ERIC Number: EJ1084580
Record Type: Journal
Publication Date: 2016-Jan
Abstractor: As Provided
Presenting Food Science Effectively
Winter, Carl K.
Journal of Food Science Education, v15 n1 p34-41 Jan 2016
While the need to present food science information effectively is viewed as a critical competency for food scientists by the Institute of Food Technologists, most food scientists may not receive adequate training in this area. Effective presentations combine both scientific content and delivery mechanisms that demonstrate presenter enthusiasm for the topic and generate audience interest. This paper provides food science presentation "best practices" based upon the results of the author's 10 y of experience teaching communication skills to 1st-year graduate students. Topics include development of a "Presentation Inventory" that encourages presenters to consider why they are presenting, who they are presenting to, what information they plan to present, and how they plan to present the information. More specific sections of the paper address presentation introductions and conclusions, developing visual aids, responding to audience questions, flow, pacing, and time management, technological competency, and tips on how to practice a presentation. Such information should be applicable to all types of food science practitioners including undergraduate and graduate students, postdoctoral scholars, teaching and research academics, and government, industrial, and consulting food scientists. An awareness of such "best practices" among presenters of food science information can help raise the bar to improve the quality of contemporary food science presentations.
Descriptors: Foods Instruction, Science Instruction, Instructional Effectiveness, Best Practices, Teaching Methods, Graduate Students, Student Interests, Teaching Experience, Communication Skills, Visual Aids, Audiences, Time Management, Task Analysis, Technological Literacy
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A