Director for the Didactic
Program in Dietetics at
Lisa Ritchie, EdD, RD--FSMOD Nutrition Specialist;
Assistant Professor,
Dr. Ritchie is an Assistant Professor of Food Science and Nutrition and has
also served as the Director of their Didactic Program in Dietetics. She holds
an EdD in Higher Education from the
Susan Roman, M.MSc,SM,
MT--FSMOD Microbiology Specialist; Assistant Professor,
Ms. Roman completed her undergraduate degree at the
Kathy Timmons, MS, RD--FSMOD Food and Nutrition Specialist; Senior Lecturer and
Director of the Didactic Program in Dietetics, Department of Family and
Consumer Studies, Murray State University (5%)*
Ms. Timmons earned her BS in Home Economics Education and her MS in Nutrition
and Foods, both from Auburn University. She has experience as a county agent
for home economics and as a WIC nutritionist and coordinator. She teaches
professional courses in dietetics, including courses in nutrition, food
science, and food service. She is a recent recipient of the Regents Award for
Teaching Excellence at
Myrna Wesley, MS, RD--FSMOD Food Specialist; Associate Professor and Director
of Dietetics, University of Kentucky (5%)*
Professor Wesley is a food and nutrition educator with twenty-eight years
experience in university teaching and three years of experience as an educator
for the dairy industry. Her teaching centers in food science, food safety, and
food service. She holds numerous professional and educator awards, including
Outstanding Dietitian for
Gloria Young, EdD, RD--FSMOD Food and Nutrition
Specialist; Associate Professor and Program Director for the Didactic Program
in Dietetics, Virginia State University (5%)*
Dr. Youngs professional experience includes six years
as director of clinical nutrition, two years in public health nutrition, four
years in contract foodservice as consulting R.D. and district supervisor,
eleven years in independent private consulting, and twelve years in community
college teaching and directing an ADA-approved Dietetic Technician program and
a Dietary Managers Association-approved Dietary Managers Program. She has been
co-principal investigator in 3 competitive grants, and
principal project director in another competitive grant.
*These individuals are under consultant/subcontract agreements for $2000, or
approximately 5% time.