Aguilera José M, Moreno M Carolina
Department of Chemical and Bioprocess Engineering, Pontificia Universidad Católica de Chile, Vicuña Mackenna 4860, Santiago, Chile.
Food Eng Rev. 2021;13(4):916-928. doi: 10.1007/s12393-021-09281-0. Epub 2021 Mar 11.
Understanding concepts of food engineering (FE) is fundamental for professionals in the discipline, necessary for food scientists, appealing to non-food science students, and valuable for curious cooks. The challenge of teaching FE is delivering meaningful learning outcomes to the different backgrounds, motivations, and interests of the audiences. This article delves into the origins of FE in academia and the influence on teaching of an expanding food processing industry. Current trends demand a FE education with a wider scope, focused on consumer needs and wants that convey elements of food product design, sustainability, innovation, and culinary applications, among others. Although the core concepts of FE have remained practically the same, new teaching methodologies call for expanded computational abilities, ample access to online contents, and active learning, student-centered approaches. As a case study, we describe the implementation of an elective flipped classroom course on engineering, science, and gastronomy for undergraduate students that include in-class demonstrations by chefs.
理解食品工程（FE）概念对该学科的专业人士至关重要，对食品科学家来说是必要的，对非食品科学专业的学生有吸引力，对好奇的厨师也很有价值。教授食品工程面临的挑战是为不同背景、动机和兴趣的受众提供有意义的学习成果。本文深入探讨了食品工程在学术界的起源以及不断发展的食品加工业对教学的影响。当前的趋势要求开展范围更广的食品工程教育，关注消费者的需求和愿望，涵盖食品产品设计、可持续性、创新和烹饪应用等要素。尽管食品工程的核心概念基本保持不变，但新的教学方法需要增强计算能力、大量获取在线内容以及采用以学生为中心的主动学习方法。作为一个案例研究，我们描述了为本科生开设的一门关于工程、科学和美食学的选修翻转课堂课程的实施情况，该课程包括厨师在课堂上的演示。
