Making the transition to outcomes-based instruction

The new IFT Education Standards require that all IFT-approved Food Science programs have an assessment plan for evaluating student learning. Learning outcomes must be written for each individual course as wen as for the curriculum as a whole and assessment within each course and across the curriculum is recommended. This approach is significantly different from the traditional education approach used most commonly and requires a change in perspective on the meaning of teaching and learning without sacrificing the good things that come out of our current education system. For most programs, the first step in developing an assessment program is to identify a set of learning outcomes in the broadest sense. The assistance of an education expert to help write true learning outcomes should be solicited; as well, input from the industrial sector should be invited. Once learning outcomes have been developed for the curriculum as a whole, individual courses can be prepared to bring the most logical learning sequence together. Individual courses may follow traditional lines or courses may be reorganized in some other way to promote student learning within the resources of the program. As the curriculum is designed, thought should be given to how student learning develops across the curriculum. For example, developing team work skills may be coordinated at several points in the curriculum. In this way, students are exposed to the concepts, allowed to practice their skills, and then evaluated on their competence in a manner consistent with what they will be required to do upon graduation. Using the approach suggested here, a curriculum with coordinated instruction to promote and to assess student learning can be developed. The outcome of such an approach to instruction will be enhanced student learning and competency upon graduation.