044: An Interdisciplinary Product Development Course Framework for University Food Science Students

Introduction

A capstone product development course framework was developed by Kansas State University professors in partnership with the university Dining Center. The goal of this study is to evaluate the feasibility and impact of students interacting with the dining center to develop and scale-up new menu items.

Methods

The Dining Center provided a list of product concepts (e.g., “vegan breakfast item”) for students in the course to use when creating a product concept. Throughout the semester, students developed their products on a lab scale and communicated with Dining Center staff for feedback. Students then scaled up two products to be served in the Dining Centers. Students organized and conducted consumer acceptability testing for four products. Students wrote a scientific report and gave a presentation on their products.

A Qualtrics survey using a 5-point Likert scale and open-ended questions was distributed to 2024 Fall product development class students (n=11). Statements categories included Research and Laboratory Skills, Food Production Knowledge, Interdisciplinary Aspects, Soft Skills, and Career Preparedness and Course Experience.

Results

One hundred percent of respondents either agreed or strongly agreed that this course taught them about organizing and running a consumer acceptability test, technical feasibility requirements in food service, quality control parameters, larger scale food production, how scale-up affects recipes, the product development process, and how dining centers operate.

More than 80% of respondents either agreed or strongly agreed that this course taught them about product development research (91%), the scientific method (82%), common informed consent practices (91%), market trends (82%), problem solving skills (91%), ingredient functionality (91%), Dining Center goals (82%), and putting food safety and regulatory controls in practice (82%).

Significance

This interdisciplinary course framework is beneficial to both the Dining Center and to food science students. The students developed four new items for the Dining Center: pizza taquitos, a vegan breakfast bowl, a tofu pho bowl, and buffalo chicken meatballs. This has resulted in the Dining Center noticing the skills of food science students. Likewise, food science students gained experience in product development, using large scale equipment, conducting consumer acceptability testing, and working in a food service environment.

Authors: Aidan Cairns, Kristi Baonga, Melissa Schrader, Kelly Getty