1. Promoting the Transfer of Mathematical Skills in Food Science Programmes
Colette Fagan
November 13, 2018

2. Background – FNS UG Programme
5 undergraduate degree programmes
BSc Food Science and BSc Food Technology with Bioprocessing
Highly multidisciplinary
integrate knowledge across a variety of scientific disciplines
engineering, biological, and physical sciences are used to study the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public

3. Background - Problem Staff Students
students have difficulty integrating knowledge from different disciplines/modules
Transfer fundamental science from part 1 to Part 2 modules
Students
do not see the relevance of some part one modules (periodic review)
Find certain part 2 modules difficult
Evaluation forms - discontent over mathematical content

4. Solution?
Numerous studies suggest students have poor comprehension of basic quantitative concepts
Differing views on how to address it
maths support external to the discipline
provision of pre-sessional mathematics courses
dedicated mathematics modules within the degree programmes
if subjects continue to be taught as individual modules, students will inevitably lack the skills required to solve challenging multidisciplinary problems that call for critical judgment and creativity
(Felder et al., 2000)

5. Solution?
Restructure Programmes?

6. Objective
provide an evidence base for the consideration of alternative curriculum designs for Food Science programmes to enhance the transfer of key skills in fundamental sciences beyond part one.
Focus on the delivery & transfer of mathematical competencies.

7. Approach
Student surveys to provide information on student perception and competencies in mathematics
Skills audit of part one modules
map where mathematical skills are taught
Determine most appropriate course of action to improve mathematical skills & transfer by students

8. Attitudes & Perceptions Survey
Part A
General information
Part B
Attitudes & Perceptions
36 statements
The University of British Columbia Mathematics Department
Part C
Basic Math Skills Assessment

9. Results Survey given to Part 1 FS and FTwB ~ 80% Female
October 35 responses
March 14 responses
~ 80% Female
~ 90% year old
80% A-Levels
70% 2 core science A-levels
Biology and Chemistry
12 maths

10. Results

11. Results move towards expert-like perception?
Student 1st %
Student 2nd
EXPERT
Agree
Disagree
An obstacle to learning math is having to memorise all the necessary information 46 26 40 5 77
I do not expect formula To help my understanding of the ideas being studied 20 60 80 73
If I don’t remember a particular formula needed to solve a problem there is nothing much I can do 34 37 30 50 95
if my calculation gives a result very different from what I expect I trust the calculation 11
100
I enjoy solving math problems 29
Mathematical formulas express meaningful relationships among measurable things 57 3 90 10
When I learn something new in math I relate it to what I already know 17

12. Results Agree Disagree
Agree
Disagree
After I study a topic & I feel I have understood it I may have difficulty solving problems on the same topic 26 51 40 30 82
When I solve a math problem I find an example that looks like the problem given and follow the same steps 91 90 10 64 14
I cannot learn math if the teacher does not explain things well in class 77 9
100 5
If I am still on a math problem four more than 5 minutes thank you for will get help from someone else 46 31 50 95
Learning math the changes my ideas about how the world works 17 86
Reasoning skills used to understand math can be helpful to me in my everyday life 49
I can usually figure out the way to solve math problem 23 20 60
When solving a math problem if I can see the formula that applies I don’t worry about the underlying concept 29 70
To prepare for math Test. I only need to memorise solutions to examples 74

13. Attitude Shift A Relations to Real World B
Need to understand Formulas or procedures C
Dependence on Procedures D
Confidence E
Exploration in problem solving F
Independence in learning

14. Outcome Positive - Increase Dependence?
Confidence
Relating maths to real-world problems
Dependence?
Following procedures
pattern recognition
reliant on teacher
Foster a surface approach to learning?
Unlikely to develop conceptual framework required for critical thinking
Improves ability of students to apply what they know in new situations

15. Solution?
Restructure Programmes?

16. Feedback Current Students Added advantages Challenges
Positive: Looks clearer and more logical
Added advantages
Challenges
Coordination across themes

17. Thanks to Degree restructuring group Part 1 Students
Sandrine Claus
Lisa Methven
Danny Commane
Jeremy Spencer
Nikki Spong
Alan Bell
Part 1 Students
Staff took part in skills audit