Development, Dissemination, and
Preimplementation Evaluation of Food Safety
Educational Materials for Secondary Education
Adrienne E.H. Shearer, O. Sue Snider, and Kalmia E. Kniel
Abstract: With the persistence of microbiological foodborne illness and anticipated future shortage of scientists with
agricultural and food science expertise in the United States, it is imperative to educate youth on microbiological food safety
and enhance their awareness of opportunities to become engaged in finding solutions to food safety challenges. To help
integrate food science education across the high school curriculum, new educational materials on microbiological food
safety were developed and then disseminated to and evaluated by educators of secondary basic and applied sciences. The
materials present food safety concepts in the context of foodborne illness outbreaks to introduce basic concepts of food
microbiology, epidemiology, and food safety strategies as well as their broad impact on economics, communication, and
regulations. The ready-to-implement educational materials support educational content standards and various learning
styles and encourage critical thinking skills. The materials include a presentation on food microbiology and foodborne
illness surveillance, case studies on foodborne illness outbreaks, a video on the laboratory investigation of foodborne
illness, interactive web-based activities, and supporting materials for teachers and classroom display. Exposure to the
materials in a 1-d workshop positively impacted educator familiarity with general microbiology, food safety strategies,
regulatory requirements, and associated terminology as measured by a test administered prior to and after use of the
materials. Teachers of biology, chemistry, family and consumer sciences, and related sciences rated the materials favorably
on applicability, anticipated ease of implementation, and anticipated reception by students.
Introduction
United States compartmentally address life sciences (Natl. Science
Education Standards, Natl. Research Council 1996), health and
disease prevention (Natl. Health Education Content Standards;
CDC 2007), and food safety (Agriscience Education – Food Science Technology; Delaware Dept. of Education 2007). However,
not all high school students are exposed to microbiological food
safety as life science concepts can be appropriately taught with
a multitude of different systems and applications, and food science may be an elective course of study. Outside of the formal
classroom, families of high school students may not serve as alternative sources of accurate food safety information as knowledge
and practices among adults also generally appear to be inadequate
or at least inconsistent (Harris and others 2006). High school students are also defining future personal education and career goals
and should be aware of opportunities to utilize skills and interest
in science to keep the food supply safe. An anticipated shortage of
U.S. students with STEM (science, technology, engineering, and
mathematics) expertise, including agricultural science, is a growing concern among many educators, industry experts, and policy
makers. It is important to make high school students aware of
MS 20121062 Submitted 8/2/2012, Accepted 12/19/2012. Authors are with
the necessary aptitudes to pursue careers in food safety because
Dept. of Animal and Food Sciences, Univ. of Delaware, 044 Townsend Hall, 531
South College Ave., Newark, DE 19716-2150, U.S.A. Direct inquiries to author the educational paths elected in high school affect opportunities
for successful entry into baccalaureate programs and other careers
Kniel (E-mail: kniel@udel.edu).
postgraduation. Further, whether or not students eventually work
The need to increase food safety knowledge among high school
students is critical to improve safe food handling skills, cultivate
the next generation of food safety professionals, and to enhance
scientific civic literacy. All high school students are consumers of
food, and consumers have an important role in protecting themselves from illness by using proper food handling techniques. Responsibilities increase post high school graduation as youth live
with greater independence. Many youth are also involved in food
preparation for others both in the home and when employed in
food service, retail, or manufacturing; young adults aged 16 to
19 y represent 20% of the food service workforce in the United
States (Bureau of Labor Statistics 2011). Studies have also concluded that young adults are generally more likely to practice risky
food handling behaviors than other age groups (Patil and others
2005; McArthur and others 2007); and therefore, it is important
that students learn the basis for safe food practices from legitimate
sources. Written content standards for high school education in the
28 Journal of Food Science Education r Vol. 12, 2013
c 2013 Institute of Food Technologists®
doi: 10.1111/1541-4329.12004
Food safety materials for secondary education . . .
in a segment of the food industry, they can affect change through
political and communication channels and should understand the
issues before them to do so appropriately. Less than a quarter of
the general populous of the United States has been characterized
as having scientific civic literacy (Natl. Research Council 2011),
and previous studies have illustrated disconnects between attitudes
and practices of young adults as well as appreciation of the impact
of individual behavior in relation to agriculture and other societal
issues (Harmon and Maretzki 2006).
Microbiological food safety is a topic of popular press during foodborne illness outbreaks and food product recalls. Some
food safety education may occur as a result of outbreak events,
as perceived risk of foodborne illness affects food purchasing and
preparation behaviors (Ralston and others 2002; Harris and others 2006). The familiar news stories of foodborne illness outbreaks
provide a platform for more complete and enduring food safety
education in the academic setting.
The utility of storytelling based on illness outbreaks for conveying food safety information to food handlers has previously
been reported (Chapman and others 2011) and supports the importance of teaching rationale and consequence in an effort to
engage and affect behavioral change. Compelling stories that provide a personal connection are memorable and can build a sense of
community among learners and instructors (Abrahamson 1998).
The use of storytelling (Abrahamson 1998; Lordley 2007) and case
studies (Herreid 2005; DeSchryver and others 2007) to enhance
science education in the academic setting has also received positive
analysis in support of comprehension of facts, development of critical thinking and analytical skills, and enhancement of cognitive
and emotional connections.
The objectives of this study were to develop and disseminate
educational materials that feature basic and applied microbial food
safety concepts, utilization of mathematics in science, food safety
impact on global societal issues including public health, communication, regulations and the economy, and the requisite aptitudes to
pursue related career opportunities. This paper presents the insight
of secondary educators for the development of food safety educational materials, the impact of these materials on educator food
safety knowledge, and initial educator assessment of the utility of
the materials for science instruction across the curriculum.
Materials and Methods
Development of educational materials
Careful consideration was given to the necessary features of
food safety educational materials intended for use across the high
school science curriculum. We endeavored to develop materials
with the following attributes: (1) engaging but with sensitivity to
the seriousness of the topic, (2) utilization of techniques that provide for individuals with varied learning styles, (3) flexibility for
application in courses of various subjects, grade levels, skill levels,
and time available for dedication to the subject, (4) cost effective
for development and implementation, (5) incorporation of a safe
laboratory component without requirement for additional materials or facilities, (6) recognition of education content standards,
(7) includes material that is both relevant and sustainable for years,
(8) widely applicable throughout the nation and possibly beyond
(9) factually based, while encouraging consideration of unresolved
issues without undue sensation, and (10) ready to implement. The
educational materials developed consisted of a presentation to provide a foundation of knowledge in food microbiology, case studies
to engage students in problem solving, a video on laboratory detection of foodborne pathogens, interactive web-based activities,
Available on-line through ift.org
a classroom poster, and supporting materials including discussion
questions and a glossary. The developed materials are described
further in the “Results and Discussion” section.
Insight of intended audience sought during materials
development
The input of regional secondary science educators and youth
was sought throughout the development of the food safety educational materials. Four teachers were invited to serve on an
advisory board based on previous professional relationships for
outreach and curriculum development activities. Subject matters
taught by board members included chemistry, biology, family and
consumer sciences, and agriscience. Communication with board
members was conducted in-person, via email, and by telephone
approximately 3 times during a 9-mo period of materials development. Board members were presented with the overall concept
and drafts of materials and were asked to provide input on quality, level of challenge, adaptability for varied student abilities and
learning styles, compatibility with current curriculum, and classroom time investment. Advisory board members were under no
obligation to participate in the workshop offered to disseminate
materials or to use the materials in their classrooms. Teachers were
provided a modest honorarium for their time and expertise at the
conclusion of the development stage.
College students (recent high school graduates, predominantly
freshman and sophomores) of the Univ. of Delaware 200-level
Foodborne Diseases course (approximately 60 students total over 3
classes) were given 1 of the case studies in partial and draft form
to complete in groups. The students’ insight on novelty, difficulty,
format, and interest was sought. In addition, high school students
(personal contacts of the authors) were informally asked for insight
on the appeal and level of challenge of various components of the
educational materials during development.
Dissemination of educational materials in workshop for
secondary educators
The educational materials were disseminated to the regional
community of secondary science educators in a 1-d workshop
held at the Univ. of Delaware College of Agriculture and Natural Resources. The interactive program was designed to introduce
teachers to the materials, facilitate exchange among participants
and with investigators, and to provide field insight on foodborne
illness and their investigations through a keynote address by a
representative of the US Public Health Service with the United
States Food and Drug Administration, Center for Food Safety
and Applied Nutrition, Office of Food Defense Communication and Emergency Response. The workshop format mirrored
that of how students would ultimately use each of the materials
whether as a listener, viewer, or in-group discussion. For case studies, participants worked through 2 case studies each in 4 groups of
teachers of similar subjects (family and consumer sciences, biology,
microbiology, and other physical sciences). The groups provided
specific feedback on the cases at the conclusion of the group
sessions. Although time was originally allotted for independent
experimentation with the web games, the games had to be introduced to the participants as a demonstration due to time constraints because the active discussion surrounding the presentation
ran longer than anticipated.
Workshop participants were provided with all newly developed
educational materials in hard copy in a binder and on a portable
drive to allow flexibility for implementation. The web-based
games were made available through a website for the workshop
Vol. 12, 2013 r Journal of Food Science Education 29
Food safety materials for secondary education . . .
Table 1–Methods to announce workshop.
Media
Direct Mail—approximately
1000 registration
brochures
Listserve announcementsa
Website
Full page advertisement
Press releases (before/after
workshop)
Target audience
Natl. Science Teachers Assoc. (NSTA)
members biology/chemistry grades 11
and 12, within approximate radius of
2-h drive
Family and Consumer Science
teachers—all Del. high schools
Agriscience teachers—all Del. high
schools
Agriscience teachers in Del.
Science teachers in N.J. via content
specialist
Linked to the UD College of Agriculture
and Natural Resources website
Del. Teacher Center Workshop Brochure
Offered to 32 print media sources in
region including those with audience
with agriculture interests
a Responsiveness to requests to announce the workshop to constituent educators varied among state
education content specialists.
while instructions and answers were provided in hard copy and on
the portable drive. Participants also received a laminated classroom
poster of common foodborne disease agents, video on DVD, and a
copy of the Intl. Assoc. for Food Protection Publication, Procedures
to Investigate Foodborne Illness – 5th Edition. Certificates of participation were provided with Delaware Teacher Center recognition
of 8 credit hours toward recertification. The event was promoted
to the community via print and electronic communication resources beginning 4 mo in advance of the workshop as outlined in
Table 1.
Immediate impact of materials on secondary educators
The immediate impact of the materials on familiarity of microbial food safety topics to the workshop participants was measured by administration of 27 written questions at the beginning
and conclusion of the workshop. Questions addressed general food
microbiology, foodborne illness outbreaks, regulatory issues, and
food safety behaviors. A 25-question survey was also administered at the conclusion of the workshop to gather participant
demographic information and seek evaluation of the workshop
and the educational materials. Participants were introduced to
an opportunity to participate in a research study to evaluate the
educational materials after implementation in secondary science
classes and were invited to submit their potential interest in this
opportunity.
Results and Discussion
Educator and student insight
A key recommendation of educators throughout development
of the materials was to assure flexibility in design for application
across the curriculum, classroom time constraints, and students’
prior familiarity with the topic. The structure of high school
classes varies considerably with some courses offered in longer
time blocks per session but for only portions of the school year,
while others have shorter class periods year round. Facilities vary
considerably as well in both laboratory and technology resources.
A further recommendation was for each of the components to
be complementary but also appropriate for stand-alone use so that
teachers could integrate selected materials based on time, audience,
and complement to previously used resources. Teachers and youth
reacted positively to the use of a familiar scenario in case studies and
the investigative nature as an approach to engage students. Student
recommendations for the video during development were to focus
30 Journal of Food Science Education r Vol. 12, 2013
on simply “delivering the message” in an interesting scenario with
good quality technology and to not make overt attempts to “relate”
to the age group.
Educational materials developed
Presentation. A Power Point® slide presentation (see Supporting Information at: http://ag.udel.edu/foodinvestigation/) was
prepared to provide a foundation of knowledge in food microbiology. The presentation consists of 76 slides and covers basics of
foodborne microorganisms, factors affecting disease, illness outbreaks, surveillance, epidemiology investigations, laboratory detection, and process control measures. The presentation was provided in a flexible format such that the teachers could select the
slides that best complement the learning concepts for their courses,
age groups, and prior exposure, as well as to complement existing
curricula. During the educator workshop, audio of the presentation was captured and made available via the web to provide a
supplementary resource for educator reference to support future
implementation in the classroom.
Case studies. Four foodborne illness outbreak case studies were
developed in which the student assumes the role of investigator.
The etiologies of the outbreaks are provided along with a brief
scenario of information gathered to-date. A series of questions
directs the student to solve some element of the outbreaks such as
the most likely food vehicle based on epidemiology data or knowledge of control factors for food safety. Other questions focus on
good manufacturing or agricultural practices. Example questions
from the case studies are presented in Table 2 to illustrate the major
science education concepts that are addressed for secondary education as well as specific examples as they apply to food safety and
foodborne illness investigations. The cases are intended to enhance
skills in solving problems, designing experiments, communicating
verbally and in writing, and collecting, compiling, calculating,
presenting, and interpreting data. The cases also address societal
issues including regulatory response and communication of public
health issues in mass media.
The 4 cases are based, to some degree, on actual foodborne
illness outbreaks that occurred in the United States. Each case introduces the student to a different type of microorganism that has
been implicated in illness outbreaks including vegetative bacteria, spore-forming bacteria, viruses, and protozoan parasites. The
variety of cases is intended to help the student appreciate the biological similarities and differences among these types of organisms,
as well as the complexities of food production, processing, distribution, and handling. The real cases on which the case studies
are based had a major impact on food safety scientific knowledge,
food regulations, international trade, and/or economics, and as
such, were intentionally modeled to enhance awareness of these
connections.
For easy implementation in the classroom, both student and
teacher versions of the case studies were prepared. The teacher
version has proposed answers for factual-based questions, concepts
for discussion for opinion-based questions, and brief historical
sketches of the actual outbreaks on which the case studies are
based. Two cases, hepatitis A virus and Escherichia coli O157:H7,
are similar in length (18 questions each) and approach with focus on epidemiology and data handling. The other 2 cases have
fewer questions (9 questions each) and different emphases. The
Clostridium botulinum case places more emphasis on an understanding of food composition and processing for control. The Cyclospora cayetanensis case addresses traceback and good agricultural
practices. The cases may be worked individually or in groups. One
Available on-line through ift.org
Food safety materials for secondary education . . .
Table 2–Select example questions from case studies and the knowledge or skill addressed.a
Knowledge and/or skills addressed
General
Scientific method
Epidemiology
Specific
Data collection
Epidemiology
Epidemiology
Data analysis and interpretation
Epidemiology
Laboratory detection of pathogens
Pathogen characteristics
Incubation period
Communication networks,
Distribution
Environmental influences
Distribution, Point of
contamination
Food preservation strategies
Global distribution
Mathematics
Critical thinking and problem
solving
Epidemiology, Mathematical
applications
Economics, Mathematical
applications
Connection between
epidemiological and laboratory
investigations
Resource allocation and response
time in emergency situation
Handling, Spread of disease
Public health, Roles
Regulatory roles, Food processing
controls
Food processing
Good agricultural practices
Good agricultural practices
Laboratory detection of pathogens
Societal, economic
Accountability/roles
Clinical intervention, accountability
Economic impact of illness
Prevention, regulations
Communication
Communication, public health
professional roles
Epidemiology
Media and public health response
Organizational, written and oral
communication
Example question excerpt
Aside from talking with patrons who contracted . . . , who else should you
interview to help determine . . . what menu items or other exposures did
not cause illness?
Based on the information you already have . . . prepare a list of interview
questions . . .
Using the questions you developed, conduct interviews with the latest
cases . . .
Using data . . . , prepare a bar graph of the number of patients who
developed symptoms for the dates of symptom onset . . .
Laboratory data for various foods consumed by patrons are
presented . . . Do the laboratory results support your hypothesis on which
foods were associated with illness?
Review the symptoms and circumstances . . . and determine which
individuals may or may not be cases associated with this outbreak.
Provide an explanation for your assessment on each individual.
Could the ill employee have been the original source of contamination in
this outbreak?
Do the data suggest any similarities between the outbreaks?
A year-long study of infection rates . . . What, if any, correlations can you
make regarding the seasonality of . . . illnesses?
. . . given the distribution of cases, propose a hypothesis as to whether the
contamination was more likely to have occurred on the farm, by a food
service handler, or either scenario with equal likelihood.
. . . indicate whether or not the foods found in this patient’s home have the
potential to support C. botulinum growth and toxin production
Review the data . . . Indicate whether the implicated product was produced
domestically, was imported, or if the data are insufficient to draw
conclusions.
. . . calculate the odds ratio to determine what foods/events are positively
associated with illness.
Use the USDA/ERS calculator . . . what is the estimated total cost
associated with this outbreak using ERS assumptions?
What do you want to have tested for contamination?
Give a reason why you would not necessarily want to have all foods tested.
When multiple foods are associated with illness, what could be the reasons
for several foods being implicated in any outbreak?
One of the individuals diagnosed with . . . in this outbreak is a food handler
in another . . . What additional measures should be taken to protect the
public?
Suspect source of food is traced to . . . and review of operational records
ensues. Why do the inspectors need the following records?
Record review reveals critical problems with a production line currently
running. What actions do you think should be taken?
Why are inspectors interested in the following agricultural practices as they
relate to this outbreak?
The following GAPs were not fully implemented . . . in consideration of
known reservoirs, . . . which may be more critical to prevent
contamination of fields . . . ?
C. cayetanensis cannot be grown in a laboratory, model animals or cell
culture. ..The following approaches are used to study . . . Indicate
potential limitations for . . .
If it is concluded . . . provide an opinion statement on who should be held
financially accountable . . .
Vaccinations are available . . . state your opinion on whether vaccination
should be required and who should be financially responsible.
Use the USDA/ERS calculator . . . what is the estimated total cost associate
with this outbreak using ERS assumptions?
After this outbreak, various groups with stake in this issue met to discuss
appropriate actions for consumer protection . . . Which of these proposed
alternatives do you favor? State the reason . . .
A search of networked databases for reportable illnesses yields no other
cases in the same . . .
. . . conduct interviews with those individuals identified . . .
Prepare a 60-s television news piece that informs the public of the critical
information related to the case.
Prepare a 15-min presentation for the class giving an overview of the case
study.
a These are not all inclusive but representative examples from the 4 case studies. All cases addressed various aspects of the scientific method as it applies to foodborne illness investigations and food safety
strategies.
Available on-line through ift.org
Vol. 12, 2013 r Journal of Food Science Education 31
Food safety materials for secondary education . . .
Figure 1–Example screenshots of Foodborne Illness Outbreak Investigation – Behind the Scenes video to illustrate variety of visual formats to support
education on foodborne pathogens, disease transmission, detection technologies, and biochemical principles of pathogen detection.
case may be used for the whole class, or different groups could
work through different cases with similar responsibility levels. The
teacher version also lists suggestions for modifying the length of
the case studies where time is constrained.
Video. A 14-min video (Figure 1) entitled Foodborne Illness Outbreak Investigation: Behind the Scenes was developed to introduce
students to the principles of detection and identification of foodborne pathogens in the context of a foodborne illness outbreak
investigation. The video was developed as a means to illustrate
laboratory practices that typically cannot be conducted in high
school laboratories due to safety, cost, facility resources, and time
constraints. The audiovisuals vary throughout the video with laboratory footage mixed with animations and still photography overlaid with narration and music. A scenario is presented in which
common gastrointestinal illness symptoms could be attributed to
different microorganisms, and determination of the etiology is
based on fundamental concepts of microbial biochemistry. With
rapid advancements in technologies, the focus remains on principles though related technologies are visualized and explained.
Principles introduced include metabolism, antigenic properties,
genetic material, and infectivity. Technologies illustrated include
culturing bacteria, immunoassay, centrifugation, cell culture, polymerase chain reaction (PCR), and pulsed-field gel electrophoresis (PFGE). The video concludes with the importance of global
surveillance and communication for outbreak resolution. At the
suggestion of the teacher advisory board, a list of discussion ques32 Journal of Food Science Education r Vol. 12, 2013
tions (30 questions) related to the video was developed to expand
upon issues brought out in the video. Also at the suggestion of
the advisory board, the video duration is less than 20 min for
maintenance of student interest.
Web-based activities. Three web-based activities were developed (Figure 2) and made available to secondary educators. Two
activities were newly developed using software licensed for use by
the Univ. of Delaware including StudyMateTM and Tile Sorter.
The 3rd web-based game, Outbreak Concentration, was developed
for use in the Univ. of Delaware Foodborne Diseases course and was
made available to secondary educators in conjunction with the
other educational materials. The content for these activities was
built and made available through the Univ. of Delaware College
of Agriculture and Natural Resources website. Paper and electronic copies of the text content of the activities were provided to
educators. The web content cannot be manipulated by the user
due to license agreements and copyright restrictions.
StudyMateTM web activities provide for 10 different activities
based on the same database of 50 questions (5 topic categories
with 10 questions each) related to the educational materials. The
topic categories are food microbiology, outbreak investigations,
laboratory detection, safety strategies, and critical numbers and
roles. Some activities prompt for a response, but offer hints; others provide multiple-choice options. Several have gaming features including scoring of successful responses; 1 game permits
2 players.
Available on-line through ift.org
Food safety materials for secondary education . . .
Figure 2–Sample of images from web-based activities to reinforce concepts from other educational components: (A) StudyMateTM Challenge Game;
(B) StudyMateTM Crossword Puzzle; (C) StudyMateTM Flash Card; (D) Tile Sorter Activity before and (E) after shuffling; (F) Outbreak Concentration
Game Case Notes, and (G) Case Book.
Tile sorter web activities reinforce concepts of processes or
events that happen in a specific sequence of up to 8 steps. The
player is given the opportunity to review a procedure in its proper
sequence, shuffle the cards, and then put them back in correct
sequence. One sequence is on an outbreak investigation and 3 sequences are based on laboratory methods for pathogen detection:
culture-based methods, PCR, and PFGE.
The objective of the web-based Outbreak Concentration Game
is to win clues to a foodborne illness outbreak puzzle to help
solve an outbreak through surveillance, epidemiological, and environmental phases of the investigation. Text and pictorial clues
are won by finding the appropriate matches between questions
and answers. Success at finding matches depends on knowledge
of the material, memory of card location, and ability to work
quickly. Questions fade with time, and opportunities to earn clues
are lost to emphasize the importance of gathering the appropriate information quickly in a real outbreak before it may become
unavailable.
Available on-line through ift.org
Supporting documents. Supporting documents for the presentation, case studies, video and games include a glossary and classroom poster. The16-page glossary includes terms commonly used
in food microbiology, basic epidemiology, and foodborne illness
surveillance and outbreak investigations. The laminated classroom
poster (18 × 26 inches) lists the primary foodborne microbial
pathogens, illness symptoms, incubation period, unique features,
and previously associated foods.
Collectively, the materials support (1) conceptual learning of
food microbiology and food safety strategies, (2) application of this
foundational knowledge to solving a foodborne problem using the
scientific method and analytical skills, (3) identification with the
numerous roles of professionals in food safety, (4) development of
verbal and written communication skills, and (5) deliberation on
unresolved societal issues. The student role in learning varies in
nature from passive (video, listening to presentation) to active (case
studies, web games) to leadership (presentation to classmates) with
varied visual, auditory, and interactive stimuli. National and/or
Vol. 12, 2013 r Journal of Food Science Education 33
Food safety materials for secondary education . . .
Table 3–Education content standards supported by food safety educational
materials.
Education Content Area
Grades 9–12
Natl. Science Education
Food Science, Delaware
Natl. Health Education
Family and Consumer
Sciences, Delaware (with
crosswalks to English
Language Arts)
Mathematics, Delaware
Content standard
(A) Science as Inquiry; (C) Life Science; (E)
Science and Technology; (F) Science in
Personal and Social Perspectives; (G)
History and Nature of Science
(1) Safety; (2) Economics; (4) Food
Processing Technology; and (6)
Careers in Food Science Technology
(1) health promotion and disease
prevention; (2) societal and technology
influences on health behaviors; (4) use
of interpersonal communication skills
to avoid or reduce health risks; (5)
decision-making skills to enhance
health
Consumer Rights and Responsibilities
(CRM) 3.1, Identifying consumer rights
and responsibilities; CRM 3.4 policies
and agencies to support consumer
rights
Interpersonal Relationships (IPR) 1.5,
demonstrate teamwork and leadership
skills; IPR 1.6, explore
community-based support services that
assist individuals in management of
crisis; IPR, explore career opportunities
that help develop interpersonal skills
Food, Nutrition, and Wellness (FNW) 1.4,
factors affecting food safety; FNW 1.5
impact of science and technology on
food composition; FNW 2.1 explore
career opportunities in food and
wellness; FNW 2.6.2, identify causes of
foodborne illness and ways to avoid
them
Standard 2, Algebraic Reasoning
Standard 4, Quantitative Reasoning
Standard 7, Communication
Standard 8, Connections
state education content standards for science, food science, health,
mathematics, and family and consumer sciences are supported for
grades 9 through 12 (Table 3). With the exception of the webbased activities and video, all materials were provided in a format
permissive of modification to accommodate varying educators’
needs and time constraints.
Workshop to disseminate materials to educators
Eighteen educators from 3 states (6 from Del.; 11 from N.J.; and
1 from Pa.) participated in the workshop. Participants taught various grade levels including junior high (2), 9th (11), 10th (15), 11th
(13), 12th (12), college (2) and subject matters including biology
(9), chemistry (5), consumer sciences (7), and other sciences (9)
including emerging diseases, forensics, environmental chemistry,
anatomy and physiology, and physics. None of the workshop participants were primarily involved in agriscience education though
the workshop was promoted by both direct postal mail and electronic mail within this community of educators in the state. No
time conflicts were known for this professional group, though an
individual conflict precluded attendance by the agriscience advisory board member. A subsequent suggestion from an extension
professional was to host future workshops in closer proximity to
the majority of agriculture educators to increase their participation. Participants indicated they learned of the workshop by direct mailed registration brochure (8), workshop announcement in
teacher center brochure (3), and/or from a colleague (10). Interestingly, none of the participants reported learning of the workshop
through websites or listserves.
34 Journal of Food Science Education r Vol. 12, 2013
The educators were enthusiastically involved in all activities of
the workshop. The morning activities were dedicated to the presentation, video, and web-based activities, followed by a lunchtime
keynote address and an afternoon session on the case studies.
Lengthy discussion surrounded the presentation to introduce food
microbiology and disease surveillance. The workshop participants
were particularly interested in and asked questions related to foodborne illness estimates, microorganism features, emerging diseases,
commercial food safety control strategies, and various food safety
topics in popular press. Due to the time devoted to the discussion, the web games were introduced as a demonstration rather
than hands-on activity during the workshop. Teachers were very
engaged in the keynote address that provided an overview of a
foodborne illness outbreak by a field investigator, and this was
followed by group discussion on the outbreak case studies. The
teachers offered considerable insight on how they might integrate
the case studies in their classes. Some participants deemed the
case studies reminiscent of popular fictional investigative television programs and thought this would make the cases somewhat
fun for the students to solve. The teachers also cited that the cases
bring concepts to life, including concepts taught in ServSafe® .
One group envisioned further personalizing the cases by associating individual students with an individual mock victim in the case
studies. The teachers reacted positively to the development of student skills in graphing, including its application for geographical
concepts in food production, and the incorporation of mathematics in making correlations. The teachers liked the incorporation of
communication skills including persuasive and technical writing
and interviewing mock victims, though the teachers also predicted
mixed reaction among students to various exercises with developing news announcements anticipated to be received positively by
students while providing oral presentations to classmates to be received negatively. The crossover to historical concepts was also
well received by educators, and the opportunity to link the individual experience to outcome of the case was noted as a potential
class discussion point. The teachers noted considerable variation
in student backgrounds and skill levels and indicated some students
would need more support with background information, graphing exercises, and terminology, with the latter possibly supported
by use of a word wall in the classroom to introduce unfamiliar
glossary terms. The potential length of time for students to work
through cases was noted as a concern that may be addressed by
discussion of some components during class with other sections
completed as homework.
Impact of educational materials
The design of the workshop was to expose the teachers to
the same content that would be used in the high school classroom. This included use of the same assessment test questions
(Table 4) on learning as would be administered to high school
students as part of the subsequent implementation study to
evaluate impact of the educational materials on student familiarity with food microbiology concepts. The assessment questions
were formatted as multiple choice or true/false and addressed food
microbiology facts as well as demographic and self-reported food
handling behaviors. Responses to the latter questions would not be
expected to change during the course of a 1-d workshop, but are
captured in Table 4 to illustrate self-characterization of educators
with a vested interest in the subject matter.
At the beginning of the workshop, participating educators
were most familiar with food contamination routes and safety
intervention strategies. The questions most often missed involved
Available on-line through ift.org
Food safety materials for secondary education . . .
Table 4–Change in educator familiarity with food microbiology concepts after introduction of food safety educational materials during workshop.
Question
1. Match the categories of foodborne microbial agents to the best
description (provided):
Bacteria
Virus
Protozoan parasite
Mold
Yeast
Prion
2. Match the microbe genus name to its classification (as yeast,
bacterium, virus, mold, prion, protozoan parasite):
Hepatitis A
Salmonella
Cyclospora
Escherichia
Saccharomyes
Clostridium
3. Incubation period for a disease-causing microbe is defined as:
4. In optimal growth conditions in a food, a single bacterium of a rapidly
growing species can multiply to over 1 million bacteria within 12 h.
5. In optimal growth conditions in a food, a single virus particle of a
rapidly growing species can multiply to over 1 million virus particles in
12 h.
6. Circle each of the following that can be points of food contamination:
Farm
Food manufacturing facility
Restaurant
Grocery store
Home kitchen
7. The odor and appearance of food are fail-safe indicators of whether or
not a food is contaminated with disease-causing microbes.
8. Circle each of the following processes that are used to enhance food
safety:
Heat
Reduced water activity
Irradiation
Acidification
High hydrostatic pressure
9. Which of the following affects the growth of bacteria in foods:
pH
Oxygen availability
Temperature
All of the above
None of the above
10. Principles used for detecting and identifying microbes in foods
include:
Metabolic characteristics
Genetic material
Antigenic structures
All of the above
None of the above
11. Foodborne illnesses in the United States are most often attributed
to:
Microbiological agents
Pesticides
Hormones
Preservative overdose
12. A foodborne illness is usually classified as an outbreak when:
13. The estimated number of individuals to be sickened by
contaminated food in the United States every year
14. Food products implicated in a foodborne illness outbreak will be
recalled only if the contaminant causing the illness has been
recovered from a previously unopened container of the implicated
food.
15. A contaminated food will always cause the same symptoms and
severity of illness in all individuals who consume the product.
16. Human vaccines are not available in the United States for
protection against any foodborne disease agents.
17. Imported and domestically grown foods have the same regulatory
safety standards for legal distribution in the United States
18. The U.S. food regulatory agencies require that all foods sold in the
United States carry warning labels if the product has the potential
for carrying disease-causing microorganisms.
19. Which of the following groups (producers/manufacturers, USDA,
FDA, CDC, Nat’l. Rest Assoc.) have primary accountability for the
following responsibilities:
Initiating recall
Safety of food prepared for sale in restaurants
Safety of food prepared for sale in grocery stores
Determining food source responsible for foodborne illness outbreak
Pretest
correct (%)
Posttest
correct (%)
Change in correct
responses (%)
52.6
84.2
57.9
63.2
89.5
63.2
73.7
89.5
63.2
89.5
100
78.9
21.1
5.3
5.3
26.3
10.5
15.7
Multiple choice
True/false
73.7
84.2
21.1
42.1
36.8
36.8
73.7
94.7
94.7
89.5
47.4
57.9
63.2
57.9
94.7
94.7
21.0
5.3
26.3
15.8
26.4
21.1
21.0
0
True/false
42.1
73.7
31.6
94.7
100
94.7
94.7
100
100
100
100
94.7
94.7
100
100
5.3
0
0
0
0
0
94.7
78.9
89.5
89.5
63.2
100
100
94.7
100
100
5.3
21.1
5.2
10.5
36.8
94.7
94.7
0
73.7
94.7
21.0
94.7
100
5.3
Multiple choice
Multiple choice
10.5
47.4
94.7
84.2
84.2
36.8
True/false
78.9
68.4
(10.5)
True/false
100
100
0
True/false
68.4
78.9
10.5
True/false
5.3
31.6
26.3
True/false
68.4
78.9
10.5
10.5
21.1
31.6
68.4
31.6
15.8
36.8
52.6
21.1
(5.3)
5.2
(15.8)
Format
Matching
Matching
Selection
True/false
Selection
Multiple choice
Multiple choice
Multiple choice
Matching
Continued.
Available on-line through ift.org
Vol. 12, 2013 r Journal of Food Science Education 35
Food safety materials for secondary education . . .
Table 4–Continued.
Question
20. The recommended temperature for a household refrigerator is
(40 ◦ F, 45 ◦ F, 50 ◦ F)
Format
Multiple choice
Self-reported behavior questionsa
Pretest correct
(%)
73.7%
Posttest
correct (%)
89.5%
Change in correct
responses (%)
15.8
Ideal behavior (%)
21. I wash my hands with soap and water after using the toilet: (never,
sometimes, always)
22. I wash my hands with soap and water just before cooking: (never,
sometimes, always)
23. In my household, a thermometer is used to determine when meat is
done cooking: (never, sometimes, always, do not know)
24. After a meal is cooked in my household, leftover perishable food is
always put in the refrigerator: (within 2, 5, and 8 h, do not know)
Demographic questionsa
Multiple choice
100% always
Multiple choice
94.7% always
Multiple choice
15.8% always
Multiple choice
94.7% within 2h
25. I would rate my knowledge of safe food handling practices as: (poor,
good, excellent, cannot rate)
Multiple choice
26. Education level: (9th grade, 10th grade, 11th grade, 12th grade,
college)
27. Prior exposure to microbiology topics: (none, some, a lot)
Multiple choice
52.6% good;
42.1%
excellent
100% college
Multiple choice
63.2% good;
36.8%
excellent
15.8% none;
57.9% some;
26.3% a lot
a Pretest responses.
scale and to provide additional written comments as desired. The
results are presented in Figure 3. Each of the components of the
Presentation
educational materials was given an average rating of approximately
Video
3.5 to 4.5 on a 5-point scale with 5 being the best rating. Similar
Case Studies
ratings were given for how well the educational materials were anGames
ticipated to engage students and to complement existing curricula,
Supporting Material
comply with time constraints and content standards. Verbal feedCompliment to Current Curriculum
back from some FCS educators during the workshop suggested
Grade Level Appropriateness
Learning Styles Addressed
the scientific technical content may be too detailed or challenging
Education Content Standards
for some of their students; however, there were no significant difAnticipated Student Interest
ferences in ratings among teachers based on subject matter taught.
Anticipated Comfort in Teaching
Biology teachers reported responsibility for teaching varied subLikelihood of Implementation
ject matters, grade levels, and challenge levels for their courses.
Likelihood of Recommendation
All respondents rated the materials positively on their anticipated
comfort to teach, likelihood of implementation, and likelihood of
Figure 3–Evaluation of educational materials by educators at conclusion recommending the resources to a colleague. The workshop format
of workshop with 1 = poor, 3 = good, 5 = excellent.
was given an average rating of 4.6 (5 best score) for organization.
We also sought insight on the valuation of the workshop for parmicrobe classification, viral replication, outbreak classification, and ticipant investment; the nominal workshop registration fee was
accountability for safety within the food system. After the pretest, considered between “a bargain” and “reasonable.”
the educational materials were introduced and used to the extent
possible in a 1-d workshop. Only a few of the assessment questions
were directly addressed in the educational materials in which re- Interest in implementation
Workshop participants and those who requested the materials
iteration of facts was ample; more questions addressed knowledge
gained through problem-solving exercises. The extent of expo- at the recommendation of colleagues were invited to participate
sure during the workshop was sufficient to enhance the awareness in a research study to assess the materials after implementation
of food microbiological safety concepts among the educators with in the classroom. Teachers were asked to complete and submit a
positive change recorded in correct responses to the same questions form indicating their interest, tentative plans to utilize the maat the workshop conclusion. The pre- and posttest results were not terials, and the potential number of students to be exposed to
viewed until after the conclusion of the workshop, and there was the materials in their classes. At the conclusion of the workshop,
no discussion of test questions or responses with workshop partici- 7 teachers of varying subjects, including agriscience (1), micropants. Among self-reported safe food handling behaviors, the least biology (3), emerging diseases (1), chemistry (1), and food scipracticed was consistent use of thermometers to determine when ence/biology (1) expressed interest in participating in the study.
meat is adequately cooked. Approximately 16% of participants The interested agricultural science teacher noted was the individual who served on the advisory board and made direct contact to
reported having no prior exposure to microbiology topics.
receive the materials for classroom use. The teachers anticipated
Educator evaluation of materials
intended use of the presentation (4), case studies (6), video (5), and
At the conclusion of the workshop, participants were asked to games (4) with potential exposure to approximately a total of 400
anonymously evaluate the program and materials on a 5-point students.
1
2
3
36 Journal of Food Science Education r Vol. 12, 2013
4
5
Available on-line through ift.org
Food safety materials for secondary education . . .
Conclusions
Food safety educational materials as presented in a foodborne
illness outbreak scenario were well received by secondary educators of biology, chemistry, family and consumer sciences, and other
applied sciences. The educators had particularly favorable opinions on potential flexible application of the materials, crossover of
concepts (communication, history, mathematics, graphing, and biology), complement to current curriculum, and support for tiered
teaching. Exposure of the materials to secondary educators in a
1-d workshop positively impacted their familiarity with general
food microbiology, food safety strategies, regulatory requirements,
and associated terminology. There was interest among workshop
participants to implement the materials in their science courses.
Acknowledgments
The authors gratefully acknowledge the following individuals whose contributions were vital to development of the video,
Foodborne Illness Outbreak Investigation: Behind the Scenes: Raymond
Lewis, Paul Hyde, Paul Rickards, Kirsten Hirneisen, Andrew
Shearer, Joe Woodall, Jie Wei, and Dallas Hoover. The authors
thank Christy Mannering, Becky Kinney, and Carrie Finnie for
assistance with website and games development. The authors thank
advisory board members, students, and Cheryl Bush for helpful discussions and insight. The authors also gratefully recognize
Allison Wilson, Casey Johnson, and especially Elizabeth Appleby
for organizational and creative assistance in preparation of the
workshop and Thomas Hill for sharing field experience and expertise during the workshop. The materials presented in this publication were prepared by the Univ. of Delaware based upon work
supported by the Cooperative State Research, Education, and
Extension Service, U.S. Dept. of Agriculture, under Award No.
2009–38414-19698. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of the U.S. Dept. of
Agriculture.
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Supporting Information
Additional Supporting Information may be found in the online
version of this article at the publisher’s web site:
Website: Foodborne Illness Outbreak Investigation, http://ag.
udel.edu/foodinvestigation/
Vol. 12, 2013 r Journal of Food Science Education 37