ACME Module Descriptor

5/19/2016 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

ACME Module Descriptor

Module Code : FOD101

Module Title : Fundamentals of Nutrition

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

07

School of Science, Engineering And

Technology

Division of Food and Drink

CATHERINE TSANG

SCQF 20

Year

S1

2016/7

Brief Description

This module provides students with fundamental knowledge of nutrition, metabolism and digestion to obtain relationship between diet and health.

Aims

The aim of this Module is to provide the student with : To provide students with an understanding of physiological and metabolic basis for dietary requirements as well as the role of nutrients in the body.

Learning Outcomes

By the end of this module the student should be able to :

1. Recognise sources and functions of macro and micronutrients

2. Explain the importance of a balanced diet, the relationship between diet and health and the basis for setting nutritional guidelines

3. Relate the structure of the GI system to the processes involved in the digestion and absorption of nutrients

4. Outline the production of energy in the tissues (aerobically and anaerobically)

5. Explain the concept of energy balance and body composition and methods to assess it

6. Appraise the nutrition assessment methods

Indicative Content

1. nutrients and nourishment

*

2. nutritional guidelines

3. nutritional assessment methods

4. Macronutrients: sources, functions and regulation in the body

5. Micronutrients: sources, functions and regulation in the body

7. Metabolism and energy balance (including energy production process)

8. Metabolic endocrinology (major hormonal effects on energy balance and health Metabolic endocrinology (major hormonal effects on energy balance and health

Statement on Teaching, Learning and Assessment

This module is going to be delivered as a mixture of interactive lectures, tutorials and practical. Tutorials will be based on an enquirybased and problembased learning. The laboratory sessions will provide an alternative learning environment and including group practical work, group discussion and numerical calculations.

Teaching and Learning Work Loads :

Total

Lecture

:

: 12

Tutorial/Seminar : 12

Supervised Practical Activity : 6

Unsupervised Practical

Activity

: 30

Assessment

Independent

: 50

: 90

Assessment

Type

Coursework

Report

Description

Blackboard based tests

Dietary Assessment Report

Final

Grade

Weighting

(%)

50

50

Assessment Week Number

Issue

1

1

Submission Return

15

14

17

16

Assoc

Learning

Outcomes

1,2,3,4,5,6

1,3 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 1/34


Additional Assessment Information

Additional Tutors: Alberto Fiore and Karen Barton Additional Reading: Insel, Turner, Ross 2014 Nutrition (5th ed) Jones and Bartlett.

Supportive Reading

Fox 2012 Human Pysiology (13Th Ed) McGraw Hill

Marieb 2012 Essential Physiology (4Th Ed) Pearson

Widmaer Raff Strang 2013 Vanders Human Physiology (13Th Ed) McGraw Hill

Teachability Issues for this module are:

Oral,Aural,Reading,Writing

Key Transferable Skills for this module are:

Communication,Problem Solving,Research

Copyright Abertay University 19May2016



Module Title : Nutrition Through the Lifespan

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

07


Technology


CATHERINE TSANG

SCQF 20

Year

S2

2016/7

Brief Description

In this module nutrient needs, nutritional status and associated nutritional issues are explored using a lifespan model.

Aims

The aim of this module is to provide the student with an understanding of lifecycle nutritional needs, the importance of suitable food choices to meet these needs and the potential influence of early diet and food choice on health throughout the lifespan.

Learning Outcomes


1. Explain nutritional requirements at different stages of the lifespan.

2. Discuss the relationship between diet and health status at different life stages.

3. Evaluate factors that may affect nutritional status throughout the lifecycle.

4. Apply practical guidelines for menu planning, and food preparation provision relevant to different stages of the lifespan

Indicative Content

1. Nutrition during the lifecycle

*

2. Nutrition during pregnancy and lactation

3. Nutrition during infancy

4. Nutrition in childhood

5. Nutrition in adolescence

7. Nutrition in aging

8. Nutrition and sports


Teaching takes the form of lectures and directed study, aimed at informing and developing students’ knowledge of the subject. Lectures are supported by small group workshops, where students are presented with mini case studies linked to the lecture topic. Assessment takes the form of an examination (both essay style questions and short questions) where students can evidence learning, understanding and academic writing skills.


Total

Lecture

:

: 12




Activity

Assessment

: 24

: 40 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 2/34

5/19/2016

Independent

Assessment

: 112 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Type

Scheduled examination

Description

2 hr exam

Final

Grade

Weighting

(%)

100


Issue

EP

Submission Return

EP EP


Additional Tutor: Adilia Lemos Additional Reading: LangleyEvans,S. 2009. Nutrition A Life Approach WileyBlackwell

Supportive Reading

Eastwood, M 2006 Principles Of Human Nutrition, 2Nd Edition Blackwell

Barasi, M.E 2007 Nutrition At A Glance Blackwell

Geissler, C And Powell, H.P 2011 Human Nutrition 12 Edition Churchill Livingstone


Oral,Aural,Reading,Writing,Other




Assoc

Learning

Outcomes

1,2,3,4,5,6



Module Title : Fundamentals of Food Preparation

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

07


Technology


Boonseang Chu

SCQF 20

Year

S1

2016/7

Brief Description

This module is intended to provide the student with fundamental knowledge of different food commodities, food quality and safety, as well as to develop basic kitchen and microbiology lab skills.

Aims

The aim of this Module is to provide the student with : To allow the students to understand the fundamental of food preparation and safety.

Learning Outcomes


1. Relate the composition of food ingredients and how they combine to generate foods.

2. Develop competent food handling capabilities incorporating basic food quality and safety requirements.

3. Relate the properties and behaviour of microorganisms and their potential as foodborne pathogens

4. Define basic legal requirements (EC and UK law / regulations) associated with food hygiene and safety.

Indicative Content

1. Food commodities: category, composition and source

*

2. Quality and spoilage of food commodities

3. Handling and storage of food commodities

4. Principle of food preparation

5. Principle of food hygiene and safety, and related legal requirements

7. Basic kitchen and microbiology lab skills that link science to the practical aspects of food studies


There is a mix of lectures, practicals and independent study. Lectures provide core knowledge and understanding of the subject areas. Part of this module lectures follows the syllabus for the Royal Environmental Health Institute Scotland (REHIS) Intermediate Food Hygiene course, and students have an option to take this independently of this module. Workshops develop basic skills in kitchen, which links with microbiology laboratory practice.

Assessments for this module are kitchen practical test and examination. Independent study encourages selfdetermination and the development of https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 3/34

5/19/2016 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD independent learners actively constructing their own knowledge. These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. Knowledge and application are formally assessed by means of coursework and an online examination.

The expected level of understanding is commensurate with this level of study.


Total

Lecture

Tutorial/Seminar

:

: 20

: 0



Activity

Assessment

: 0

: 60

Independent : 99

Assessment

Type

Practical


Description

Practical Test

Exam

Final

Grade

Weighting

(%)

40

60


Issue

10

EP

Submission Return

12

EP

14

EP

Supportive Reading

McGee 2004 McGee On Food And Cooking Hodder And Stoughton

Lean M E J 2006 Fox Cameron's Food Science, Nutrition And Health London: Hodder Arnold

Rehis 2008 The Intermediate Food Hygiene Handbook For Scotland. 6Th Edition Highfield Publications: Doncaster, Uk


Visual,Reading,Collaboration,Professional


Team Work,Planning,Professionalism


Assoc

Learning

Outcomes

1,2

1,3,4



Module Title : Properties of Food

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

07


Technology


Boonseang Chu

SCQF 20

Year

S2

2016/7

Brief Description

This module develops the understanding of physicochemical characteristics and functionalities of macronutrients (carbohydrates, proteins and lipids) and micronutrients (vitamins and minerals) and their changes during freezing, cooking and processing. The functionalities and applications of commonly used food additives are included. This module also develops basic chemistry laboratory and scientific writing skills.

Aims

The aim of this Module is to provide the student with : The aim of this module is to provide the students an understanding of physicochemical characteristics and functionalities of different food components and their interactions during, freezing, cooking and processing which lead to changes in appearance, texture, flavour and nutrient contents

Learning Outcomes


1. Compare the physical structure and chemical nature of different food components, and functional properties of the food components and additives.

2. Explain the physicochemical changes and interactions of different food components during freezing, cooking and processing and their effects on food characteristics and nutritional values.

3. Conduct scientific experiments to observe, collect, statistically analyse and interpret data of chemical changes in food.

4. Demonstrate competent lab report writing skills.

Indicative Content

1. Basic chemistry https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 4/34


*

2. Chemical structure and physicochemical properties of water, macronutrients (carbohydrates, proteins and lipids) and micronutrients

(vitamins and minerals)

3. Physiochemical and nutritional changes of macronutrients and micronutrients during freezing, cooking and processing

4. Food additives – functionalities and applications

5. Basic food analysis techniques


There is a mix of lectures, tutorials, lab practicals and independent study. Lectures provide core knowledge and understanding of the subject area. Lab practicals develop core skills and confidence in laboratory practice, whilst tutorials encourage reflective practice related to knowledge and understanding. Feedforward on lab report writing will be given during the structured feedback week in Semester 2. Independent study encourages self determination and the development of independent learners actively constructing their own knowledge. These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. Knowledge and application are formally assessed by means of coursework

(lab report) and an examination. The expected level of understanding is commensurate with this level of study.


Total

Lecture

:

: 12




Activity

Assessment

Independent

: 0

: 60

: 100

Assessment

Type

Report


Description

Lab Report

Exam

Final

Grade

Weighting

(%)

50

50


Issue

28

EP

Submission Return

30

EP

Supportive Reading

Lean M E J 2006 Fox Cameron's Food Science, Nutrition And Health London: Hodder Arnold

Charley H And Weaver C 1998 Foods A Scientific Approach Jersey: PrenticeHall

Coultate T 2009 Food The Chemistry Of Its Composition 5Th Edition Cambridge: Rsc Publishing


Visual,ComputerBased,Reading,Writing,Collaboration,Professional


Team Work,Research,Planning,Professionalism


32

EP

Assoc

Learning

Outcomes

1,2,3,4

1,2



Module Title : Nutrition and the Consumer

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

07


Technology


John Grigor

SCQF 20

Year

S2

2016/7

Brief Description

Food behaviour investigated: examining individual and global food choice models.

Aims

The aim of this Module is to provide the student with : To provide the student with an understanding of influences on food choice, eating habits and consumption patterns https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 5/34


Learning Outcomes


1. Explore historical and current food trends and discuss their influences on food consumption from a global perspective

2. Analyse the role of culture in food choice from a number of countries from developing, emerging and developed nations

3. Critique the complex interactions involved in individual food choices

Indicative Content

1. Introduction

Physiological versus psychological differences in food choice introduced.

2. Consumer Models

Consumer models of food choice explored, Attitudes versus behaviour, Models of buyer behaviour, Buyer decision process, Adopter categories, Future forecasting

3. Food Choices form a Global Perspective

Measuring and global influences on world consumption trends, Sustainability issues that arise from food production methods and consumption trends,

Nutrition transition and dietary food choices, The role of culture and society on food choices explored, Developing, emerging and industrialised countries

4. Food fashion and trends

Perceptions of food, consumer choice, food design, trends and fashions. Influences of the media and marketing, science and technology on food production and consumption.


Interactive lectures will be used to build knowledge and understanding in basic components of nutrition and food choice. Tutorial classes will be used to develop skills in scientific interpretation and writing. A significant component of the tutorials will involve small group work with opportunities to feedback information to the wider class. There is a strong independent learning quota supported by good links and guidance via Blackboard. These teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. Knowledge and application are formally assessed by means of coursework and exam


Total

Lecture

Tutorial/Seminar

: 200

: 12

: 12



Activity

Assessment

: 24

: 60

Independent : 80

Assessment

Type

Presentation


Description

Oral

Open Book (2 hours duration)

Final

Grade

Weighting

(%)

20

80


Additional Tutor: Catherine Tsang

Supportive Reading

Nutzenadel A & Trentmann F 2008 Food And Globalisation Berg: Oxford

Belasco W 2008 Food: The Key Concepts Berg: Ny


Oral,Symbolic,Reading,Writing





Issue

19

EP

Submission Return

26

EP

28

EP

Assoc

Learning

Outcomes

2

1,3



Module Title : Public Health Nutrition and Health Promotion 1

Level

School

Division

Tutor

08


Technology


Karen Barton

SCQF 20

Year

S2

2016/7

External https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 6/34

5/19/2016

Examiner(s)

Prerequisites

Corequisites

Replaced https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Brief Description

This module covers the concepts of public health, development of public health policy and key public health issues. It will provide also the fundamentals of epidemiology.

Aims

The aim of this Module is to provide the student with : an understanding of public health and an appreciation of the relationship between health care politics, policy making and population health.

Learning Outcomes


1. Appraise Health Promotion models and interventions.

2. Discuss implementation of food and nutrition policy in a range of community settings.

3. Explain the main principles of epidemiology.

Indicative Content

1. Food & Nutrition policy

Framework of national and local policy and guidelines; models of good practice.

2. Health policy and public health

What is health policy? State intervention in health. Development of Green Papers/White Papers/Guidelines for health/Targets and implementation.

Influences of global health policy. Structure of public health agencies.

3. Policy Implementation

Implementation of food and nutrition policy in educational establishments, community food initiatives, local authorities and health services.

4. Fundamentals of epidemiology e.g. concept, measuring disease frequency, study designs for public health


This module is designed to introduce the concepts of public health nutrition and to look at how policies develop. Students will take part in interactive lectures and will work in small groups to discuss issues around these areas. There will also be input into the teaching of this module by invited speakers from various sectors who will talk about the relevant public health nutrition and policies within their fields. These will include but not be limited to community education and public health research.


Total

Lecture

Tutorial/Seminar

: 200

: 12

: 12



Activity

Assessment

: 24

: 40

Independent : 112

Assessment

Type

Coursework

Coursework

Description

Coursework 1

Coursework 2

Final

Grade

Weighting

(%)

30

70


Issue

19

19

Submission Return

26

32

28

35

Assoc

Learning

Outcomes

1,2,3

1,2,3


Additional reading: Webb P and Bain C 2011 Essential Epidemiologyan introduction for students and health professionals, Cambridge University Press:

Cambridge.

Supportive Reading

Kaufman, Mildred 2007 Nutrition In Promoting The Public's Health Jones And Bartlett: Sudbury M A

Edelstein, Sari 2011 Nutrition In Public Health: A Handbook For Developing Programs And Services Jones And Bartlett: Sudbury M A

Bartholomew, L, Kay Et Al 2016 Planning Health Promotion Programs Jossey Bass: San Francisco


Oral,Reading,Writing


Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Professionalism



: FOD202 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 7/34

5/19/2016

Module Code

Module Title : Nutrition and the Consumer https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

08


Technology


John Grigor

SCQF 20

Year

S1

2016/7

Brief Description

Food behaviour investigated: examining individual and global food choice models.

Aims

The aim of this Module is to provide the student with : an understanding of influences on food choice, eating habits and consumption patterns

Learning Outcomes


1. Explore historical and current food trends and discuss their influences on food consumption from a global perspective

2. Analyse the role of culture in food choice from a number of countries from developing, emerging and developed nations

3. Critique the complex interactions involved in individual food choices

Indicative Content

1. Introduction

Physiological versus psychological differences in food choice introduced.

2. Consumer Models

Consumer models of food choice explored , Attitudes versus behaviour, Models of buyer behaviour, Buyer decision process, Adopter categories, Future forecasting

3. Food Choices from a Global Perspective

Measuring and global influences on world consumption trends, Sustainability issues that arise from food production methods and consumption trends,

Nutrition transition and dietary food choices , The role of culture and society on food choices explored , Developing, emerging and industrialised countries

4. Food fashion and trends

Perceptions of food, consumer choice, food design, trends and fashions. Influences of the media and marketing, science and technology on food production and consumption.


Interactive lectures will be used to build knowledge and understanding in basic components of nutrition and food choice. Tutorial classes will be used to develop skills in scientific interpretation and writing. A significant component of the tutorials will involve small group work with opportunities to feedback information to the wider class. There is a strong independent learning quota supported by good links and guidance via Blackboard. These teaching and learning strategies focus on developing students skills in accordance with Abertay graduate attributes. Knowledge and application are formally assessed by means of coursework and exam


Total

Lecture

:

: 12




Activity

: 24

Assessment

Independent

: 60

: 80

Assessment

Type

Presentation


Description

Oral Presentation

Open Book Exam

Final

Grade

Weighting

(%)

20

80


Issue

1

EP



Supportive Reading

Nutzenadel A And Trentmann F (Eds) 2008 Food And Globilisation Berg: Oxford

Belasco W 2008 Food: The Key Concepts Berg: Ny


Oral,Visual,Reading,Writing


Submission Return

8

EP

10

EP

Assoc

Learning

Outcomes

2


5/19/2016


Copyright Abertay University 19May2016 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD



Module Title : Food Design and Promotion

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

08


Technology


Kathryn CairnieLyall

SCQF 20

Year

S2

2016/7

Brief Description

A practical based module in which students develop an understanding of functionality of food ingredients and develop food handling skills and apply them in the design and promotion of multi component food recipes

Aims

The aim of this Module is to provide the student with an understanding of how food ingredients interact with each other, to develop the knowledge and skills to make and modify complex food products, and to develop confidence in presenting and promoting food.

Learning Outcomes


1. Develop knowledge and skills of the functionality of ingredients in foods.

2. Apply skills and techniques to modify foods and create alternatives to fulfill a specified brief

3. Plan and develop a multicomponent recipe and present a food demonstration justifying ingredient choice and functionality.

Indicative Content

1. Practical sessions

To cover fundamental food handling skills and understanding of how ingredients interact in recipes and to develop ability to modify recipes in order to confidently prepare complex foods.

2. Lectorials

Recipe writing, culinary presentation and techniques required for food demonstrations and promotions


Students are encouraged to engage in active learning during tutorials and practicals. Team work is an integral element of of the practical classes and students are expected to take joint responsibility for planning and presenting a food demonstration which assesses organisational, practical, and oral communication skills. Demonstration plan feed forward will be given during the structured feedback week.Student centred learning is encouraged throughout the project.


Total

Lecture

Tutorial/Seminar

:

: 4

: 4



Activity

: 0

Assessment

Independent

: 60

: 108

Assessment

Type

Description

Final

Grade

Weighting

(%)

40


Issue Submission Return

Assoc

Learning

Outcomes

Practical

Portfolio

Practical 1 20 minute demonstration

Portfolio based on modification process

60

19

19

33

33

35

35

1,2,3

1,2,3


Unit 1 assessments ( food demonstrations) take place from week 2833. Due to the collaborative and practical nature of this project, there is no reassessment opportunity for unit 1 assessment.

https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 9/34


Supportive Reading

McGhee,H 2004 On Food And Cooking Hodder & Stoughton:London

McGhee,H 2004 On Food And Cooking Hodder And Stoughton:London

McGhee,H 2010 Keys To Good Cooking H hodder & Stoughton:London

McGhee,H 2010 Keys To Good Cooking Hodder & Stoughton:London

Coulate,Tom P 2008 Food: The Chemistry Of Its Components Food royal Society Of Chemistry; 5 Edition

Coulate,Tom P 2008 Food: The Chemistry Of Its Components Royal Society Of Chemistry; 5 Edition


Oral,Professional


Communication,Team Work,Research,Planning




Module Title : Food Characterisation

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

08


Technology


ATHINA TZIBOULACLARKE

CHRISTINE ANN WOLFENDALE

SCQF 20

Year

S2

2016/7

Brief Description

Analysis of food and drink is a major activity for the industry and a very important part of product development and quality assurance. This module introduces the student to the techniques required to test food using analytical, physicochemical and sensory analysis techniques.

Aims

The aim of this Module is to provide the student with : the necessary knowledge and skills to enable students to apply a range of analytical and sensory techniques to evaluate food and drink.

Learning Outcomes


1. Choose and apply a range of food analyses techniques used for the physicochemical characterisation of foods, identification of chemicals or contaminants in foods.

2. Design and implement appropriate sensory tests for a range of food products

3. Analyse and present data obtained during food analysis and draw appropriate conclusions

Indicative Content

1. Physicochemical characterisation of foods pH and titratible acidity, salt analysis using flame photometry, water content and water activity, colorimetry, turbidity measurement, texture analysis using empirical instruments (bostwick consistometer, texture analyser)

2. Spectrophotometry, Chromatography and mass spectrometry

3. Sensory evaluation techniques (discrimination tests, ranking, descriptive and affective testing including accompanying statistics)

4. Method development for NPD, quality control and quality assurance


Active learning techniques in the form of 10x2 hr practical sessions during which team working is encouraged backed by tutorials to consolidate core knowledge and evaluate data obtained during the practical sessions Core knowledge is assessed during a practical exam session and submission of coursework.


Total

Lecture

Tutorial/Seminar

:

: 0

: 6



Activity

Assessment

: 20

: 60

Independent : 94

Assessment https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 10/34

5/19/2016

Type

Practical

Coursework

Description

Practical Exam

Coursework https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Final

Grade

Weighting

(%)

50

50


Issue

EP

19

Submission Return

EP

33

35

35


Additional Tutors John Grigor and Alberto Fiore


Oral,Visual,Diagrammatic,ComputerBased,Writing,Collaboration,Professional


Communication,Team Work,Problem Solving,Research,ICT Skills,Planning,Professionalism


Assoc

Learning

Outcomes

1,2,3

3



Module Title : Nutrition through the lifespan

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

08


Technology


CATHERINE TSANG

SCQF 20

Year

S1

2016/7

Brief Description

In this module nutrient needs, nutritional status and associated nutritional issues are explored using a lifespan model.

Aims

The aim of this module is to provide the student with an understanding of lifecycle nutritional needs, the importance of suitable food choices to meet these needs and the potential influence of early diet and food choice on health throughout the lifespan.

Learning Outcomes


1. Explain nutritional requirements at different stages of the lifespan.

2. Discuss the relationship between diet and health status at different life stages.

3. Evaluate factors that may affect nutritional status throughout the lifecycle.

4. Apply practical guidelines for menu planning and food preparation provision relevant to different stages of the lifespan

Indicative Content

1. Nutrition during the lifecycle

Overall review of the module aims, objectives and content of material

2. Nutrition during pregnancy and lactation

3. Nutrition during infancy

4. Nutrition in childhood

5. Nutrition in adolescence

6. Nutrition in adulthood

7. Nutrition in aging

8. Nutrition and sports


Teaching takes the form of lectures and directed study, aimed at informing and developing students’ knowledge of the subject. Lectures are supported by small group workshops, when students are presented with mini case studies linked to the lecture topic. Assessment takes the form of an examination

(both essay style questions and short questions) where students can evidence learning, understanding and academic writing skills.


Total

Lecture

: 200

: 12 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 11/34

5/19/2016




Activity

Assessment

: 24

: 40

Independent : 112

Assessment https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Type


Description

2 hours

Final

Grade

Weighting

(%)

100


Additional Tutor: Adilia Lemos

Supportive Reading

Eastwood M. 2006 Principles Of Human Nutrition, 2Nd Edition Blackwell

Barasi M.E. 2007 Nutrition At A Glance Blackwell

LangleyEvans, S. 2009 Nutrition – A Life Approach WileyBlackwell







Issue

EP

Submission Return

EP EP

Assoc

Learning

Outcomes

1,2,3,4



Module Title : Placement Preparation and Project Management

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology




SCQF 20

Year

S1

2016/7

Brief Description

This module is aimed at preparing the student for the Placement period and to develop realistic expectations to their individual placement setting

Aims

The aim of this Module is to provide the student with an opportunity to reflect on their current professional competencies and develop their professional skills and knowledge further. It also provides the student with an understanding of the world of work and to further appreciate the interrelationships between the service user, the professional and the organisation.

Learning Outcomes


1. Develop autonomy in prioritising areas of own learning specific to subject area

2. Analyse organisational culture, leadership and teamwork

3. Examine the professional values involved in the employee, employer relationship

4. Develop employability by different methods including interview and presentation techniques and evidence of achievements

5. Plan to undertake a 10 week placement within a relevant organisation

Indicative Content

1. Briefing sessions

Issues re: induction, confidentiality, Health and Safety, realistic expectations and assessment.Prior to start of placement the student, employer and placement tutor will agree task(s) involved in the learning opportunities to be developed and expected outcomes.

2. Learning Objectives

Identify and justify own learning objectives prior to undertaking placement

3. Professional Issues

Leadership styles and selfevaluation models for reflection; Team roles and Belbin team role theory; organisational cultures in the food and drink sector

4. CV Writing and Interview Skills and Techniques https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 12/34

5/19/2016

5. Development of reflective learning techniques https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

6. Header 6


This module is designed to prepare the student for the placement experience.. Students will take part in interactive tutorials and will work in small groups to discuss issues around the placement experience and to develop realistic expectations specific to their individual placement settings. Students will recognise that whilst on placement they have to be flexible collaborators whilst reflecting on their own learning and progression in terms of knowledge, competence in practical skills and experience. At this stage students are expected to be motivated selflearners using the SMART model for setting their individual placement learning objectives based on sound personal judgement and reflection. Assessment comprises a placement preparation portfolio. Students will have an opportunity to obtain feedback on Learning Objectives and feed forward will be given during the structured feedback week


Total

Lecture

Tutorial/Seminar

: 200

: 12

: 12



Activity

Assessment

: 0

: 50

Independent : 126

Assessment

Type

Portfolio

Description

Coursework Portfolio 2000 words

Final

Grade

Weighting

(%)

100


Issue

2

Submission Return

12


Additional Reading www.prospects.ac.uk

Supportive Reading

Thompson, S And Thompson, P 2008 The Critically Reflective Practitioner Palgrave Macmillan

* * Www.Prospects.Ac.Uk *


Professional


Interpersonal,Professionalism


14

Assoc

Learning

Outcomes

1,2,3,4,5



Module Title : Placement Preparation and Project Management

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology




SCQF

Year

20

S3

2016/7

Brief Description

This module is aimed at preparing the student for the Placement period and to develop realistic expectations to their individual placement setting

Aims

The aim of this Module is to provide the student with an opportunity to reflect on their current professional competencies and develop their professional skills and knowledge further. It also provides the student with an understanding of the world of work and to further appreciate the interrelationships between the service user, the professional and the organisation.

Learning Outcomes

By the end of this module the student should be able to : https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 13/34


1. Develop autonomy in prioritising areas of own learning specific to subject area

2. Analyse organisational culture, leadership and teamwork

3. Examine the professional values involved in the employee, employer relationship

4. Develop employability by different methods including interview and presentation techniques and evidence of achievements

5. Plan to undertake a 10 week placement within a relevant organisation

Indicative Content

1. Briefing sessions

Issues re: induction, confidentiality, Health and Safety, realistic expectations and assessment.Prior to start of placement the student, employer and placement tutor will agree task(s) involved in the learning opportunities to be developed and expected outcomes.

2. Learning Objectives

Identify and justify own learning objectives prior to undertaking placement

3. Professional Issues

Leadership styles and selfevaluation models for reflection; Team roles and Belbin team role theory; organisational cultures in the food and drink sector

4. CV Writing and Interview Skills and Techniques

5. Development of reflective learning techniques

6. Header 6


This module is designed to prepare the student for the placement experience.. Students will take part in interactive tutorials and will work in small groups to discuss issues around the placement experience and to develop realistic expectations specific to their individual placement settings. Students will recognise that whilst on placement they have to be flexible collaborators whilst reflecting on their own learning and progression in terms of knowledge, competence in practical skills and experience. At this stage students are expected to be motivated selflearners using the SMART model for setting their individual placement learning objectives based on sound personal judgement and reflection. Assessment comprises a placement preparation portfolio. Students will have an opportunity to obtain feedback on Learning Objectives and feed forward will be given during the structured feedback week


Total

Lecture

: 200

: 12




Activity

: 0

Assessment

Independent

: 50

: 126

Assessment

Type

Portfolio

Description

Coursework Portfolio 2000 words

Final

Grade

Weighting

(%)

100


Issue

37

Submission Return

48


Additional Reading www.prospects.ac.uk

Supportive Reading

Thompson, S And Thompson, P 2008 The Critically Reflective Practitioner Palgrave Macmillan

* * Www.Prospects.Ac.Uk *


Professional


Interpersonal,Professionalism


50

Assoc

Learning

Outcomes

1,2,3,4,5



Module Title : Placement for FNH/FCS

Level

School

Division

Tutor

09


Technology


SCQF 60

Year

S1

2016/7

Kathryn CairnieLyall https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 14/34

5/19/2016

External

Examiner(s)

Prerequisites

Corequisites



Brief Description

The placement is a planned part of a student’s education. It is designed to complement and extend the academic programme and provides an opportunity for each student to accept responsibility for their own personal and professional development, learning and training.

Aims

The aim of this Module is to provide the student with : a structured and practical experience of the world of work within the benchmark area of food and

Consumer Studies and to provide them with an opportunity to develop their personal and interpersonal skills.

Learning Outcomes


1. Practise sustained commitment to learning and adapting to a changing work environment in the area of Food and Consumer Sciences, through self reflection and assessment

2. Manage and organise own performance in order to display competence and operate safely and effectively within the workplace setting environment

3. Apply personal reflective techniques to the development of the employability skills relevant to the area of Food, and Consumer Sciences

4. Appraise the structure, major activities and responsibilities of the organisation

Indicative Content

1. Briefing

Final preparation for placement building on Professional Practice module – in semester 1(FOD301)

2. Placement

Individual learning experiences will vary depending on the organisation/ agency to which a student is attached. Each student will undertake a 10 week unpaid work placement. All students are visited at least once during their placement period by a university supervisor.

3. Debriefing

Follows immediately upon completion of the period of work placement and is designed to offer guidance to the student in order to better enable them to transfer their learning experience back into the universitybased setting and for consideration of future learning.


Students have a mandatory half day briefing session with placement tutors before embarking on a 10 week placement. This session builds on the module of Professional Practice undertaken in Semester 1 and reinforces the setting and achieving of learning objectives, the development of reflective practise through the reflective journal and individual/team working opportunities. Whilst on placement, the students will be required to complete a reflective workbook on learning. By maintaining a weekly journal of activities and achievements, reviewing their capabilities, setting action plans and reflecting critically on their personal and professional progress, this will enable them to become ‘reflective practitioners’. The workbook will be maintained throughout the placement period. The workbook will comprise a reflective account on their work placement experience and learning; and how they have developed personally and professionally Placements vary greatly but the majority involve the student in aspects of team working and taking the lead in individual project work within the placement setting. A debriefing session is undertaken on a students return to university followed by individual presentations to all stage 2 and 3 Food and Consumer Sciences students and staff. Structured feedback and feed forward will be given on an individual basis during placement visit


Total

Lecture

Tutorial/Seminar

: 600

: 0

: 26



Activity

: 0

Assessment

Independent

: 30

: 544

Assessment

Type

Report

Report

Presentation

Description

Supervisor's Report

Tutor's Report

Reflective Workbook and

Summary

Presentation

Final

Grade

Weighting

(%)

15

20

40

25


Issue

19

19

19

19

Submission Return

29

29

34

32


Unit 3: Reflective Workbook and Summary 1500 word count. Unit 4: 15 minute presentation

Supportive Reading

* * The Critically Reflective Practitioner Palgrave Macmillan


Oral,Visual,Reading,Writing,Collaboration,Physical,Professional,Other


Communication,Enterprise,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Inte


33

33

36

34

Assoc

Learning

Outcomes

2,3

2,3

1,3





Module Title : Food Processing

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology


Alberto Fiore


SCQF 20

Year

S1

2016/7

Brief Description

This module introduces the student to the basic unit operations and food processing technologies used in food and drink manufacturing industry.

Aims

The aim of this Module is to provide the student with the necessary knowledge and skills to enable students to critically evaluate processing and preserving technologies used in the food and drink manufacturing industry.

Learning Outcomes


1. Develop typical process flow diagrams for food products and have a compressive understanding of the unit operations employed

2. Evaluate a range of food manufacturing and processing methods

3. Critically discuss innovative technologies within the food industry

4. Evaluate the steps involved in the commercial manufacture of complex food products

Indicative Content

1. *

Basic processing concepts for example: Heat transfer; thermal properties of food, modes of heat transfer, modes of heating; mass balance; flow of liquids; size reduction and mixing

2. *

Preservation processes, microbial survivor curves, thermal death time pasteurisation & sterilisation; concentration and evaporation; freezing; dehydration and freeze drying.

3. *

Application of above concepts in select complex processes during laboratory practical sessions.

4. *

Guest speakers and/or industrial visits


The teaching emphasis of T1 semester module is on developing underpinning knowledge of the food processing operations employed within the food and drink manufacturing industry. This is achieved through a combination of lectures where the fundamental concepts are being introduced, tutorials and practical session, ultimately leading to development of critical ability for technical problem solving and team−working. This module is based also on enquiry−based learning (EBL) and problem−based learning (PBL) activities in which students must participate and take full responsibility for their own learning. Typical EBL/PBL tutorials approach will be the issue of a task with facilitated discussion followed by task report the following week. Different output reporting activities will be used such as small PowerPoint presentation 510 minute, participation in forums or mini reports, During the group project exercise students are expected to apply technical knowledge to a project problem in addition to developing team−working skills to work with others. There is an opportunity in T1 to participate in factory visits. Learning experience is also enhanced with the opportunity to attend lectures from guest speakers


Total

Lecture

: 200

: 18




Activity

: 12

Assessment

Independent

: 50

: 96

Assessment


Type

Portfolio

Description

Online submission of lab book and online quizzes

Final

Grade

Weighting

(%)

100

Issue

1

Submission Return

14 16

Assoc

Learning

Outcomes

1,2,3,4,5,6 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 16/34



Additional Reading: Schaschke, C. 2011 Food Processing. ISBN 9788776817800 1 edition bookboon.com

Supportive Reading

Fellows, P.J 2009 Food Processing Technology Third Edition Woodhead Publishing

Ohlsson, T 2002 Minimal Processing Technologies In The Food Industry Woodhead Publishing

CampbellPlatt, G 2009 Food Science And Technology Wiley Blackwell


Oral,ComputerBased,Reading,Writing,Collaboration


Communication,Enterprise,Team Work,Problem Solving,Research




Module Title : Food Processing

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology


Alberto Fiore


SCQF 20

Year

S3

2016/7

Brief Description

Aims

Learning Outcomes


1.

Indicative Content

1.


Total

Lecture

Tutorial/Seminar

: 200

: 18

: 12



Activity

Assessment

: 12

: 50

Independent : 96

Assessment

Type

Description

Final

Grade

Weighting

(%)



Supportive Reading

Fellows, P.J 2009 Food Processing Technology Third Edition Woodhead Publishing

Ohlsson, T 2002 Minimal Processing Technologies In The Food Industry Woodhead Publishing

CampbellPlatt, G 2009 Food Science And Technology Wiley Blackwell




Assoc

Learning

Outcomes https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 17/34




Module Title : Food and Behaviour

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology


John Grigor


SCQF 20

Year

S1

2016/7

Brief Description

A practical module providing research tools and theoretical enquiry into consumer orientated reasons for poor dietary choices and the potential technical and psychological solutions.

Aims

The aim of this Module is to provide students with the ability to critically investigate the underlying consumer issues for a number of nutrition related public health issues

Learning Outcomes


1. Evaluate, from an evidence base, foodrelated public health concerns from a consumer perspective

2. Appraise the role of epidemiological, psychological and physiological factors that prevent consumers making healthy food choices

3. Have a working knowledge of different methodologies to examine factors involved in food choice

4. Appraise the usefulness of technological strategies to support better consumer food choices

Indicative Content

1. Satiety/obesity and CVD explored in terms of drivers of consumption

Genetic and ageing differences in sensory perception explored. Supertasters (bitter reception/ fat taste – CD36) Chewing strategies and satietyBiomarkers, hormones and receptors e.g. satiety Cognitive factors] Sociological approach

2. Research methods

Methodological review of techniques – strengths and weaknesses. e.g. Attitudinal scoring does it predict behaviour ? Working knowledge on a variety of techniques Basic report writing skills. Accuracy, Data presentation and analysis, Experimental critique, and Report Structure

3. Solutions/interventions Psychological, medical and technical solutions investigated

*


Concepts and theories are introduced and discussed in interactive lectures, tutorials and practicals. Students then undertake an enquirybased learning exercise around a self selected topic culminating in a written assessment and dissemination of findings to the peer group. A seen exam further allows students to demonstrate critical thinking skills and intellectual development by first gathering and evaluating, then presenting relevant information in a logical manner within a given timeframe. Independent study encourages selfdetermination and the development of independent learners actively constructing their own knowledge. These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. The level of understanding and application is commensurate with this level of study


Total

Lecture

Tutorial/Seminar

Supervised Practical Activity :

:


Activity

:

Assessment

Independent :

:

:

: 200

Assessment

Type

Coursework


Description

Case History

Seen Exam

Final

Grade

Weighting

(%)

50

50


Issue

1

EP

Submission Return

6

EP

8

EP

Assoc

Learning

Outcomes

1,2,3,4

1,3


There is no formal text book and students are expected to broadly read around the subject area. Guidance via Blackboard will be given in terms of library links to key journal articles and text. Additional Tutor: Catherine Tsang.


5/19/2016


Oral


Communication




Module Title : Clinical Nutrition 1

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology


Adilia lemos


SCQF 20

Year

S1

2016/7

Brief Description

This module provide the students with knowledge about interactions of nutrients with other components (nonnutrient food components; gene and drug interactions). The module gives also information about methods used for assessment of the nutritional status and an introduction to nutritional genomics.

Aims

The aim of this Module is to provide the student with an understanding about different factors that can interfere with nutrients in the body.

Learning Outcomes


1. Evaluate the interaction nutrient / nonnutrient food components of food and their metabolic activity

2. Discuss nutrientdrug interaction & nutrientgene interaction

3. Critically evaluate laboratory / biochemical parameters used to assess nutritional status

Indicative Content

1. *

Introduction to nutritional genomics genetic fundamentals & genetics and nutrition

2. *

FoodDrug interactions

3. *

Nonnutrient components in foods (e.g. bioactives) and their metabolic activity

4. *

Functional Foods

5. *

Laboratory data in nutrition assessment (Clinical biochemistry)


This module is going to be delivered as a mixture of interactive lectures and tutorials. Lectures aim at informing and developing students’ knowledge of the subject. Tutorials will be based on an enquirybased and problembased learning. Students are expected to be motivated selflearners in both theory and practice (in the form of case studies). Tutorials are employed to ensure that the students use both problemsolving and selflearning skills. These teaching and learning strategies focus on developing student’s skills in accordance with Abertay graduate attributes.


Total

Lecture

: 200

: 10




Activity

: 24

Assessment

Independent

: 40

: 114

Assessment


Type Description

Final

Grade

Weighting

(%)


Assoc

Learning

Outcomes https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 19/34

5/19/2016

Scheduled examination 2 hour exam https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

100 EP EP EP



Supportive Reading

Beckett 2010 Clinical Biochemistry, 8Th Edition Wiley Blackwell

Krause 2011 Food, Nutrition And Diet Therapy, 13Th Edition Elsevier Sanders

Gandy, J 2014 Manual Of Dietetic Practice, 5Th Edition Wiley Blackwell On Behalf Of Bda




Communication,Team Work,Problem Solving,Research


1,2,3



Module Title : Food Safety and Quality Management

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

09


Technology


Jonathan Wilkin


SCQF 20

Year

S1

2016/7

Brief Description

The module deals with issues related to the management of food safety and quality systems in food environments, throughout the food supply chain

Aims

The aim of this module is to provide the student with an understanding of the principles and the application of food safety and hygiene management systems and methodologies.

Learning Outcomes


1. Justify the principles of HACCP in the food supply chain; i.e. the importance of it within the food industry

2. Ascertain the application of risk assessment methodologies in the quantification of hazards

3. Critically analyse the key components of food safety failures from an economic, health and societal point of view.

4. Critique food manufacturers use of quality management systems, including quality standards.

5. Determine the food legislation issues and controls related to food safety

Indicative Content

1. Contamination of foods and its prevention

Bacteriology, physical, chemical and microbiological contamination of food and its prevention. Carry out risk analysis, identify hazards and indicate suitable controls;

2. Safety management

Assessment of existing HACCP plans, design and implementation of new HACCP plans and safety management systems;

3. Legislation and other requirements

Food Safety Act 1990, EC Regulations, Food Hygiene (Scotland) Regulations, FSA, European Food Safety Authority, BRC and ISO standards, hygienic design of food premises


This module employs both problembased and enquirybased learning models. Students are expected to be motivated selflearners in both theory and practice (in the form of case studies). Lectorials (lectures and tutorials) are employed to ensure that the students use both problemsolving and self learning skills to develop strategies to implement food safety and quality management. Students are taken from the very beginning of HACCP through to incorporation in industry and any quality management systems required by the food industry. A factory visit is offered to the students alongside industrial guest lecturers to ensure that the students have a wide variety of different sources / views on the implementation of HACCP and Food Safety

Management systems within food businesses. These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. The level of understanding and application is commensurate with this level of study.


Total

Lecture

Tutorial/Seminar

: 200

: 12

: 12


Unsupervised Practical https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 20/34

5/19/2016

Activity

Assessment

Independent

Assessment

: 40

: 50

: 74 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Type

Viva

Description

Oral Exam

Final

Grade

Weighting

(%)

100


Issue

EP

Submission Return

EP EP

Assoc

Learning

Outcomes

1,2,3,4,5


Students have an exam on the application of HACCP into industrial applications, where it will provide the student with the necessary information to participate as a technical member of staff within the food industry. During the structured feedback week, students have a chance to gain feedback on their HACCP plan (divided into 1hr sessions), this HACCP plan and Quality Manual is taken into the exam with them. Additional Tutor: Adilia Lemos

Supportive Reading

Mortimore, S And Wallace C.A 2013 Haccp: A Practical Approach 3Rd Edition Springer, Usa

Rehis 2008 The Intermediate Food Hygiene Handbook For Scotland. 6Th Edition Highfield Publications, Doncaster

Panistello, P.S And Quantick, P.C 2001 Technical Barriers To Hazard Analysis Critical Control Point (Haccp) Food Control Vol 12 165173


Oral,Visual,Aural,Reading,Writing,Collaboration,Other


Communication,Enterprise,Team Work,Problem Solving,Research,Self Evaluation,Planning,Interpersonal,Q




Module Title : Public Health Nutrition and Health Promotion 2

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10


Technology


Karen Barton


SCQF 20

Year

S1

2016/7

Brief Description

This module will cover methods use in nutritional epidemiology with its limitations and benefits. The module will provide information related to design, implementation and analysis of epidemiologic studies that address questions of dietary intake and nutritional status.

Aims

The aim of this module is to provide the student with an understanding of nutritional epidemiology and its importance in the prevention of diseases.

Learning Outcomes


1. Critically evaluate the different methods of assessing nutritional and physical activity and how to overcome its limitations.

2. Explain the different study designs in nutritional epidemiology.

3. Discuss the methods to establish link diet between chronic diseases.

4. Appraise the importance of nutritional epidemiology in driving public health agendas.

Indicative Content

1. Nutritional and physical activity assessment methods.

(revision and limitations)

2. Nutrition epidemiology – an overview.

3. Study designs in nutritional epidemiology.

4. Biomarkers in nutritional epidemiology.

5. Methods to establish link between diet and chronic diseases.

6. Measuring exposure and outcomes https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 21/34


7. Biostatistics (applied to nutritional epidemiology).

8. Significance of evaluation of nutrition in maintaining and driving public health agendas.


This module is designed to provide the student with an understanding of nutritional epidemiology and its importance in the prevention of diseases.

Students will take part in interactive lectures and will work in small groups to discuss issues around these areas.


Total

Lecture

: 200

: 12




Activity

: 24

Assessment

Independent

: 40

: 102

Assessment

Type

Coursework

Coursework

Description

Coursework 1

Coursework 2

Final

Grade

Weighting

(%)

40

60


Issue

1

1

Submission Return

8

14

10

17

Assoc

Learning

Outcomes

1,2,3,4

1,2,3,4

Supportive Reading

Willet 2012 Nutritional Epidemiology Oxford University Press: Oxford

Webb, P And Bain, C 2011 Essential Epidemiology An Introduction For Students And Health Professionals Cambridge University Press: Cambridge

Gibney And Margetts 2004 Public Health Nutrition (The Nutrition Society Text Book) Blackwell Publishing: Oxford


Oral,Reading,Writing


Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Professionalism




Module Title : Clinical Nutrition 2

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10


Technology


Adilia lemos


SCQF 20

Year

S2

2016/7

Brief Description

This module explores the role of nutrition on the prevention and management of a variety of diseases.

Aims

The aim of this module is to enable the student to understand the relative contribution of diet, and other factors, to major causes of diseases and to appreciate the principles incorporated in risk reduction interventions

Learning Outcomes


1. Critically evaluate and appreciate the role of the relative contribution of diet and other factors in the aetiology of the major causes of nutrition related diseases.

2. Explain the mechanisms, treatment and prevention of a given clinical disorder with nutritional impact

Indicative Content

1. *

Risk factors for major causes of illness use of epidemiological and intervention studies to characterise risk factors for major causes of morbility and https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 22/34

5/19/2016 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD mortality

2. *

Principles of the management of diseases (e.g. cancer, anaemia, diabetes type 2, gastrointestinal disorders; metabolic disorders)

3. *

Role of Nutrition in the prevention of diseases

4. *

Dietary intervention strategies

5. *

Nutrition support (e.g. enteral and parenteral nutrition)


Total

Lecture

Tutorial/Seminar

: 200

: 12

: 12



Activity

Assessment

: 20

: 60

Independent : 96

Assessment

Type


Coursework

Description

2 hour Exam

Case Review

Final

Grade

Weighting

(%)

50

50


Issue

EP

19



Supportive Reading

Geissler, C And Powers, H 2011 Human Nutrition, 12Th Edition Churchill Livingstone

Gandy, J 2014 Manual Of Dietetic Practice, 5Th Edition Wiley Blackwell On Behalf Of Bda

Krause 2011 Food, Nutrition And Diet Therapy, 13Th Edition Elsevier Sanders




Communication,Team Work,Problem Solving,Research


Submission Return

EP

32

EP

34

Assoc

Learning

Outcomes

1,2

1,2



Module Title : New Product Development 1

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10


Technology


John Grigor


SCQF 20

Year

S1

2016/7

Brief Description

This is a project based module where qualitative and quantitative techniques will be applied to develop innovative food concepts and a supportive business plan

Aims

To equip students with the skills for conducting product development projects (up to concept and businesses plan stage) in the food industry.

Learning Outcomes


1. Appraise the various steps in a structured new product development program and critique its usefulness for various types of innovation

2. Design a food NPD project up to the concept and business plan stage.

3. Critically evaluate the types of consumer / marketing tests / surveys for NPD and defend the selection and running of appropriate test https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 23/34


4. Develop and write an effective concept and business plan including financial evaluation

Indicative Content

1. Food New Product Development theory and practice

RG Cooper stage gate model and food modifications. Idea generation and screening.Ideas, concepts and specifications (the development). Concept development and screening “me too”, incremental and radical innovation in the food industry. Factors critical for successful food new product development

2. Consumer Research

Primary and secondary market research. Qualitative and quantitative consumer research for NPD. Focus groups for concept building, developing and screening. Shop surveys

3. Business Plan

Own label versus branded. Basic financial appraisal of NPD project.. Appropriate marketing and price strategy. Introduction to scale up and production issues from and NPD perspective.

4. Food Ingredients

Modern food ingredients explored. Food additives – functionality , interactions. Raw materials managed.


"This module is based around an enquiry based learning exercise where students engage in a real food NPD project. Working independently (simulating industry) students will develop a new food product concept and business plan from scratch. Throughout the module students will be following a structured NPD program where unsupervised time will be focussed on actual activities including a focus group discussion and a shop survey. The module (week 1 – 9) will have 1 hour of lectures and 1 hour of tutorials where theories and NPD practices are introduced and explored. Students will also have formalised planned meetings with a tutor to present progress and future work. This will simulate the regular NPD team meetings that occur in the food industry. From week 10 – 12 tutorials, lectures and team meetings will be replaced with 3 hour practicals to complete some exploratory food

NPD to support the business plan and concept generation. These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. The level of understanding and application is commensurate with this level of study. "


Total

Lecture

Tutorial/Seminar

: 200

: 12

: 12



Activity

Assessment

: 24

: 40

Independent : 100

Assessment

Type

Viva

Coursework

Description

Oral Exam

Business Plan

Final

Grade

Weighting

(%)

50

50


Issue

1

1

Submission Return

13

10

15

12

Assoc

Learning

Outcomes

1,3

2,4


The students will be introduced to structured new product development of food products (idea generation, idea screening and concept development).

The food industry will be investigated as a producer of fast moving consumer goods (FMCG). Incremental versus new to the world innovation will be described with a view to how new to the world innovation can be best carried out. Students get to present individually, their work to academics in a

‘dragon’s den’ style presentation with accompanying abstract as to why there should be an investment in the project. As this is a fourth year paper there is no formal text and students are expected to broadly read around the subject area. The attached textbooks list will guide general reading whilst specific lectures will give a more targeted area of general reading and investigation to complete the assignments and prepare for the exams.


Oral,ComputerBased,Reading,Writing,Collaboration,Professional


Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Quantitative,Le




Module Title : New Product Development 2

Level

School

Division

Tutor

External

Examiner(s)

10


Technology


Jonathan Wilkin

CHRISTINE ANN WOLFENDALE https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

SCQF 20

Year

S2

2016/7

24/34

5/19/2016

Prerequisites

Corequisites


Brief Description

The development and design of a product formulation and production process for a defined food product concept, and the production and marketing of the product at pilot scale.

Aims

The aim of this Module is to equip students with the skills for conducting product development projects (from concept level through to commercialization) in the food industry.

Learning Outcomes


1. Develop a kitchen scale prototype (including packaging) that is suitable for scale up.

2. Select, assemble and operate pilot scale food processing equipment and generate a safe acceptable product with a suitable shelf life

3. Create an appropriate consumer trial for commercialisation

4. Design a product proposition (including product specification) encompassing all aspects of the new product.

5. Critically appraise of ethical, legal, social and environmental factors which impact on process selection and evaluation.

Indicative Content

1. *

Kitchen Scale development of a concept through to development of a commercial formulation.

2. *

Application of experimental design in food prototype and pilot scale development of a food product.

3. *

Upscale of kitchen formula for generating large enough number of units for market evaluation.

4. *

Quantitative consumer market evaluation.

5. *

A study of the requirements and feasibility of factory scale manufacture, including financial analysis and food safety considerations.

6. Header 6

Consideration of ethical, legal and social issues, including product and plant safety and environmental impact.

7. *

Commercialisation and product launch.


This module is based around an enquiry based learning exercise where students engage in a real food NPD project. Working independently (simulating industry) students will develop a new food product ready for launch from a product concept. Throughout the module students will be following a structured NPD program where unsupervised time will be focussed on actual activities including prototype development, shelflife trialling, scale up, quantitative acceptability trialling and commercialisation. The module (week 1 – 8) will have 1 hour of lectures and where theories and NPD practices are introduced and explored. Students will also have formalised planned meetings with a tutor to present progress and future work. This will simulate the regular NPD team meetings that occur in the food industry. From week 3 – 8 2 hour practicals will be run and from week 811 3 hour practicals will be run where the majority of food development and scale up activities will occur . These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. The level of understanding and application is commensurate with this level of study.


Total

Lecture

: 200

: 8




Activity

Assessment

Independent

: 23

: 41

: 100

Assessment

Type

Presentation

Coursework

Description

Presentation

Product Specification

Final

Grade

Weighting

(%)

60

40


Issue

9

9

Submission Return

12

13

14

15

Assoc

Learning

Outcomes

1,3

2,3,4,5


The students will be introduced to structured new product development of food products ( prototype development and commercialisation). A focus on preparing a commercial food product for launch with all the appropriate documentation (product specification, product proposition, HACCP, SOP’s ,

Product attribute sheets). Students get to present individually, their work to academics in a ‘dragon’s den’ style presentation with accompanying abstract as to why there should be an investment in the project. As this is a fourth year paper there is no formal text and students are expected to broadly read around the subject area. The attached textbooks list will guide general reading whilst specific lectures will give a more targeted area of general reading and investigation to complete the assignments and prepare for the exams. Additional Tutor: Dr John Grigor


Oral,Aural,Reading,Writing,Collaboration,Professional,Other


Communication,Enterprise,Team Work,Problem Solving,Research,Planning,Interpersonal,Quantitative,Lead

Copyright Abertay University 19May2016 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 25/34




Module Title : Current Topics in Food, Consumer Science and Nutrition

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10


Technology


Boonseang Chu


SCQF 20

Year

S1

2016/7

Brief Description

This module develops the awareness of the students on the contemporary national and global issues around food, consumer science and nutrition, and strategies taken to address these challenges

Aims

This module aims to broaden the students’ horizons not only on the contemporary issues within their disciplinary areas but also on a wider national and global interests related to food, consumer science and nutrition.

Learning Outcomes


1. Appraise the contemporary national and global issues around food, consumer science and nutrition

2. Appraise different strategies taken to address the current challenges within these areas

Indicative Content

1. Lectorials of contemporary local and global issues

Lectorials of contemporary local and global issues on food, consumer science and nutrition which include, but not limited to: Ageing population, obesity and related health problems, advanced studies in nutrition and health, food security and sustainability, consumer science, impacts of food production on environment, current trends in food industry, cuttingedge and novel technology in food processing, food waste and lean manufacturing.

2. Feedback/feedforward activities

Feedback/feedforward activities after each lectorial in order to strengthen the students’ understanding on the selected research topics


There is a mix of lectorials, feedback/feedforward activities and independent study. Lectorials provide core knowledge and understanding of the subject areas. A feedback/feedforward session follows each lectorial. Independent study encourages selfdetermination and the development of independent learners actively constructing their own knowledge. Submission of all coursework which will then be compiled into a portfolio is compulsory. The teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. The expected level of understanding is commensurate with this level of study,


Total

Lecture

: 200

: 20




Activity

: 0

Assessment

Independent

: 100

: 70

Assessment

Type

Portfolio

Description

Portfolio

Final

Grade

Weighting

(%)

100


Issue

2

Submission Return

12 14

Assoc

Learning

Outcomes

1,2


There is no formal text but students are expected to broadly read around the subject areas available in books, journals, the internet, newspapers, magazines, etc. Specific seminars will give a more targeted area of general reading.


Oral,ComputerBased,Reading,Writing,Collaboration,Professional


Communication,Team Work,Problem Solving,Research,Planning,Quantitative,Professionalism https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 26/34

5/19/2016




Module Title : Applied Nutrition in a Health Context

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10


Technology


Karen Barton


SCQF 20

Year

S1

2016/7

Brief Description

This module requires the student to apply food and nutrition knowledge and skills to plan and develop nutritional interventions for health promotion in accordance with current nutritional policies and recommendations. A practical project will reflect the role of industry or community nutritionists in developing and promoting a healthy diet.

Aims

The aim of this module is to provide the student with a critical understanding of the challenges and issues presented in successfully translating current food and nutrition policy and research evidence into practical solutions for consumers, either in a food industry setting or in a community setting.

Learning Outcomes


1. Design and formulate recipes and/or food products to support particular groups of consumers and facilitate positive changes to diet and eating patterns.

2. Critically evaluate current food and nutrition research/policy to enable communication of focused, contextualised dietary information and advice to particular groups.

Indicative Content

1. Introduction

Review of current food policy related to the role of diet and lifestyle in the promotion of longterm health and in prevention / management of chronic diet related conditions. Examples of how these policies impact on nutrition practitioners in the food industry and in community settings.

2. Practical Project

Development of a food and nutrition resource with appropriate food products or recipes and related nutritional information and dietary advice aligned to a project brief.


This module uses both problembased and enquirybased learning models. At this level of study, students are expected to be motivated selflearners in both theory and practice, with tutors offering supervisory support and monitoring progress at all stages. The project brief requires students to translate food and nutrition policy to practice by developing original recipe resources and communicating associated information in an appropriate format for a target group of consumers (problem based learning). Students are invited to review their project plan during the structured feedback week and given clear guidelines for project assessment, which includes elements of continuous assessment for practicals, a review of current research policy and evidence and quality of content of all printed materials (visual presentation, relevance, clarity and accuracy of information) and appropriateness for target readership.


Total

Lecture

Tutorial/Seminar

: 200

: 6

: 16



Activity

Assessment

: 4

: 80

Independent : 82

Assessment

Type

Practical

Description

Portfolio

Final

Grade

Weighting

(%)

100


Issue

1

Submission Return

13 16

Assoc

Learning

Outcomes

1,2


The portfolio consists of written output (2000 word review of the evidence supporting recipe development) and assessment of practical skills and engagement. https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 27/34


Supportive Reading

Webb, Geoffrey P 2008 Nutrition A Health Promotion Approach Hodder Arnold: London

Bendich A And Deckelbaum Rj (Eds) 2010 Preventive Nutrition: The Comprehensive Guide For Health Professionals Humana Press: New York

Gibney M Et Al 2004 Public Health Nutrition Blackwell: Oxford


Oral,Visual,Aural,ComputerBased,Reading,Writing,Collaboration,Professional


Communication,Problem Solving,Research,ICT Skills,Self Evaluation,Planning




Module Title : Honours Project

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10


Technology

Division of Science



SCQF

Year

40

S2

2016/7

Brief Description

This module allows the student to develop their own intellectual processes and communication skills in the pursuit of research goals substantially defined by the student.

Aims

The aim of this Module is to develop the ability to apply intellectual, organisational and communication skills within a specified area of study to enhance the capacity for independent thought, innovation and critical analysis of original and published data.

Learning Outcomes


1. Organise and carry out a research project in a specified area

2. Interpret and evaluate data obtained from a research project

3. Defend and justify the findings of a research project

4. Evaluate methodology and practice within a specified field

Indicative Content

1. Project Work

Effectively and efficiently conduct the project into a specific aspect of your discipline, under the supervision of a named academic or academic team.

2. Project Log /Lab Book

Keep accurate records of your work in an appropriate format.

3. Communication of findings

Produce a final project report within the discipline specific guidelines. Present the outcomes of the research project by means of a poster presentation.


The Honours project requires that students develop as confident thinkers within their chosen area of interest. They should be able to communicate the outcomes of their work by the production of a thesis and the presentation of a poster. The nature of the student learning will depend on the nature of the project itself. Some students (for instance) will have to work in collaborative teams while other work will be more individual in nature. In all cases the students will be exposed to dealing with the uncertainty that is inherent in the domain of research. Nominated members of staff will coordinate projects and workshops in each subject area. Athina Tziboula Clarke (Food) and Kevin Farrugia (Forensic Science)


Total

Lecture

: 400

: 3




Activity

: 240

Assessment

Independent

: 50

: 57

Assessment

Final

Assessment Week Number https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 28/34

5/19/2016

Type

Coursework

Presentation

Other unspecified assessment

Description

Research paper (max 5,000) 60

Poster Presentation https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Grade

Weighting

(%)


Project Performance and Lab

Book

15

25

18

18

18

32

32

32

35

35

35

Assoc

Learning

Outcomes

1,2,3,4

2,3,4

1,4


The project report (Unit 1) should be no more than 10,000 words. Project reports will be assessed by the supervisor and blind second marked by a disciplinespecific staff member, with a third blind marker brought in where necessary. Students are required to defend their poster in person during week 35 (Unit 2). Practical performance (Unit 3) will be assessed by the academic or external supervisor (if the project is undertaken outside the university) following clearly defined criteria. As part of the practical performance assessment, a physical logbook or lab book (containing a record of all practical and related work) must be submitted. The log book / lab book will inform the grading of unit 3 by the supervisor and the moderator.


Visual,Symbolic,Aural,ComputerBased,Reading,Writing,Collaboration,Physical,Professional


Communication,Enterprise,Team Work,Problem Solving,ICT Skills,Self Evaluation,Planning,Interpersonal




Module Title : Honours Project

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

10

Division of Science



Brief Description

Aims

Learning Outcomes


1.

Indicative Content

1.


SCQF


Technology

Year

40

S2

2016/7

Total

Lecture

: 400

: 3




Activity

: 240

Assessment

Independent

: 50

: 57

Assessment

Type

Description

Final

Grade

Weighting

(%)




Visual,Symbolic,Aural,ComputerBased,Reading,Writing,Collaboration,Physical,Professional

Key Transferable Skills for this module are: https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Assoc

Learning

Outcomes

29/34


Communication,Enterprise,Team Work,Problem Solving,ICT Skills,Self Evaluation,Planning,Interpersonal




Module Title : Food Safety and Quality Management

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

11


Technology


Jonathan Wilkin


SCQF 20

Year

S1

2016/7

Brief Description

The module deals with issues related to the management of food safety and quality systems in food environments, throughout the food supply chain

Aims

The aim of this module is to provide the student with an understanding of the principles and the application of food safety and hygiene management systems and methodologies.

Learning Outcomes


1. Critically justify the principles of HACCP in the food supply chain; i.e. the importance of it within the food industry.

2. Ascertain the application of risk assessment methodologies in the quantification of hazards.

3. Critically analyse the key components of food safety failures from an economic, health and societal point of view.

4. Critique food manufacturers use of quality management systems, including quality standards.

5. Determine the food legislation issues and controls related to food safety.

Indicative Content

1. Contamination of foods and its prevention

Bacteriology, physical, chemical and microbiological contamination of food and its prevention. Carry out risk analysis, identify hazards and indicate suitable controls;

2. Safety management

Assessment of existing HACCP plans, design and implementation of new HACCP plans and safety management systems;

3. Legislation and other requirements

Food Safety Act 1990, EC Regulations, Food Hygiene (Scotland) Regulations, FSA, European Food Safety Authority, BRC and ISO standards, hygienic design of food premises.


This module employs both problembased and enquirybased learning models. Students are expected to be motivated selflearners in both theory and practice (in the form of case studies). Lectorials (lectures and tutorials) are employed to ensure that the students use both problemsolving and self learning skills to develop strategies to implement food safety and quality management. Students are taken from the very beginning of HACCP through to incorporation in industry and any quality management systems required by the food industry. A factory visit is offered to the students alongside industrial guest lecturers to ensure that the students have a wide variety of different sources / views on the implementation of HACCP and Food Safety

Management systems within food businesses. These teaching and learning strategies focus on developing students’ skills in accordance with Abertay graduate attributes. The level of understanding and application is commensurate with this level of study.


Total

Lecture

Tutorial/Seminar

:

: 12

: 12



Activity

Assessment

: 40

: 50

Independent : 74

Assessment


Type

Presentation

Viva

Description

Prsentation

Viva voce https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

Final

Grade

Weighting

(%)

30

70

Issue

9

EP

Submission Return

12

EP

14

EP

Assoc

Learning

Outcomes

1,3

2,3,4,5

30/34



Students have an exam on the application of HACCP into industrial applications, where it will provide the student with the necessary information to participate as a technical member of staff within the food industry. During the structured feedback week, students have a chance to gain feedback on their HACCP plan (divided into 1hr sessions), this HACCP plan and Quality Manual is taken into the exam with them.Additionally students are required to present part of the BRC or SALSA standard to the undergraduate 3rd year students in 5 minute slots (with 5 minutes of questions).

Supportive Reading

Mortimore, S. And Wallace C. A. 2013 Haccp: A Practical Approach 3Rd Edition Springer, Usa

Rehis 2008 The Intermediate Food Hygiene Handbook For Scotland. 6Th Edition Highfield Publications:Doncaster

Panistello, P.S. And Quantick, P.C. 2001 Technical Barriers To Hazard Analysis Critical Control Point (Haccp) Food Control; Vol 12, 165173


Oral,Aural,Reading,Writing,Collaboration,Professional,Other


Communication,Enterprise,Team Work,Research,Planning,Interpersonal,Quantitative,Leadership




Module Title : Food and Drink Innovation Project

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

11


Technology


Jonathan Wilkin


SCQF 40

Year

S3

2016/7

Brief Description

Individual indepth investigation of a particular aspect of food and drink innovation

Aims

The aim of this Module is to provide the student with : An opportunity to undertake individually an in depth investigation in a relevant area of interest. A period of active reflection on relevant elements of the taught subjects form the basis for writing a substantial dissertation

Learning Outcomes


1. Assume a practical and meaningful role within a food and drink innovation development team.

2. Evaluate strengths and weaknesses (personally and as a team) and identify possible areas for improvement by appraising appropriate methodological approaches to food and drink projects within a team.

3. Work in a team; produce one or more innovations (as part of the project), which are appropriate for Masters level of study.

4. Critically evaluate the experience of project management both from a personal and team perspective, drawing valid conclusions from the available evidence.

5. Critically evaluate the potential for commercialisation of any products / procedures recommended as part of project based assessments.

Indicative Content

1. The food and drink innovation lifecycle

Team formation, concept pitch, concept document, project brief, product prototyping, production management, deadlines and resources.

2. Recording progress

Individual and team logs and reports, meetings, minutes, agendas, presentations, communication technologies, sensory panelling.

3. Interacting with team members

Identifying problems, conflict resolution, team building, leadership.

4. Reflection

Professional practice, identifying strengths, weaknesses, opportunities and threats, analysing the development processes, reflecting and moving forward with the next project.

5. Food and Drink Project

Product development, new processes and packaging.

6. Header 6

Traditional and contemporary development techniques.


Developing innovative food and drink products / processes within a team requires the melding of a great variety of skills: creativity and imagination at conception, working with others in an effective manner, technical insight and methodical progress during development, and diagnostic insight and precision during validation. The module takes a project based approach (projects are in line with the overall programme title) by inviting students to accumulate knowledge and experience, to cultivate expertise and awareness and to reflect and grow. These, in turn, will provide opportunities for feedback and reflection and allow students to demonstrate the achievement of the learning objectives. The project will be undertaken over the summer period, but groups will be formed and preparatory work will commence in early April with the project concluding in September. Assessments will take the form of product creation or innovative processes, reports and presentations, as well as log books and other collected articles to form a portfolio of work.



Additionally projects will be designed by (in conjunction with Academics) industrial partners, who provide the students with both mentorship and consultancy. Additionally this module reflects the Abertay Graduate Attributes and will prepare students to work within a multidisciplinary facepaced industrial team.


Total

Lecture

Tutorial/Seminar

:

: 4

: 4



Activity

Assessment

: 120

: 300

Independent : 172

Assessment

Type

Dissertation

Description

Dissertation

Final

Grade

Weighting

(%)

100


Issue

37

Submission Return

52 2

Assoc

Learning

Outcomes

1,2,3,4,5


Students are judged on their competencies in working within a food and drink innovation project, to develop products, and their reflective, evaluative and critical skills in describing and assessing the process. As part of this module, reports and presentations providing justification and critical evaluation of their work both individually will be undertaken, and the potential for future product development or commercialisation will be sought. The assessment involves a collation of key literature (literature review), experimentation (methods) and then data analysis and inclusion within the field (results and discussions). This project ensures that students can report finding in academic and industrial peer review journals / publications. The projects are designed by Academics but some projects will be sought from industrial partners, who will be available to the students through mentorship.

Supportive Reading

IonescuSomers, A. And Steger, U. 2008 Business Logic For Sustainability: A Food And Beverage Industry Perspective Palgrave Macmillan: Uk

Rama, R. 2008 Handbook Of Innovation In The Food And Drink Industry CpcPress, Spain

Blevins, P. W. 2012 Food Safety Regulatory Compliance; Catalyst For A Lean And Sustainable Food Supply Chain CpcPress, Uk


Oral,Aural,ComputerBased,Reading,Writing,Collaboration,Physical,Professional,Other


Communication,Enterprise,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Inte




Module Title : Packaging and Sustainability for the Food and Drink Industry

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

Corequisites

Replaced

11


Technology


Adilia lemos


SCQF 20

Year

S1

2016/7

Brief Description

"This module will explore different aspects of packaging and sustainability at different points along the food chain, including importance of packaging on food quality and safety; eco efficiency and sustainability; production of packaging materials; packaging design and consumer's attitudes towards food packaging and food waste."

Aims

"The aim of this module is to provide the student with a broad and integrated approach of different aspects of food packaging and sustainability along the entire food chain."

Learning Outcomes


1. Critically appraise the science and research underpinning food packaging and sustainability development within the industry.

2. Design and evaluate an “ideal” food packaging solution considering the food product itself (composition, quality and safety) and sustainability.

3. Critically evaluate current sustainability issues related to food packaging. https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 32/34


4. Discuss consumer’s attitudes and behaviours towards food waste and food packaging.

Indicative Content

1. Overview of packaging industry

Food packaging materials and sustainability.

2. Conventional and innovative food packaging technologies

Types and functions of conventional food packaging. Intelligent and active packaging.

3. Life cycle assessments (LCAs) of packaging

End life cycle /life cycle assessment of packaging. Waste and handling waste.

4. Packaging design and marketing

5. Consumers and food packaging

Consumer's attitudes and behaviour towards food waste and food packaging.

6. Header 6

Legal aspects of Food Packaging


"Interactive lectures will be used to build up scientific knowledge underpinning different aspects of food packaging and sustainability. Tutorials are designed to encourage students to take responsibility for their own teaching and learning needs and simultaneously to provide guidance for their assessment (researchessay) through group activities. Students will be able to develop their team working skills through collaborative discussion and problem solving during the tutorials/seminars. These teaching and learning strategies focus on developing student’s skills in accordance with Abertay graduate attributes."


Total

Lecture

: 200

: 10




Activity

: 40

Assessment

Independent

: 40

: 102

Assessment

Type

Coursework

Description

Research (Essay)

Final

Grade

Weighting

(%)

100


Issue

1

Submission Return

14 16

Assoc

Learning

Outcomes

1,2,3,4


"Assessment unit 1 – Mini− Research (essay) This will consist of an individual research on a suitable/preferred topic, which will take place during the term 1. Students can choose a topic/sub−topic under the scope of this module and write an essay containing update information and showing ability to critically evaluate research done under the chosen topic." Additional Tutors David Bremner

Supportive Reading

Robertson, G.L. 2006 Food Packaging, Principles And Practice Crc Press, Florida Us

Robertson, G.L. 2006 Food Packaging And Shelf Life Crc Press, Florida Us

Han, Jung 2014 Innovations In Food Packaging Londo; Waltham, Ma: Academic Press




Communication,Team Work,Problem Solving,Research,Leadership




Module Title : Professional development in the Food and Drink Industry

Level

School

Division

Tutor

External

Examiner(s)

Prerequisites

11


Technology



CHRISTINE ANN WOLFENDALE https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD

SCQF 20

Year

S2

2016/7

33/34

5/19/2016

Corequisites


Brief Description

This module will help the student identify areas for professional development, learn new skills and apply own are of expertise in the context of working in a food related innovative project.

Aims

The aim of this Module is to provide the student with the ability to plan their professional development; to incorporate innovation in their professional practice and to be effective in the presentation of their professional abilities.

Learning Outcomes


1. Formulate and appraise a personal portfolio of work

2. Interpret and critique material presented by professional practitioners

3. Appraise areas other than their primary professional discipline

4. Propose and develop an innovative topic

Indicative Content

1. Innovation

Working outwith primary discipline and if possible in multidisciplinary teams propose and develop an innovative topic

2. Dragon's den presentation

Present and defend innovative topic in a dragon's den style presentation

3. Industrial visits

Regular visits to food companies to fasttrack knowledge of the workings of the food industry

4. Packaging design and marketing

5. Guest speakers

Guest speakers to cover a range of select topics to enhance knowledge in areas relevant to food and drink Topics include NPD process, Nutrition through out the lifespan, Food analysis, Sensory and consumer testing


This module provides to students a framework to identify their own learning needs and develop a plan to address these needs. Learning is achieved through a mixture of guest lectures, engagement in workshops as well as through self evaluation and reflection. The students knowledge of the workings of the food industry is fast tracked through industrial visits. Guest lectures are designed to stimulate the student’s abilities to look at areas other than their primary discipline and allow them to engage in student centred self learning activities. Finally, participation in workshops will enable students to develop knowledge and skills to progress in the development of their chosen innovation project. The innovation project will act as a catalyst consolidating all the knowledge and skills acquired and in order to prepare the student for progression to the Innovation project in third semester.


Total

Lecture

: 200

: 22




Activity

: 22

Assessment

Independent

: 80

: 60

Assessment

Type

Portfolio

Presentation

Description

Portfolio

Presentation

Final

Grade

Weighting

(%)

65

35


Issue

1

1

Submission Return

14

14

16

16

Assoc

Learning

Outcomes

1,2,3,4

1,2,3,4


Portfolio comprises of three parts: PART A (1500 words); Critically evaluate the sources of information listed below that have led to the product idea generation and screening: PART B (1500 words) is all about appraising the product descriptions of the screened ideas and the development of the product idea concept(s). It may include: • Information obtained from consumer focus groups use to built the product concept (A group of 306o consumers in focus groups of 68 are given the product descriptions of the product ideas and asked to discuss their own attitudes and behaviour towards the products and identify their needs and wants. PART C This is the collection of evidence that supported the development of parts AC.

Supportive Reading

Tarrant, P. 2013 Reflective Practice And Professional Development Sage Publications Ltd., London

Martinez, M.G. 2013 Open Innovation In The Food And Beverage Industry Woodhead Publishing Ltd. Cambridge

Clark, J.P. And Ritson, C. 2013 Practical Ethics For The Food Professional John Wiley And Sons Ltd., Chichester


Oral,Aural,ComputerBased,Reading,Writing,Collaboration,Professional,Other


Communication,Team Work,Problem Solving,Research,ICT Skills,Self Evaluation,Planning,Interpersonal,Q

Copyright Abertay University 19May2016 https://oasis.abertay.ac.uk/oasis/sits.urd/run/SIW_POD 34/34

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