UBC Wiki - User contributions [en]

Documentation:Begin your Journey in Course Design

2026-05-20T17:33:18Z

JudyCKChan: /* Day 2: Thursday, May 28, 2026 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activities to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|course/project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Tuesday, May 28, 2026 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with learning objective verbs from 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Thursday, May 28, 2026 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* [https://lthub.ubc.ca/ LT Hub at the Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://iastate.app.box.com/v/226-active-learning 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2026-05-20T17:30:18Z

JudyCKChan: /* Day 2: Thursday, May 28, 2026 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activities to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|course/project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Tuesday, May 28, 2026 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with learning objective verbs from 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Thursday, May 28, 2026 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* [https://lthub.ubc.ca/ LT Hub at the Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2026-05-20T17:27:30Z

JudyCKChan: /* Day 1: Tuesday, May 28, 2026 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activities to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|course/project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Tuesday, May 28, 2026 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with learning objective verbs from 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Thursday, May 28, 2026 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2026-05-20T17:21:58Z

JudyCKChan: /* Prep Work Activities */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activities to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|course/project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Tuesday, May 28, 2026 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Thursday, May 28, 2026 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2026-05-20T17:16:23Z

JudyCKChan: /* Prep Work Activities */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|course/project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Tuesday, May 20, 2026 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Thursday, May 28, 2026 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2026-05-20T16:56:58Z

JudyCKChan: /* Day 1: Wednesday November 12, 2024 */

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Tuesday, May 20, 2026 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Thursday, May 28, 2026 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Documentation:Begin your Journey in Course Design

2026-05-20T16:52:31Z

JudyCKChan:

In this engaging two-day workshop, you will explore four stages of course design: reflecting on situational factors, writing learning outcomes, considering assessment options, and exploring instructional strategies to support learners.

By the end of the two-part workshop, you will:
* Understand the stages of learner-centred course design
* Value the role of learning outcomes
* Expand your evaluation and/or assessment toolkit
* Explore pedagogy and active learning techniques
For this workshop, you should focus on one course (or a module, workshop, or other educational project)--whatever it is you are intending to design. ''(If you don't currently have a course or project please simulate one for the workshop, as you will be given time throughout the workshop to apply the concepts directly to your course or project.)''

=== '''Prep Work Activities ''' ===
Be sure to complete the following 4 activities in advance of the workshop. We estimate this set of activites to take you between one and two hours.
#'''WATCH''': Please watch this brief video on Backwards Design (up to 3:50 mins): https://www.youtube.com/watch?v=QbKx_tG99ho
#'''READ''': Please read this very brief article on Learner-Centred Teaching (''You have access to this article via UBC Library so will need to log-in with your CWL):''
#* Weimer, Maryellen. 2012. Five Characteristics of Learner-Centered Teaching. The Teaching Professor: https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
#'''DOWNLOAD:''' Download the course/project planning template: [[Media:Course Planning Template JICD.docx|project planning template]]. Be sure to bring the planning template (print and bring it, as desired) with you to Day 1 of the workshop.
# '''REFLECT & WRITE:''' Take some time to reflect on your course or project. Jot down your responses on the planning template.
#* '''First''', what are you designing? Is it a course, workshop, module, etc.. Write down some of the details about the course or project.
#* '''Next''', consider the '''situational factors''' of the course/project:
#** Detail any of the known factors or constraints of your course or project? (''For example: class size, teaching assistant support, technical support, administrative support, role of technology and/or technological support, time, experience, space, modality, etc.)''
#** Who are you designing this [course/workshop/module] for? What do you know about your audience or your learners? What are their needs and goals?
#** What else do you know about the course/workshop/module that is important to consider?
#* '''Finally''', consider your '''learning goals''' for the course or project:
#** What are your goals as an instructor or facilitator?
#** By the end of the course, module or workshop, what do you hope your learners are able to know, to do, or to value?
#** Imagine that you run into one of your learners five years from now. They say the one thing they learned from you that has really stuck with them is ''X''. What do you hope the ''X'' is?
Add this information to your course/project planning template, and be sure to have the planning template with you on Day 1 of the workshop.

''We will use this Wiki page throughout the workshop to house our materials, handouts and slides from the workshop. Feel free to get familiar with this page!''

=== Day 1: Wednesday November 12, 2024 ===
On Day 1 of the workshop, we'll introduce the learner-centred approach to course design. You'll share the situational factors related to your project and craft your learning goals into learning outcomes. You'll also begin thinking about your assessment plans and be introduced to the concept of alignment. Here are the resources we will use on Day 1:
* Slides for Day 1 (to be added soon!)
* [https://www.astate.edu/dotAsset/11ca93f7-da45-4fe3-821b-b82a20cbc017.pdf Bloom's Taxonomy Action Verbs] (cognitive domain)
* [https://www.bcit.ca/files/ltc/pdf/ja_learningoutcomes.pdf Writing Learning Outcomes] (BCIT handout with 3 domains)
* [https://docs.google.com/spreadsheets/d/1B3qK-xfnRjsraJ5h1qW9UnYytc7xqkrcy66D0WfmAY8/edit?usp=sharing Spreadsheet to draft Learning Outcomes]
* OPTIONAL: Two models of course design: [[Documentation:Designing Courses|https://wiki.ubc.ca/Documentation:Designing_Courses]]

'''Homework before Day 2:'''
* Continue crafting your learning outcomes. Use the taxonomies to help you be specific about the learning (domain and level of learning).
* Consider your assessment plans: How will you know whether learners have met the learning outcomes? What evidence is required, and how will you gather this evidence? Expand what you already know about assessment by reviewing some of the resources on Assessment, looking to expand your toolkit (see '''resources''' below).
* Consider the alignment between your assessment ideas and your learning outcomes. Review this resourse, [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments,] from Carnegie-Mellon's Eberly Centre resource for checking alignment between learning outcomes and assessments.
* Revise your plans as necessary.

=== Day 2: Wednesday, Novemeber 19, 2024 ===
On Day 2 of the workshop, you'll revisit your assessment plans and consider what kinds of instructional strategies will support students in reaching the learning outcomes. You will work on aligning your course/project plans.

Here are the resources we will use on Day 2:
* Slides for Day 2 (to be added soon)
'''Day 2 Resources'''

* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/ Online Teaching Program]: Self-paced modules, loaded with excellent information, tips and strategies for teaching online.
* CTLT's [https://lthub.ubc.ca/ Learning Technology Innovation Centre]: get support with technology and your Canvas site.
* [[/www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html|Instructional Strategies]]: Eberly Centre at Carnegie Mellon
* [https://tchsotl.sitehost.iu.edu/part3/Middendorf%20&%20Kalish.pdf The "Change-Up" in Lectures] (Middendorf and Kalish, 1994) - incorporating active learning in lectures
* [[Documentation:Inclusive Teaching/Learner Centered Syllabus|Learner-centred syllabus]] (includes 2 example syllabi)
* [https://www.bu.edu/sph/files/2014/03/www.deefinkandassociates.com_GuidetoCourseDesignAug05.pdf Fink (2003) A self-directed guide to designing courses for significant learning] (includes intermediate phase on page 26)
* Course level and topic level learning outcomes example: [[Course:FNH200]]
** The course level objectives can be found on this page. Click on the 'Lessons' on the right panel to see topic level learning objectives
* Curriculum map example: https://ctlt.ubc.ca/2016/08/31/curriculum-mapping-in-the-faculty-of-arts/
** A table on this page shows how learning objectives (outcomes) may show up in multiple courses throughout a curriculum
* [https://www.celt.iastate.edu/wp-content/uploads/2017/03/CELT226activelearningtechniques.pdf 226 Active Learning Techniques] (Iowa State University's Centre for Excellence in Learning and Teaching)
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/preparing-to-teach/course-design/refresh-course-step-step/ Refresh your course step-by-step] - Teaching Professor ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''

[[Category: Course Design]]

== Resources ==

==== Learner-Centred Practice ====
* 5 Characteristics of Learner Centered Teaching (2012) Weimer (This article is accessed via UBC library, so you will need to use your CWL to log in): https://www-teachingprofessor-com.ezproxy.library.ubc.ca/topics/teaching-strategies/active-learning/five-characteristics-of-learner-centered-teaching/
* [https://ezproxy.library.ubc.ca/login?url=https://www.teachingprofessor.com/topics/for-those-who-teach/learner-centered-teaching-good-places-to-begin/ Learner-centered teaching: Good places to begin] Teaching Professor blog post - ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [http://www.facultyfocus.com/free-reports/course-design-and-development-ideas-that-work/ Course Design and Development Ideas That Work], Weimer 2010.

====Learning Outcomes====

* CMU's Eberly Teaching Centre's [https://www.cmu.edu/teaching/designteach/design/learningobjectives.html Guide to Learning Objectives]
* Brief videos on [https://www.youtube.com/watch?v=uPop0BJKMP0 Learning Outcomes] and [https://www.youtube.com/watch?time_continue=55&v=7k10Xwo1lkc Bloom's Taxonomy]
*[http://wiki.ubc.ca/images/e/e8/Taxonomies_Informing_Learning_Design_Decisions.pdf Taxonomies at a Glance]'''

==== Alignment ====
* [https://www.cmu.edu/teaching/assessment/basics/alignment.html Align Assessments]: Carnegie-Mellon's (Eberly Centre) resource for checking alignment between learning outcomes, assessments and activities.

==== Online Course Design ====
* [https://ctlt.ubc.ca/programs/all-our-programs/online-teaching-program/modules/ Online Teaching Program] - UBC program designed to help you adapt your course for the online environment and prepare you to teach online.
* [[Design Quality OnlineCourse|Designing an Online Course]] - CTLT instructional design process
* [https://wiki.ubc.ca/images/2/25/OnlineQualityCheckList_SiteFinal_Sep2016.pdf Online/Blended Course Quality Checklist] - UBC

====Assessment====
* [http://wiki.ubc.ca/images/6/64/Types_and_Method_of_Assessment.pdf Variation on Assessment Methods and Types]: visualizing your assessment plan at a glance.
* [https://cft.vanderbilt.edu/guides-sub-pages/cats/ Classroom Assessment Techniques]: a guide from Vanderbilt University - Centre for Teaching
* [https://cft.vanderbilt.edu/guides-sub-pages/beyond-the-essay/ Beyond the Essay: Making Student Thinking Visible in the Humanities] by Nancy Chick, CFT, Assistant Director.
* [https://cft.vanderbilt.edu/guides-sub-pages/grading-student-work/ Grading Student Work] - Vanderbilt University - Centre for Teaching.
* [https://www-teachingprofessor-com.eu1.proxy.openathens.net/topics/grading-feedback/feedback/provide_feedforward_with_exemplars/ Provide Feedforward with Exemplars] method on gearing feedback towards future performance - Maryellen Weimer ''(This article is accessed via UBC library, so you will need to use your CWL to log in)''
* [https://cft.vanderbilt.edu/teaching-guides/reflecting-and-assessing/ Assessing Learning]: Resources from Vanderbilt University - Centre for Teaching.
* [https://teaching.cornell.edu/spring-teaching-resources/assessment-evaluation/peer-assessment Introduction to Peer Assessment:] Cornell University's Centre for Teaching Innovation
* Learning Technology Hub: [http://lthub.ubc.ca/tech-uses/peer-based-assessments/ Peer assessment tools and support]
* [https://www.cmu.edu/teaching/assessment/assesslearning/rubrics.html Creating and Using Rubrics]: Carnegie-Mellon - Eberly Centre for Teaching

==== Instructional Strategies ====
* [http://www.cmu.edu/teaching/designteach/design/instructionalstrategies/index.html Instructional Strategies]: Eberly Centre at Carnegie Mellon
* [https://cft.vanderbilt.edu/teaching-guides/pedagogies-and-strategies/ Pedagogies & Strategies] (from Powerpoints to Blogs and many things in between): Vanderbilt - Centre for Teaching - Guides
*[http://www.cmu.edu/teaching/solveproblem/index.html Learning/Teaching Challenges]: Solve a Teaching Problem. Eberly Centre at Carnegie Mellon

* [http://wiki.ubc.ca/images/a/a1/Active_Learning_Strategies.pdf Active Learning Strategies: Spectrum of Complexity]
* [http://wiki.ubc.ca/images/b/bc/ActiveLearningStrategies.pdf Active Learning Strategies]: Some Examples
* [https://ablconnect.harvard.edu/pages/activity-definitions ablconnect]: Harvard's database of teaching strategies for active learning.
====Syllabus Design====
* Bart, Mary (2015) [http://www.facultyfocus.com/articles/effective-classroom-management/a-learner-centered-syllabus-helps-set-the-tone-for-learning/ A Learner Centered Syllabus Helps Set the Tone For Learning] - Faculty Focus
* UBC [https://ctlt.ubc.ca/resources/teaching/learner-centered-syllabus-toolkit/ Learner-Centred Syllabus Toolkit]
* UBC-V requirements for all course syllabi are outlined in the [https://senate.ubc.ca/sites/senate.ubc.ca/files/downloads/Policy-20190207-V-130-Syllabus.pdf Senate Policy V-130: Content and Distribution of Course Syllabi]
* An optional template associated with the above policy can be found [[:File:Ubc-course-syllabus-template.docx|here]].
* [https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/ Syllabus Construction]: Vanderbilt University
* An example: http://callingbullshit.org/

Course:FNH200/Format TeamWork

2026-05-12T02:42:15Z

JudyCKChan:

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

First of all, as of May 11, please join me in praying/wishing/hoping that Canvas will be available by July 1. Please please please.

Now, let's get back to 'business'.

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here. By the way, [https://wiki.ubc.ca/images/2/29/FNH_200_2025s_Syllabus.pdf here is a link to the syllabus in 2025].

=== I'm on the waitlist, how can I...? ===
Or, I like to learn about food science. How can I register?

Or, I'm on the waitlist, how do I know if a space if open?

Or, I have been blocked from registration, what do I do now?

Or, Both the course and the waitlist are full, is there a waitlist to get on the waitlist?

Or, (New question to me as of March 2026) I'm on the waitlist now, may I have extra time to accept the seat when a seat is offered [to me]?

Or, any other questions about registration...

I'm sorry to let you know that as an instructor, I really don't understand how registration and enrollment work. I leave this to my trustworthy colleagues in advising to handle registration for me. I also understand that academic advisors from all over campus are well connected to support you all. Once you are registered, and no matter how late it will be, I will support your learning about and exploration of food science. For instance, all my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late - never late penalty!

=== May I ask about eligibility? ===
The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

=== May I complete this course completely remotely? Answer: Yes, and need to coordinate with teamwork ===
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

=== How does teamwork work in FNH 200? ===
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Course:FNH200/Format TeamWork

2026-03-06T21:50:31Z

JudyCKChan:

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here. By the way, [https://wiki.ubc.ca/images/2/29/FNH_200_2025s_Syllabus.pdf here is a link to the syllabus in 2025].

=== I'm on the waitlist, how can I...? ===
Or, I like to learn about food science. How can I register?

Or, I'm on the waitlist, how do I know if a space if open?

Or, I have been blocked from registration, what do I do now?

Or, Both the course and the waitlist are full, is there a waitlist to get on the waitlist?

Or, (New question to me as of March 2026) I'm on the waitlist now, may I have extra time to accept the seat when a seat is offered [to me]?

Or, any other questions about registration...

I'm sorry to let you know that as an instructor, I really don't understand how registration and enrollment work. I leave this to my trustworthy colleagues in advising to handle registration for me. I also understand that academic advisors from all over campus are well connected to support you all. Once you are registered, and no matter how late it will be, I will support your learning about and exploration of food science. For instance, all my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late - never late penalty!

=== May I ask about eligibility? ===
The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

=== May I complete this course completely remotely? Answer: Yes, and need to coordinate with teamwork ===
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

=== How does teamwork work in FNH 200? ===
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Course:FNH200/Format TeamWork

2026-03-06T21:44:53Z

JudyCKChan:

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here. By the way, [https://wiki.ubc.ca/images/2/29/FNH_200_2025s_Syllabus.pdf here is a link to the syllabus in 2025].

== I'm on the waitlist, how can I...? ==
Or, I like to learn about food science. How can I register?

Or, I'm on the waitlist, how do I know if a space if open?

Or, both the course and the waitlist are full, is there a waitlist to get on the waitlist?

Or, (New question to me as of March 2026) I'm on the waitlist now, may I have extra time to accept the seat when a seat is offered [to me]?

Or, any other questions about registration...

I'm sorry to let you know that as an instructor, I really don't understand how registration and enrollment work. I leave this to my trustworthy colleagues in advising to handle registration for me. I also understand that academic advisors from all over campus are well connected to support you all. Once you are registered, and no matter how late it will be, I will support your learning about and exploration of food science.

== May I complete this course completely remotely? Answer: Yes, and need to coordinate with teamwork ==
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

== How does teamwork work in FNH 200? ==
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

== May I ask about eligibility and registration? ==
As an instructor, I really don't know exactly how registration works. Here is my attempt to answer some questions based on my experience.

The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

Other students who are on the wait-list, have been blocked, or unsure how registration works, please contact your academic advisor in your own Faulty. Again, based on my past experience, all eligible students wanting to enroll in FNH 200 942 will eventually be registered. All my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late - never late penalty!

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Template:Infobox FNH200

2026-03-06T21:28:43Z

JudyCKChan:

{|class="infobox" width="350px"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | FNH200 Exploring our Foods
|-
!scope="row" colspan="2"| [[File:FNH200_Cover.jpg|250px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:250px; color: white; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Judy Chan
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Class Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 9 to 10:50 am
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Teamwork Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 11 to 11:50 am
|-
| style="font-size:9pt; text-align: right;" | ''Frequent Q&A:''
| style="font-size:9pt; padding-left: 5px;" | [https://wiki.ubc.ca/Course:FNH200/Format_TeamWork Reg, Format, & Teamwork]
|-
| style="font-size:9pt; text-align: right;" | ''Office Hours:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | By appointment via email
|-
| style="font-size:9pt; text-align: right;" | ''Course Syllabus:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [https://wiki.ubc.ca/File:FNH_200_2025s_Syllabus.pdf Course Syllabus]
|-
| style="font-size:9pt; text-align: right;" | ''Past Projects:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [http://wiki.ubc.ca/Course:FNH200/TeamProjectsShowcase Team Projects 2011-21. ]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2025 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2025s_Syllabus.pdf 2025s Course Syllabus]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2025 2025s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2025 2025s Team Projects]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Lessons'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
<dpl>
titlematch=FNH200/Lesson%
nottitlematch=FNH200/Lesson%/%/%
replaceintitle=$FNH200/$,
namespace=Course
shownamespace=false
columns=2
rowcolformat=width=100%
includesubpages=true
</dpl>
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2024 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2024s Course Syllabus]
*[https://wiki.ubc.ca/File:FNH_200_2024s_Syllabus_(with_Flexible_Grading).pdf 2024s Syllabus with Flexible Grading]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2024 2024s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2024 2024s Team Projects]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2023 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_942_2023s_Syllabus.pdf 2023s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2023 2023s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2023 2023s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2022 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2022s_Syllabus_07_01_Version.pdf 2022s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2022 2022s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2022 2022s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2021 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2021s_Syllabus_July_2.pdf 2021s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2021 2021s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2021 2021s Team Projects]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2020 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2020s_Syllabus_July_02.pdf 2020s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2020 2020s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2020 2020s Team Projects]

|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2017 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2017s/Lecture_Notes|2017s Lecture Notes]]
*[https://docs.google.com/document/d/19JeTSdflPjzBaPagr1AtFriRlq5mXXIh21ELpcF7gbQ/edit?usp=sharing 2017s Course Syllabus]
*[[Course:FNH200/2017s/TeamProjects|2017s Team Projects]]
*[https://docs.google.com/spreadsheets/d/1v9ah5Mnthap22PqHGp3S0wdS5ZimfcqtKaWmzDZWh2k/edit?usp=sharing 2017s Course Timeline]
*[https://docs.google.com/spreadsheets/d/18xrKg9HgnM-uJr1AQxOdVQhqlQxIRf8nf2CmBTs-tVg/edit?usp=sharing 2017s Assignments #1 & 3]
*[https://docs.google.com/document/d/1sUSGXE39VtDkqajD6J9VH0R-mGMlmDk7PA976EUG5Y0/edit?usp=sharing 2017s Team Assignment]
*[https://docs.google.com/document/d/1syf6Q40tbu7Nhknj6o-MgL5-E0ErsZqSBskQZd4xnFA/copy 2017s Team Contract]
*[https://docs.google.com/spreadsheets/d/1Otlr3EaxtDzxC4pRizi_5qKcSFlSXmguUl5Hk-dzSkQ/edit?usp=sharing 2017s Mid-Course Fdbk]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2015 Winter (2016 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2015w2/Lecture Notes|2015w Lecture Notes]]
*[http://wiki.ubc.ca/File:FNH_200_102_Course_Syllabus_2015W_Jan_01_Version.pdf 2015w Course Syllabus]
*[[Course:FNH200/2015w2/Assignment01|2015w Assignment 01 & 03]]
*[[Course:FNH200/2015w2/TeamProjects|2015w Team Projects]]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2014 Winter (2015 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2014w2/Lecture Notes|2014w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2014w Course Syllabus (pdf)]]
*[[Course:FNH200/2014w2/TeamProjects|2014w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2013 Winter (2014 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2013w2/Lecture Notes|2013w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2013w Course Syllabus (pdf)]]
*[[Course:FNH200/2013w2/TeamProjects|2013w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2012 Winter (2013 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2012w2/Lecture Notes|2012w Lecture Notes]]
*[[Media:FNH_200_102_2012w_Course_Syllabus.pdf|2012w Course Syllabus (pdf)]]
*[[Course:FNH200/TeamProjects|2012w Team Projects]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2011 Winter (2012 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Media:FNH_200_102_2011w_Course_Syllabus.pdf|2011w Course Syllabus (pdf)]]
*[[Course:FNH200/2011w2/TeamProjects|2011w Team Projects]]
*[[Course:FNH200/2011w2/Lecture_Notes|2011w Lecture Notes]]
*[[Course:FNH200/2011w2/Lecture_Notes#Friday.2C_Feb_17.2C_Teaching_Evaluation_Summary_and_Reflection|What students said about my teaching]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2010 Winter (2011 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2010w_PosterProjects|2010w Poster Projects]]
|-

|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:FNH200/Format TeamWork

2026-02-25T18:41:01Z

JudyCKChan: /* May I ask about eligibility and registration? */

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here. By the way, [https://wiki.ubc.ca/images/2/29/FNH_200_2025s_Syllabus.pdf here is a link to the syllabus in 2025].

== May I complete this course completely remotely? Answer: Yes, and need to coordinate with team work ==
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

== How does team work work in FNH 200? ==
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

== May I ask about eligibility and registration? ==
As an instructor, I really don't know exactly how registration works. Here is my attempt to answer some questions based on my experience.

The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

Other students who are on the wait-list, have been blocked, or unsure how registration works, please contact your academic advisor in your own Faulty. Again, based on my past experience, all eligible students wanting to enroll in FNH 200 942 will eventually be registered. All my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late - never late penalty!

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Course:FNH200/Format TeamWork

2026-02-18T17:23:48Z

JudyCKChan:

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here. By the way, [https://wiki.ubc.ca/images/2/29/FNH_200_2025s_Syllabus.pdf here is a link to the syllabus in 2025].

== May I complete this course completely remotely? Answer: Yes, and need to coordinate with team work ==
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

== How does team work work in FNH 200? ==
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

== May I ask about eligibility and registration? ==
As an instructor, I really don't know exactly how registration works. Here is my attempt to answer some questions based on my experience.

The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

Other students who are on the wait-list, have been blocked, or unsure how registration works, please contact your academic advisor in your own Faulty. Again, based on my past experience, all eligible students wanting to enroll in FNH 200 942 will eventually be registered. All my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late (never late penalty! See [https://wiki.ubc.ca/images/3/3b/FNH_200_2024s_Syllabus_%28with_Flexible_Grading%29.pdf syllabus from 2024]!)

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Documentation:CTLT programs/CTLT Institute/2025 Winter

2025-12-09T23:45:11Z

JudyCKChan:

== Surviving to Sustaining: Learning Together with Trust, Compassion, and Courage ==
During the pandemic, many of us offered each other remarkable care and flexibility. We were learning to teach and connect remotely while also coping with grief, uncertainty, and isolation. Kindness guided our work during that time, allowing us to meet each other with compassion, empathy, creativity, and respect in challenging circumstances. Since then, the collective gentleness we shared has become harder to sustain, as both instructors and students face growing demands on their time and energy. As the urgency of the pandemic recedes, new challenges and old assumptions and habits quietly resurface.

This year’s Winter Institute explores kindness as a relational, ethical, and pedagogical framework that supports inclusive design, fosters meaningful connection, and attends to both student and instructor wellbeing within the realities of contemporary higher education.

This year we welcome Dr. Kari Grain as our keynote speaker. Dr. Kari Grain is the author of Critical Hope and teaches in the University of British Columbia’s Faculty of Education, where she leads the Adult Learning and Global Change (ALGC) Master’s of Education Program. In her ongoing community engaged scholarship, Kari is a research consultant with Simon Fraser University’s Community Engaged Research Initiative (CERi). Her scholarship on social justice, experiential learning, adult education, and climate action has been featured in peer reviewed journals, books, and podcasts. Dr. Grain works with school districts, universities, and non-profit organizations to engage practices of critical hope toward systemic and personal transformation. Kari was the 2024 recipient of the Killam Lecturer Teaching Prize in UBC’s Faculty of Education.
{| class="wikitable"
|+
!Title
!Facilitators
!Resources
|-
|Care by Design: Building Relational Pedagogy into Teaching Practice
|Nicole Ronan Learning Design Consultant, CTLT;
Roselynn Verwood, Curriculum Consultant, Students as Partners Strategist
|[https://ubcca-my.sharepoint.com/:p:/r/personal/nicole_ronan_ubc_ca/Documents/presentations/Care%20by%20Design%20Winter%20Institute%202025.pptx?d=wa248ee8226e74bbba1ccd08270c82c30&csf=1&web=1&e=tBdgv3 Slides]
Link to UBC Wellbeing Toolkit: https://wellbeing.ubc.ca/awt
|-
|Being Kind to Ourselves: The EL-Well Initiative
|Laura Bulk, Assistant Professor of Teaching, Occupational Science and Occupational Therapy
|For more information on the EL-Well Initiative for educational leadership faculty wellbeing, please contact: Laura Bulk (laura.bulk@ubc.ca)
[[:File:Winter institute EL Well Initative part 3.pdf|EL-Well slides]] part 3
|-
|Transformative Pedagogies as a Praxis of Critical Hope
|Kari Grain, ALGC Program Coordinator/ALGC Lecturer, UBC
|Handbook of Experiential Pedagogies: blogs.ubc.ca/experiential
Select resources by Kari Grain:

Grain, K. (2025). Blooming and brokenness: Why students need an honest education in hope to face an unknown future. In Academica Top Ten Series, Illuminating Hope in Higher Education. <nowiki>https://forum.academica.ca/forum/llluminating-hope-2-kari-grain</nowiki>

Williams, R. J., & Grain, K. (2025). Teaching in a Time of Climate Collapse: From “An Education in Hope” to a Praxis of Critical Hope. Sustainability, 17(12), 5459. <nowiki>https://www.mdpi.com/2071-1050/17/12/5459</nowiki>

Grain, McClelland & Mahoney (2024). Facilitation for Community Transformation: A toolkit for community engaged researchers. Community Engaged Research Initiative, Simon Fraser University. <nowiki>https://www.sfu.ca/content/dam/sfu/ceri/images/Archive/Publications/2024-Publications/FCT%202024%20REPORT.pdf</nowiki>
|-
|Building Capacity for the IBPOC Teaching and Learning Community: Confluence and Constellations--Reflecting on an Intersectional Approach to Anti-Racist Teaching and Learning
|Renata Hall; Educational Consultant, Anti-Racist Teaching and Learning
Lauren Casey; Educational Consultant, Anti-Racist and Indigenous Initiatives

Daniel Gallardo; Graduate Student Facilitator, Classroom Climate Equity and Inclusion
|[https://wiki.ubc.ca/images/2/29/Building_Capacity_for_the_IBPOC_Teaching_and_Learning_Community.pdf Slides]
|-
|Engaging the Global Past through Relational Course Revision: Reflections on the Impact of Student-Faculty Partnerships
|Sara Ann Knutson, Assistant Professor of Teaching & Chair of Medieval Studies, Department of History, UBC;
Abbie Collett, UBC undergraduate student;
Madi Garbuz, UBC undergraduate student;
Joel Hung, UBC undergraduate student;
|[https://wiki.ubc.ca/images/6/6c/Engaging_the_Global_Past_through_Relational_Course_Revision.pdf Slides]
|-
|The First Five Minutes: Starter Activities that Sustain Care, Trust, and Connection in Learning Spaces
|Nesrine El Banna, UBC
|[[:File:The First Five Minutes Starter Activities that Sustain Care, Trust, and Connection in Learning Spaces.pdf|Slides]]
|-
|Addressing Student Emotions: Overcoming Hurdles to Classroom Conversations About GenAI Use
|Jonathan Otto, School of Journalism, Writing and Media, UBC
|[https://wiki.ubc.ca/File:Addressing_Student_Emotions_Overcoming_Hurdles_to_Classroom_Conversations_About_GenAI_Use.pdf outline of presentation]
|-
|Write Toegther, Learn Together
|Laura Baumvol, Lecturer, UBC School of Journalism, Writing, and Media;
Neve Eilam, Undergraduate Research Assistant.
|[https://wiki.ubc.ca/images/9/92/Writing_Together%2C_Learning_Together_Dr._Laura_Baumvol_%26_Neve_Eilam_Dec._10th%2C_2025.pptx Slides]
|-
|Belonging as Practice: Panel Discussion on the Impacts of Inclusivity in the Classroom and Beyond
|Elizabeth Novak, Lecturer - Food, Nutrition & Health, Faculty of Land & Food Systems UBCV;
Stefan Sunandan Honisch, Sessional Lecturer from The Department of Theatre and Film UBCV;
Isabel Machado, Lecturer from The Institute For Gender, Race, Sexuality and Social Justice UBCV;
Selena Mah, Senior Inclusion Facilitator at The University of British Columbia Point Grey through UBC’s Initiative for Inclusive Post-Secondary Education;
Elly Callele, Inclusion Facilitator at The University of British Columbia Point Grey through UBC’s Initiative for Inclusive Post-Secondary Education;
Ben Ross, Steps Forward, UBC
|[https://wiki.ubc.ca/File:Belonging_as_Practice_Exploring_Impacts_of_Inclusivity_in_the_Classroom_and_Beyond.pdf Slides]
|-
|Compassionate Choice in Action: Flexible Assessment for Student Empowerment
|Eden Fussner-Dupas, Assistant Professor of Teaching,
Department of Biochemistry & Molecular Biology;
Gabriel Smith, Educational Strategist, LFS Learning Centre, UBC;
Judy Chan, Faculty Associate, Faculty Liaison (Land and Food Systems), CTLT, UBC
|[https://wiki.ubc.ca/File:Flexible_Assessment_for_Student_Empowerment_-_CTLT_2025.pdf Slide Deck]
Zoom Recording (To be added soon after the event)
Zoom Passcode (To be added)
|}

File:Flexible Assessment for Student Empowerment - CTLT 2025.pdf

2025-12-09T23:44:20Z

JudyCKChan: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Presentation slide deck for a workshop on Compassionate Choice in Action: Flexible Assessment for Student Empowerment presented at the CTLT Winter Institute 2025}}
|date=2025-12-09
|source={{own}}
|author=[[User:JudyCKChan|JudyCKChan]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-nc-sa-4.0}}

Documentation:CTLT programs/CTLT Institute/2025 Summer

2025-08-22T21:52:12Z

JudyCKChan: /* Workshops: */

== 2025 CTLT Summer Institute ==
'''Hosted each year in August, the Summer Institute focuses on the fundamentals of teaching. The Summer Institute is designed to help participants enhance their understanding of sound teaching practices and how to implement them in their teaching contexts. Workshop topics range from refining a syllabus/lesson plan to incorporating active learning and effective assessment.'''

== Workshops: ==
{| class="wikitable"
!Date
!Workshop Title
!Facilitators
!Resources
|-
|August 18, 2025
|Starting Strong: Preparing for the First Day of Class
|Zoe Morris, Associate Director TLPD, CTLT;
Ainsley Camps, Educational Consultant: Faculty Development, CTLT
|[[:File:Starting strong Preparing for Day 1 2025.pdf|Starting Strong: Preparing for Day 1 2025]]
|-
|August 19, 2025
|Writing a (Mindful) Learner Centred Syllabus
|Gail Hammond, Associate Professor of Teaching in Food, Nutrition and Health, LFS;
Judy Chan Faculty Associate, Faculty Liaison LFS(Land and Food Systems)
|[https://wiki.ubc.ca/File:2025_Mindful,_Learner-Centered_Syllabus.pdf Create a Mindful Learner Centred Syllabus - Slide Deck in PDF]
|-
|
|Only Humans! An Incubator Session for “AI-lite” Writing-based Courses
|Laurie MacNeil, Associate Dean, Students and Professor of Teaching, English Language and Literatures, UBC;
Andrew Owen, Associate Professor of Teaching, Political Science, UBC
|
|-
|
|Introduction to Lesson Planning
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
|
|-
|
|Enhancing Active Learning through Generative AI: Personalization, Creativity, and Real-Time Feedback in Higher Education
|Lucas Wright, Senior Educational Consultant, CTLT
|[[:File:Enhancing Active Learning through Generative AI Personalization, Creativity, and Real-Time Feedback in Higher Education.pdf|Enhancing Active Learning through Generative AI Personalization, Creativity, and Real-Time Feedback in Higher Education]]
|-
|August 20, 2025
|Fostering Neurodiversity Affirming Teaching Approaches
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
|
|-
|
|Renewed What I Learned in Class Today Facilitation Guide and Toolkit Exploration
|Hannah Coderre, Educational Consultant, Indigenous Initiatives, CTLT;
Erin Yun, Senior Educational Consultant, Indigenous Initiatives, CTLT
|https://intheclass.arts.ubc.ca/
|-
|
|Academic Integrity and AI
|Ainsley Rouse, Associate Director, Academic Integrity, Office of the Provost and Vice-President Academic;

Lucas Wright, Senior Educational Consultant, Centre for Teaching, Learning and Technology

Nicole Ronan, Learning Design Consultant, Centre for Teaching, Learning and Technology;
|
|-
|
|What Do My Students Think of My Course? Find Out Early, Find Out Often!
|Carellin Brooks, Lecturer, Communications Strategies Specialist, UBC;
Ainsley Camps, Educational Consultant, CTLT
|[https://ubcca.sharepoint.com/teams/ubcCTLT-gr-Main-CTLTInstitutes/Shared%20Documents/CTLT%20Institutes/Workshops/2025%20Formative%20Student%20Feedback%20(Summer%20Institute)%20-%20Copy.pptx?web=1 What do Students Think of My Course?]
|-
|August 21, 2025
|The Faculty-TA Relationship (For Faculty)
|Judy Chan, Senior Educational Consultant, Centre for Teaching, Learning and Technology
|[https://wiki.ubc.ca/File:2025_Teaching_with_TAs_Slide_Deck.pdf Teaching with TA Slide Deck]
[https://wiki.ubc.ca/File:2025_Teaching_with_TA_Worksheet.pdf Teaching with TA Worksheet]

See additional resources in the cell directly below.
|-
|
|The TA-Faculty Relationship (For TAs)
|Shaya Golparian, Educational Developer: TA Development Programs, CTLT
|In session August 2025 Worksheet: [[File:2025 Aug TA Worksheet Slides (Working with Fac- Online).pdf|thumb|Faculty TA Working Relationship Workshop resource]]
Sample Faculty-TA Communication Guides

# '''[http://blogs.ubc.ca/lfsta/files/2021/05/LFS-TA-Orientation-Guide-2014-FINAL-UPDATE.doc LFS TA Orientation Guide for Instructors & TAs]'''
# '''[https://teachanywhere.uvic.ca/teaching-assistants/primary-ta-responsibilities/ UVIC Overview of Primary TA responsibilities]'''
# '''[[Images/0/00/Sample Communication Contract (Teaching with TAs Online) (2).docx|Guide for developing Communication document for teaching team for online]]'''
# '''[https://blogs.ubc.ca/tatrainingworkshops/files/2025/06/Faculty-TA-agreement-June-2025-Update.docx CTLT-UBC Agreement Document]'''
|-
|
|Effective Assessment Design in Canvas
|Hailan Chen, Learning Design Consultant, CTLT;
Namsook Jahng, Learning Design Consultant, CTLT
|
|-
|
|Student Voices in Course Design
|Nicole Ronan, Learning Design Consultant, CTLT;
John Cheng, Learning Design Consultant, CTLT
|
|-
|
|Canvas Tools for Designing Interactive Courses
|Manuel Dias, Learning Design Consultant, CTLT;
John Cheng, Learning Design Consultant, CTLT
|[[:File:Tools for Designing Interactive Courses Workshop - May 20.pdf|Tools for Designing Interactive Courses Workshop]]
|-
|
|Accessible Design in Canvas
|Bosung Kim, Learning Design Consultant, CTLT
| [[:File:2025 CTLT Summer Institute - Accessible Course Design in Canvas.pdf|Accessible Course Design in Canvas]]
|}

Documentation:CTLT programs/CTLT Institute/2025 Summer

2025-08-22T21:51:27Z

JudyCKChan: /* Workshops: */

== 2025 CTLT Summer Institute ==
'''Hosted each year in August, the Summer Institute focuses on the fundamentals of teaching. The Summer Institute is designed to help participants enhance their understanding of sound teaching practices and how to implement them in their teaching contexts. Workshop topics range from refining a syllabus/lesson plan to incorporating active learning and effective assessment.'''

== Workshops: ==
{| class="wikitable"
!Date
!Workshop Title
!Facilitators
!Resources
|-
|August 18, 2025
|Starting Strong: Preparing for the First Day of Class
|Zoe Morris, Associate Director TLPD, CTLT;
Ainsley Camps, Educational Consultant: Faculty Development, CTLT
|[[:File:Starting strong Preparing for Day 1 2025.pdf|Starting Strong: Preparing for Day 1 2025]]
|-
|August 19, 2025
|Writing a (Mindful) Learner Centred Syllabus
|Gail Hammond, Associate Professor of Teaching in Food, Nutrition and Health, LFS;
Judy Chan Faculty Associate, Faculty Liaison LFS(Land and Food Systems)
|[https://wiki.ubc.ca/File:2025_Mindful,_Learner-Centered_Syllabus.pdf Create a Mindful Learner Centred Syllabus - Slide Deck in PDF]
|-
|
|Only Humans! An Incubator Session for “AI-lite” Writing-based Courses
|Laurie MacNeil, Associate Dean, Students and Professor of Teaching, English Language and Literatures, UBC;
Andrew Owen, Associate Professor of Teaching, Political Science, UBC
|
|-
|
|Introduction to Lesson Planning
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
|
|-
|
|Enhancing Active Learning through Generative AI: Personalization, Creativity, and Real-Time Feedback in Higher Education
|Lucas Wright, Senior Educational Consultant, CTLT
|[[:File:Enhancing Active Learning through Generative AI Personalization, Creativity, and Real-Time Feedback in Higher Education.pdf|Enhancing Active Learning through Generative AI Personalization, Creativity, and Real-Time Feedback in Higher Education]]
|-
|August 20, 2025
|Fostering Neurodiversity Affirming Teaching Approaches
|Jens Vent Schmidt, Educational Consultant: Design and Facilitation, CTLT
|
|-
|
|Renewed What I Learned in Class Today Facilitation Guide and Toolkit Exploration
|Hannah Coderre, Educational Consultant, Indigenous Initiatives, CTLT;
Erin Yun, Senior Educational Consultant, Indigenous Initiatives, CTLT
|https://intheclass.arts.ubc.ca/
|-
|
|Academic Integrity and AI
|Ainsley Rouse, Associate Director, Academic Integrity, Office of the Provost and Vice-President Academic;

Lucas Wright, Senior Educational Consultant, Centre for Teaching, Learning and Technology

Nicole Ronan, Learning Design Consultant, Centre for Teaching, Learning and Technology;
|
|-
|
|What Do My Students Think of My Course? Find Out Early, Find Out Often!
|Carellin Brooks, Lecturer, Communications Strategies Specialist, UBC;
Ainsley Camps, Educational Consultant, CTLT
|[https://ubcca.sharepoint.com/teams/ubcCTLT-gr-Main-CTLTInstitutes/Shared%20Documents/CTLT%20Institutes/Workshops/2025%20Formative%20Student%20Feedback%20(Summer%20Institute)%20-%20Copy.pptx?web=1 What do Students Think of My Course?]
|-
|August 21, 2025
|The Faculty-TA Relationship (For Faculty)
|Judy Chan, Senior Educational Consultant, Centre for Teaching, Learning and Technology
|[https://wiki.ubc.ca/File:2025_Teaching_with_TAs_Slide_Deck.pdf Teaching with TA Slide Deck]
[https://wiki.ubc.ca/File:2025_Teaching_with_TA_Worksheet.pdf Teaching with TA Worksheet]
|-
|
|The TA-Faculty Relationship (For TAs)
|Shaya Golparian, Educational Developer: TA Development Programs, CTLT
|In session August 2025 Worksheet: [[File:2025 Aug TA Worksheet Slides (Working with Fac- Online).pdf|thumb|Faculty TA Working Relationship Workshop resource]]
Sample Faculty-TA Communication Guides

# '''[http://blogs.ubc.ca/lfsta/files/2021/05/LFS-TA-Orientation-Guide-2014-FINAL-UPDATE.doc LFS TA Orientation Guide for Instructors & TAs]'''
# '''[https://teachanywhere.uvic.ca/teaching-assistants/primary-ta-responsibilities/ UVIC Overview of Primary TA responsibilities]'''
# '''[[Images/0/00/Sample Communication Contract (Teaching with TAs Online) (2).docx|Guide for developing Communication document for teaching team for online]]'''
# '''[https://blogs.ubc.ca/tatrainingworkshops/files/2025/06/Faculty-TA-agreement-June-2025-Update.docx CTLT-UBC Agreement Document]'''
|-
|
|Effective Assessment Design in Canvas
|Hailan Chen, Learning Design Consultant, CTLT;
Namsook Jahng, Learning Design Consultant, CTLT
|
|-
|
|Student Voices in Course Design
|Nicole Ronan, Learning Design Consultant, CTLT;
John Cheng, Learning Design Consultant, CTLT
|
|-
|
|Canvas Tools for Designing Interactive Courses
|Manuel Dias, Learning Design Consultant, CTLT;
John Cheng, Learning Design Consultant, CTLT
|[[:File:Tools for Designing Interactive Courses Workshop - May 20.pdf|Tools for Designing Interactive Courses Workshop]]
|-
|
|Accessible Design in Canvas
|Bosung Kim, Learning Design Consultant, CTLT
| [[:File:2025 CTLT Summer Institute - Accessible Course Design in Canvas.pdf|Accessible Course Design in Canvas]]
|}

File:2025 Teaching with TA Worksheet.pdf

2025-08-22T21:50:42Z

JudyCKChan: Uploaded a work by Shaya Golparian, UBC Judy Chan, UBC from I'm one of the co-authors. with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Teaching with TA Workshop In-Session Worksheet, CTLT, UBC}}
|date=2025-08-21
|source=I'm one of the co-authors.
|author=Shaya Golparian, UBC
Judy Chan, UBC
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-4.0}}

File:2025 Teaching with TAs Slide Deck.pdf

2025-08-22T21:50:42Z

JudyCKChan: Uploaded a work by Shaya Golparian, UBC Judy Chan, UBC from I'm one of the co-authors. with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Teaching with TA Workshop Slide Deck, CTLT, UBC}}
|date=2025-08-21
|source=I'm one of the co-authors.
|author=Shaya Golparian, UBC
Judy Chan, UBC
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-4.0}}

File:2025 Mindful, Learner-Centered Syllabus.pdf

2025-08-22T21:43:37Z

JudyCKChan: Uploaded a work by Gail Hammond, UBC Judy Chan, UBC from I'm one of the co-authors. with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=Create a mindful learner centred syllabus 2025 Summer Institute, CTLT, UBC}}
|date=2025-08-18
|source=I'm one of the co-authors.
|author=Gail Hammond, UBC
Judy Chan, UBC
|permission=
|other versions=
}}

=={{int:license-header}}==
{{cc-by-sa-4.0}}

Course:FNH200 2025 FinalExamStartTime

2025-08-13T01:25:49Z

JudyCKChan:

Hi Class of FNH 200 942 2025 Summer:

May I ask you to indicate approximately what time your team plans to start the final exam? I like to have some rough idea to plan my breaks and lunch break. Just put down your Team number in the approximately time slot please.

I know a few teams had contacted me about having multiple starting times and I approved them. In that case, you may enter 'Team X Member 1'.
{| class="wikitable"
|+
!Final Exam Start Time
Friday, August 15
!Team Number
|-
|5 am as an example
|Team 41, Team π
|-
|6 to 7 am, officially available at 6 am
|Team 2 Member 1
|-
|7 to 8 am
|Team 2 Member 2, Team 13
|-
|8 to 9 am
|
|-
|9 to 10 am
|
|-
|10 to 11 am
|
|-
|11 am to 12 noon
|
|-
|12 noon to 1 pm
|
|-
|1 to 2 pm
|Team 2
|-
|2 to 3 pm
|
|-
|3 to 4 pm
|
|-
|No one should start after 3:30-ish as the official end time is 6 pm
|
|}
Thank you very much!

I wish everyone a relaxing and restful rest of the summer.

Course:FNH200 2025 FinalExamStartTime

2025-08-12T21:43:31Z

JudyCKChan:

Hi Class of FNH 200 942 2025 Summer:

May I ask you to indicate approximately what time your team plans to start the final exam? I like to have some rough idea to plan my breaks and lunch break. Just put down your Team number in the approximately time slot please.

I know a few teams had contacted me about having multiple starting times and I approved them. In that case, you may enter 'Team X Member 1'.
{| class="wikitable"
|+
!Final Exam Start Time
Friday, August 15
!Team Number
|-
|5 am as an example
|Team 41, Team π
|-
|6 to 7 am, officially available at 6 am
|Team 2 Member 1
|-
|7 to 8 am
|Team 2 Member 2
|-
|8 to 9 am
|
|-
|9 to 10 am
|
|-
|10 to 11 am
|
|-
|11 am to 12 noon
|
|-
|12 noon to 1 pm
|
|-
|1 to 2 pm
|Team 2
|-
|2 to 3 pm
|
|-
|3 to 4 pm
|
|-
|No one should start after 3:30-ish as the official end time is 6 pm
|
|}
Thank you very much!

I wish everyone a relaxing and restful rest of the summer.

Course:FNH200 2025 FinalExamStartTime

2025-08-12T19:11:20Z

JudyCKChan: Created page with " Hi Class of FNH 200 942 2025 Summer: May I ask you to indicate approximately what time your team plans to start the final exam? I like to have some rough idea to plan my breaks and lunch break. Just put down your Team number in the approximately time slot please. I know a few teams had contacted me about having multiple starting times and I approved them. In that case, you may enter 'Team X Member 1'. {| class="wikitable" |+ !Final Exam Start Time Friday, August 15..."

Hi Class of FNH 200 942 2025 Summer:

May I ask you to indicate approximately what time your team plans to start the final exam? I like to have some rough idea to plan my breaks and lunch break. Just put down your Team number in the approximately time slot please.

I know a few teams had contacted me about having multiple starting times and I approved them. In that case, you may enter 'Team X Member 1'.
{| class="wikitable"
|+
!Final Exam Start Time
Friday, August 15
!Team Number
|-
|5 am as an example
|Team 41, Team π
|-
|6 to 7 am, officially available at 6 am
|
|-
|7 to 8 am
|
|-
|8 to 9 am
|
|-
|9 to 10 am
|
|-
|10 to 11 am
|
|-
|11 am to 12 noon
|
|-
|12 noon to 1 pm
|
|-
|1 to 2 pm
|
|-
|2 to 3 pm
|
|-
|3 to 4 pm
|
|-
|No one should start after 3:30-ish as the official end time is 6 pm
|
|}
Thank you very much!

I wish everyone a relaxing and restful rest of the summer.

Course:FNH200/Projects/2025

2025-08-12T06:46:54Z

JudyCKChan: /* Our In-depth Investigations */

{{Start tab|
| tab-1 = Welcome, Help and Resources
| link-1 = Course:FNH200/Projects
| tab-2 = 2025 Team Assignments
| link-2 = Course:FNH200/Assignments/2025
| tab-3 = 2025 Team Projects
| link-3 = Course:FNH200/Projects/2025
| tab-4 = Past Projects
| link-4 = Course:FNH200/TeamProjectsShowcase
}}

Due date:

Thursday, August 7, 6 pm

This is where you will report either (1) an interview you had with a food professional, or (2) a research you did on a food your team like

Project Guideline: [https://wiki.ubc.ca/File:2025_Team_Project_-_Interview_and_or_Research.docx Guideline 2025]

Following similar steps we used for the team assignments, we are creating pages on UBC wiki, so that your research and hard work can be easily accessed by your peers and your instructor, and eventually, the UBC community.

=== 1. Login to the UBC Wiki ===
Click the CWL button on the top of the page and login from there.

=== 2. Create Your Assignment Page ===
Once your team have decided what foods you like to investigate, you may create your project page here.

Again, make sure you are already logged in to the UBC Wiki before the next step.

* Pick your project title:
** Suggestion: Processing and safety of Swiss cheese

* Just '''add the title of your project to the box below''' and click on the '''create page''' button
* On the edit screen that loads, add some preliminary details to the edit screen and hit '''SAVE''' at the top or bottom of the page
* You may start writing your report here
<inputbox>
useve=yes
placeholder=project title here
preload=Course:FNH200/SampleProjectPage
prefix=Course:FNH200/Projects/2025/
type=create

</inputbox>

=== 3. Add Your Information to the Project Table ===
Once you have created your wiki page, add your product choice in the table below.

=== 4. Begin Writing! ===
Your new and almost blank wiki page will be created.

== Project Guidelines ==
Project Guideline: [https://wiki.ubc.ca/File:FNH_200_2023_Team_Project_-_Interview_or_Research.pdf Guideline]

== Our In-depth Investigations ==

{| class="wikitable sortable"
|+
!Team Number
!Product Investigated and Link
|-
|0 (Example)
|The Processing and Safety of Swiss Cheese (Please provide link to the page generated above)
|-
|1
|[[Course:FNH200/Projects/2025/What is the magic behind Coca-Cola's global popularity?|What is the magic behind Coca-Cola's global popularity?]] 'YES'
|-
|2
|[[Course:FNH200/Projects/2025/Lay's Potato Chips|Lay's Potato Chips]] 'YES'
|-
|3
|Please add full project title and link
|-
|4 Potential Exam Question
|[[Course:FNH200/Projects/2025/Pickled Cucumber|Pickled Cucumber]] 'YES'
|-
|5 Potential Exam Question
|[[Course:FNH200/Projects/2025/Kimchi Unpacked: Fermentation Microbiology, Preservation, and Functional Health Claims|Kimchi Unpacked: Fermentation Microbiology, Preservation, and Functional Health Claims]] 'YES'
|-
|6
|[[Course:FNH200/Projects/2025/Instant Noodles - Science, Safety, and Regulation|Instant Noodles - Science, Safety, and Regulation]] 'YES'
|-
|7 Potential Exam Question
|[https://wiki.ubc.ca/Course:FNH200/Projects/2025/Smoke_Salmon_-_Process,_safety_and_regulation Smoke Salmon - The science and the Safety "Yes"]
|-
|8
|[[Course:FNH200/Projects/2025/Alternative Meats: food properties, regulations, sustainability|Alternative Meats]] 'YES'
|-
|9 |9 Potential Exam Question
|[[Course:FNH200/Projects/2025/Interview with Honeycomb AI CTO|Honeycomb AI CTO Interview]]
|-
|10
|Please add full project title and link
|-
|11 Potential Exam Question (Question #4 only)
|[[Course:FNH200/Projects/2025/Creatine: A Food Science Perspective|Creatine: A Food Science Perspective]] "YES"
|-
|12
|[https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleProjectPage&title=Course%3AFNH200%2FProjects%2F2025%2FFood+In+Space%3A+How+do+we+eat+on+Mars%3F&create=Create+page&redirect=no Food In Space: How do we eat on Mars?]
|-
|13
|[[Course:FNH200/Projects/2025/Apple Cider Vinegar#Impact of Packaging on Product Quality|Apple Cider Vinegar]]
|-
|14
|[[Course:FNH200/Projects/2025/Frozen Meals|Frozen Meals]] 'YES'
|-
|15
|[[Course:FNH200/Projects/2025/Kefir|Kefir]] 'YES'
|-
|16
|[https://wiki.ubc.ca/index.php?title=Course%3AFNH200%2FProjects%2F2025%2FMatcha&create=Create+page&redirect=no Matcha] 'YES'
|-
|17
|[[Course:FNH200/Projects/2025/Beef|Beef]] 'YES'
|-
|18
|[[Course:FNH200/Projects/2025/Pre-Workout Supplements|Pre-Workout Supplements]] "YES"
|-
|19
|[[Course:FNH200/Projects/2025/Olive Oil|Olive Oil]] "YES"
|-
|20 Potential Exam Question
|[https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleProjectPage&title=Course%3AFNH200%2FProjects%2F2025%2FBison&create=Create+page&redirect=no Bison] "YES"
|-
|21
|Please add full project title and link
|-
|22
|[[Course:FNH200/Projects/2022/Hot dogs|Hot Dogs]] "YES"
|-
|23
|[[Course:FNH200/Projects/2025/Soybeans: Small Beans, Big Impact|Soybeans: Small Beans, Big Impact]]
|-
|24
|[[Course:FNH200/Projects/2025/Frozen Fruit vs Fresh Fruit|'''Frozen vs. Fresh Blueberries: A Nutritional and Logistical Comparison''']]
“YES”
|-
|25
|[https://wiki.ubc.ca/Course:FNH200/Projects/2025/_Differences_in_Packaging_and_Processing_Ice_Cream_between_Countries=no Differences in Packaging and Processing Ice Cream between Countries] "YES"
|-
|26
|[https://wiki.ubc.ca/index.php?title=Course%3AFNH200%2FProjects%2F2025%2FShin+Ramyun+Light%3A+A+Contemporary+Take+on+Reduced-Fat+Instant+Noodles&create=Create+page&redirect=no Shin Ramyun Light: A Contemporary Take on Reduced-Fat Instant Noodles]
"YES"
|-
|27
|Please add full project title and link
|-
|28
|[[Course:FNH200/Projects/2025/SPAM: A Case Study|SPAM: A Case Study]] 'YES'
|-
|29 Potential Exam Question
|[https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleProjectPage&title=Course%3AFNH200%2FProjects%2F2025%2FInterview+with+Breka+Bakery+and+Caf%C3%A9&create=Create+page&redirect=no Interview with Breka Bakery and Café] 'YES'
|-
|30
|[[Cheese: The Science Behind Production, Flavor and Texture]] "YES"
|-
|31
|[[Course:FNH200/Projects/2025/Natto|Natto]] 'YES'
|-
|32
|[[Course:FNH200/Projects/2025/“PACKAGING PSYCHOLOGY, WHO creates the RULES?” - Examining the influence of food packaging and corporate marketing in appealing to consumers' purchases|'''PACKAGING PSYCHOLOGY and MARKETING INFLUENCE''']] 'YES"
|-
|33
|Please add full project title and link
|-
|34
|Please add full project title and link
|-
|35
|Please add full project title and link
|-
|36
|Please add full project title and link
|}

Course:FNH200/Projects/2025

2025-08-09T22:13:12Z

JudyCKChan: /* Our In-depth Investigations */

Course:FNH200/Assignments/2025

2025-07-01T04:27:53Z

JudyCKChan: /* What We Investigated */

{{Start tab|
| tab-1 = Welcome, Help and Resources
| link-1 = Course:FNH200/Projects
| tab-2 = 2025 Team Assignments
| link-2 = Course:FNH200/Assignments/2025
| tab-3 = 2025 Team Projects
| link-3 = Course:FNH200/Projects/2025
| tab-4 = Past Projects
| link-4 = Course:FNH200/TeamProjectsShowcase
}}

'''Assignment Team: Canadian food substitutes, food additives, and food regulations'''

Due date:

July 17, 6:00 pm, team component, 5% of course grade

July 18, 6:00 pm, individual component, to be submitted on Canvas; each individual member get to decide how much this component is worth between 0 and 10% of the course grade, the default is 5% of course grade

This is where you will report research you did on a food your team like and it's alternative (fat free, reduced sugar, etc). This enables us to create a database on ingredients used in our food systems, allowing us to make informed food choices.

:'''Suggestions''': salad dressings, sauces, frozen desserts, beverages (however, '''NO Coca-Cola-, Pepsi-brand pop drinks''' please, simply because we have received too many submissions on these products in past years); students also found it challenging to work on plain butter and sour cream.

Here are some steps and resources to help you create your page and have it appear on UBC wiki, so that it can be easily accessed by your peers and your instructor, and eventually, the UBC community.

===1. Login to the UBC Wiki===
Click the CWL button on the top of the page and login from there.

===2. Create Your Assignment Page===
Once your team have decided what product and its alternative to investigate, you may create your assignment page here.

Again, make sure you are already logged in to the UBC Wiki before the next step.
* Pick your assignment title:
** Suggestion: use BrandName_ProductName_Detail(IfAny)
** For example: Kraft_Yoghurt_Peach.

* A'''dd the title of your project to the box below''' and click on the '''create page''' button
* On the edit screen that loads, add some preliminary details, such as 'This is the assignment space for Team Awesome!!!!' to the edit screen and hit '''SAVE''' at the top or bottom of the page
*'''Copy the URL''' of your page and '''paste''' into the table below
* You may start writing your report here

<inputbox>
useve=yes
placeholder=project title here
preload=Course:FNH200/SampleAssignmentPage
prefix=Course:FNH200/Assignments/2025/
type=create

</inputbox>

===3. Begin Writing! ===
Your new wiki page will be created with some suggested headings and sections.

==Assignment Guidelines==

=== Select a food product ===
Select a food project available in Canada and one of its 'low fat', 'zero sugar', etc. alternative. Your options are unlimited: ice cream, cookies, beverage, and of course the wide and wild range of flavours, too. However, the two products that you are comparing should be similar, with one of them an alternative version of the other.

=== Post pictures ===
Include photos of the two products of your choice, clearly showing the ingredient lists and the overall labels - mandatoy, if you don't show it, the TA's can't mark the rest.

=== Ingredient lists (4 points)===
# Type out the lists of ingredients
# Identify fat substitutes, sugar substitutes, and/or additives used, if there is any
# Explain the roles of fat substitutes, sugar substitutes, and/or additives used in terms of the functional properties they contribute to the product
# Compare and contrast the lists of the two products and explain differences

=== Labels (1 points)===
# Provide detailed description of the information found on the labels
# Indicate whether the information complies with the regulatory requirements as outlined in Lesson 04.

=== Personal Choice (5 points, optional 0 to 10%, flexible assessment)===
Please submit your individual component here on Canvas to protect your privacy and your personal opinion

== What We Investigated ==
{| class="wikitable sortable"
|+
!Team Number
!Product Investigated
|-
|0 (Example from 2021)
|[[Course:FNH200/Assignments/2021/Hershey's Syrup vs. Hershey's Syrup Sugar Free|Hershey's Syrup - Regular vs Sugar Free]]
|-
|1
|Product Names (please link it to the proper page)
|-
|2
|Product Names (please link it to the proper page)
|-
|3
|Product Names (please link it to the proper page)
|-
|4
|Product Names (please link it to the proper page)
|-
|5
|Product Names (please link it to the proper page)
|-
|6
|Product Names (please link it to the proper page)
|-
|7
|Product Names (please link it to the proper page)
|-
|8
|Product Names (please link it to the proper page)
|-
|9
|Product Names (please link it to the proper page)
|-
|10
|Product Names (please link it to the proper page)
|-
|11
|Product Names (please link it to the proper page)
|-
|12
|Product Names (please link it to the proper page)
|-
|13
|Product Names (please link it to the proper page)
|-
|14
|Product Names (please link it to the proper page)
|-
|15
|Product Names (please link it to the proper page)
|-
|16
|Product Names (please link it to the proper page)
|-
|17
|Product Names (please link it to the proper page)
|-
|18
|Product Names (please link it to the proper page)
|-
|19
|Product Names (please link it to the proper page)
|-
|20
|Product Names (please link it to the proper page)
|-
|21
|Product Names (please link it to the proper page)
|-
|22
|Product Names (please link it to the proper page)
|-
|23
|Product Names (please link it to the proper page)
|-
|24
|Product Names (please link it to the proper page)
|-
|25
|Product Names (please link it to the proper page)
|-
|26
|Product Names (please link it to the proper page)
|-
|27
|Product Names (please link it to the proper page)
|-
|28
|Product Names (please link it to the proper page)
|-
|29
|Product Names (please link it to the proper page)
|-
|30
|Product Names (please link it to the proper page)
|-
|31
|Product Names (please link it to the proper page)
|-
|32
|Product Names (please link it to the proper page)
|-
|33
|Product Names (please link it to the proper page)
|-
|34
|Product Names (please link it to the proper page)
|-
|35
|Product Names (please link it to the proper page)
|-
|36
|Product Names (please link it to the proper page)
|}
'''Potential Resources:'''

Food and Drug Regulations of The Food and Drugs Act of Canada:

http://laws.justice.gc.ca/eng/regulations/C.R.C.,_c._870/

Regulations under the Canada Agricultural Product Acts:

http://www.laws.justice.gc.ca/eng/acts/C-0.4/

Food Additives:

https://laws-lois.justice.gc.ca/eng/regulations/C.R.C.,_c._870/page-74.html#h-573289

Course:FNH200/Projects/2025

2025-07-01T04:24:11Z

JudyCKChan:

File:2025 Team Project - Interview and or Research.docx

2025-07-01T04:22:40Z

JudyCKChan: Uploaded own work with UploadWizard

=={{int:filedesc}}==
{{Information
|description={{en|1=FNH 200 924 2025 Summer
Team project guidelines}}
|date=2025-06-30
|source={{own}}
|author=[[User:JudyCKChan|JudyCKChan]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

File:FNH 200 2025s Syllabus.pdf

2025-07-01T01:51:58Z

JudyCKChan: JudyCKChan uploaded a new version of File:FNH 200 2025s Syllabus.pdf

=={{int:filedesc}}==
{{Information
|description={{en|1=Course Syllabus for FNH 200 942 2025}}
|date=2025-06-11
|source={{own}}
|author=[[User:JudyCKChan|JudyCKChan]]
|permission=
|other versions=
}}

=={{int:license-header}}==
{{self|cc-by-sa-4.0}}

[[Category:Teaching and Learning]]
[[Category:Syllabus]]

Course:FNH200/Projects/2025

2025-07-01T01:45:18Z

JudyCKChan:

File:FNH 200 2025s Syllabus.pdf

2025-06-19T17:37:24Z

JudyCKChan: JudyCKChan uploaded a new version of File:FNH 200 2025s Syllabus.pdf

Template:Infobox FNH200

2025-06-12T00:01:19Z

JudyCKChan:

{|class="infobox" width="350px"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | FNH200 Exploring our Foods
|-
!scope="row" colspan="2"| [[File:FNH200_Cover.jpg|250px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:250px; color: white; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Judy Chan
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Class Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 9 to 10:50 am
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Teamwork Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 11 to 11:50 am
|-
| style="font-size:9pt; text-align: right;" | ''Format:''
| style="font-size:9pt; padding-left: 5px;" | [https://wiki.ubc.ca/Course:FNH200/Format_TeamWork Online and Team]
|-
| style="font-size:9pt; text-align: right;" | ''Office Hours:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | By appointment via email
|-
| style="font-size:9pt; text-align: right;" | ''Course Syllabus:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [https://wiki.ubc.ca/File:FNH_200_2025s_Syllabus.pdf Course Syllabus]
|-
| style="font-size:9pt; text-align: right;" | ''Past Projects:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [http://wiki.ubc.ca/Course:FNH200/TeamProjectsShowcase Team Projects 2011-21. ]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2025 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2025s_Syllabus.pdf 2025s Course Syllabus]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2025 2025s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2025 2025s Team Projects]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Lessons'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
<dpl>
titlematch=FNH200/Lesson%
nottitlematch=FNH200/Lesson%/%/%
replaceintitle=$FNH200/$,
namespace=Course
shownamespace=false
columns=2
rowcolformat=width=100%
includesubpages=true
</dpl>
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2024 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2024s Course Syllabus]
*[https://wiki.ubc.ca/File:FNH_200_2024s_Syllabus_(with_Flexible_Grading).pdf 2024s Syllabus with Flexible Grading]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2024 2024s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2024 2024s Team Projects]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2023 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_942_2023s_Syllabus.pdf 2023s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2023 2023s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2023 2023s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2022 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2022s_Syllabus_07_01_Version.pdf 2022s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2022 2022s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2022 2022s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2021 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2021s_Syllabus_July_2.pdf 2021s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2021 2021s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2021 2021s Team Projects]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2020 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2020s_Syllabus_July_02.pdf 2020s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2020 2020s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2020 2020s Team Projects]

|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2017 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2017s/Lecture_Notes|2017s Lecture Notes]]
*[https://docs.google.com/document/d/19JeTSdflPjzBaPagr1AtFriRlq5mXXIh21ELpcF7gbQ/edit?usp=sharing 2017s Course Syllabus]
*[[Course:FNH200/2017s/TeamProjects|2017s Team Projects]]
*[https://docs.google.com/spreadsheets/d/1v9ah5Mnthap22PqHGp3S0wdS5ZimfcqtKaWmzDZWh2k/edit?usp=sharing 2017s Course Timeline]
*[https://docs.google.com/spreadsheets/d/18xrKg9HgnM-uJr1AQxOdVQhqlQxIRf8nf2CmBTs-tVg/edit?usp=sharing 2017s Assignments #1 & 3]
*[https://docs.google.com/document/d/1sUSGXE39VtDkqajD6J9VH0R-mGMlmDk7PA976EUG5Y0/edit?usp=sharing 2017s Team Assignment]
*[https://docs.google.com/document/d/1syf6Q40tbu7Nhknj6o-MgL5-E0ErsZqSBskQZd4xnFA/copy 2017s Team Contract]
*[https://docs.google.com/spreadsheets/d/1Otlr3EaxtDzxC4pRizi_5qKcSFlSXmguUl5Hk-dzSkQ/edit?usp=sharing 2017s Mid-Course Fdbk]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2015 Winter (2016 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2015w2/Lecture Notes|2015w Lecture Notes]]
*[http://wiki.ubc.ca/File:FNH_200_102_Course_Syllabus_2015W_Jan_01_Version.pdf 2015w Course Syllabus]
*[[Course:FNH200/2015w2/Assignment01|2015w Assignment 01 & 03]]
*[[Course:FNH200/2015w2/TeamProjects|2015w Team Projects]]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2014 Winter (2015 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2014w2/Lecture Notes|2014w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2014w Course Syllabus (pdf)]]
*[[Course:FNH200/2014w2/TeamProjects|2014w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2013 Winter (2014 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2013w2/Lecture Notes|2013w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2013w Course Syllabus (pdf)]]
*[[Course:FNH200/2013w2/TeamProjects|2013w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2012 Winter (2013 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2012w2/Lecture Notes|2012w Lecture Notes]]
*[[Media:FNH_200_102_2012w_Course_Syllabus.pdf|2012w Course Syllabus (pdf)]]
*[[Course:FNH200/TeamProjects|2012w Team Projects]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2011 Winter (2012 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Media:FNH_200_102_2011w_Course_Syllabus.pdf|2011w Course Syllabus (pdf)]]
*[[Course:FNH200/2011w2/TeamProjects|2011w Team Projects]]
*[[Course:FNH200/2011w2/Lecture_Notes|2011w Lecture Notes]]
*[[Course:FNH200/2011w2/Lecture_Notes#Friday.2C_Feb_17.2C_Teaching_Evaluation_Summary_and_Reflection|What students said about my teaching]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2010 Winter (2011 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2010w_PosterProjects|2010w Poster Projects]]
|-

|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Template:Infobox FNH200

2025-06-12T00:00:28Z

JudyCKChan:

{|class="infobox" width="350px"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | FNH200 Exploring our Foods
|-
!scope="row" colspan="2"| [[File:FNH200_Cover.jpg|250px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:250px; color: white; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Judy Chan
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Class Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 9 to 10:50 am
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Teamwork Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 11 to 11:50 am
|-
| style="font-size:9pt; text-align: right;" | ''Format:''
| style="font-size:9pt; padding-left: 5px;" | [https://wiki.ubc.ca/Course:FNH200/Format_TeamWork Online and Team]
|-
| style="font-size:9pt; text-align: right;" | ''Office Hours:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | By appointment via email
|-
| style="font-size:9pt; text-align: right;" | ''Course Syllabus:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [https://wiki.ubc.ca/images/8/8b/FNH_200_2025s_Syllabus.pdf Course Syllabus]
|-
| style="font-size:9pt; text-align: right;" | ''Past Projects:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [http://wiki.ubc.ca/Course:FNH200/TeamProjectsShowcase Team Projects 2011-21. ]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2025 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2025s_Syllabus.pdf 2025s Course Syllabus]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2025 2025s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2025 2025s Team Projects]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Lessons'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
<dpl>
titlematch=FNH200/Lesson%
nottitlematch=FNH200/Lesson%/%/%
replaceintitle=$FNH200/$,
namespace=Course
shownamespace=false
columns=2
rowcolformat=width=100%
includesubpages=true
</dpl>
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2024 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2024s Course Syllabus]
*[https://wiki.ubc.ca/File:FNH_200_2024s_Syllabus_(with_Flexible_Grading).pdf 2024s Syllabus with Flexible Grading]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2024 2024s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2024 2024s Team Projects]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2023 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_942_2023s_Syllabus.pdf 2023s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2023 2023s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2023 2023s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2022 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2022s_Syllabus_07_01_Version.pdf 2022s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2022 2022s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2022 2022s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2021 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2021s_Syllabus_July_2.pdf 2021s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2021 2021s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2021 2021s Team Projects]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2020 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2020s_Syllabus_July_02.pdf 2020s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2020 2020s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2020 2020s Team Projects]

|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2017 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2017s/Lecture_Notes|2017s Lecture Notes]]
*[https://docs.google.com/document/d/19JeTSdflPjzBaPagr1AtFriRlq5mXXIh21ELpcF7gbQ/edit?usp=sharing 2017s Course Syllabus]
*[[Course:FNH200/2017s/TeamProjects|2017s Team Projects]]
*[https://docs.google.com/spreadsheets/d/1v9ah5Mnthap22PqHGp3S0wdS5ZimfcqtKaWmzDZWh2k/edit?usp=sharing 2017s Course Timeline]
*[https://docs.google.com/spreadsheets/d/18xrKg9HgnM-uJr1AQxOdVQhqlQxIRf8nf2CmBTs-tVg/edit?usp=sharing 2017s Assignments #1 & 3]
*[https://docs.google.com/document/d/1sUSGXE39VtDkqajD6J9VH0R-mGMlmDk7PA976EUG5Y0/edit?usp=sharing 2017s Team Assignment]
*[https://docs.google.com/document/d/1syf6Q40tbu7Nhknj6o-MgL5-E0ErsZqSBskQZd4xnFA/copy 2017s Team Contract]
*[https://docs.google.com/spreadsheets/d/1Otlr3EaxtDzxC4pRizi_5qKcSFlSXmguUl5Hk-dzSkQ/edit?usp=sharing 2017s Mid-Course Fdbk]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2015 Winter (2016 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2015w2/Lecture Notes|2015w Lecture Notes]]
*[http://wiki.ubc.ca/File:FNH_200_102_Course_Syllabus_2015W_Jan_01_Version.pdf 2015w Course Syllabus]
*[[Course:FNH200/2015w2/Assignment01|2015w Assignment 01 & 03]]
*[[Course:FNH200/2015w2/TeamProjects|2015w Team Projects]]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2014 Winter (2015 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2014w2/Lecture Notes|2014w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2014w Course Syllabus (pdf)]]
*[[Course:FNH200/2014w2/TeamProjects|2014w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2013 Winter (2014 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2013w2/Lecture Notes|2013w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2013w Course Syllabus (pdf)]]
*[[Course:FNH200/2013w2/TeamProjects|2013w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2012 Winter (2013 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2012w2/Lecture Notes|2012w Lecture Notes]]
*[[Media:FNH_200_102_2012w_Course_Syllabus.pdf|2012w Course Syllabus (pdf)]]
*[[Course:FNH200/TeamProjects|2012w Team Projects]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2011 Winter (2012 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Media:FNH_200_102_2011w_Course_Syllabus.pdf|2011w Course Syllabus (pdf)]]
*[[Course:FNH200/2011w2/TeamProjects|2011w Team Projects]]
*[[Course:FNH200/2011w2/Lecture_Notes|2011w Lecture Notes]]
*[[Course:FNH200/2011w2/Lecture_Notes#Friday.2C_Feb_17.2C_Teaching_Evaluation_Summary_and_Reflection|What students said about my teaching]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2010 Winter (2011 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2010w_PosterProjects|2010w Poster Projects]]
|-

|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

File:FNH 200 2025s Syllabus.pdf

2025-06-11T23:59:04Z

JudyCKChan: Uploaded own work with UploadWizard

Course:FNH200/Projects/2025

2025-06-11T23:54:23Z

JudyCKChan:

Template:Infobox FNH200

2025-06-11T23:53:43Z

JudyCKChan:

{|class="infobox" width="350px"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | FNH200 Exploring our Foods
|-
!scope="row" colspan="2"| [[File:FNH200_Cover.jpg|250px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:250px; color: white; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Judy Chan
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Class Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 9 to 10:50 am
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Teamwork Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 11 to 11:50 am
|-
| style="font-size:9pt; text-align: right;" | ''Format:''
| style="font-size:9pt; padding-left: 5px;" | [https://wiki.ubc.ca/Course:FNH200/Format_TeamWork Online and Team]
|-
| style="font-size:9pt; text-align: right;" | ''Office Hours:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | By appointment via email
|-
| style="font-size:9pt; text-align: right;" | ''Course Syllabus:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf Course Syllabus]
|-
| style="font-size:9pt; text-align: right;" | ''Past Projects:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [http://wiki.ubc.ca/Course:FNH200/TeamProjectsShowcase Team Projects 2011-21. ]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2025 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2025s Course Syllabus]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2025 2025s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2025 2025s Team Projects]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Lessons'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
<dpl>
titlematch=FNH200/Lesson%
nottitlematch=FNH200/Lesson%/%/%
replaceintitle=$FNH200/$,
namespace=Course
shownamespace=false
columns=2
rowcolformat=width=100%
includesubpages=true
</dpl>
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2024 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2024s Course Syllabus]
*[https://wiki.ubc.ca/File:FNH_200_2024s_Syllabus_(with_Flexible_Grading).pdf 2024s Syllabus with Flexible Grading]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2024 2024s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2024 2024s Team Projects]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2023 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_942_2023s_Syllabus.pdf 2023s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2023 2023s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2023 2023s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2022 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2022s_Syllabus_07_01_Version.pdf 2022s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2022 2022s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2022 2022s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2021 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2021s_Syllabus_July_2.pdf 2021s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2021 2021s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2021 2021s Team Projects]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2020 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2020s_Syllabus_July_02.pdf 2020s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2020 2020s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2020 2020s Team Projects]

|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2017 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2017s/Lecture_Notes|2017s Lecture Notes]]
*[https://docs.google.com/document/d/19JeTSdflPjzBaPagr1AtFriRlq5mXXIh21ELpcF7gbQ/edit?usp=sharing 2017s Course Syllabus]
*[[Course:FNH200/2017s/TeamProjects|2017s Team Projects]]
*[https://docs.google.com/spreadsheets/d/1v9ah5Mnthap22PqHGp3S0wdS5ZimfcqtKaWmzDZWh2k/edit?usp=sharing 2017s Course Timeline]
*[https://docs.google.com/spreadsheets/d/18xrKg9HgnM-uJr1AQxOdVQhqlQxIRf8nf2CmBTs-tVg/edit?usp=sharing 2017s Assignments #1 & 3]
*[https://docs.google.com/document/d/1sUSGXE39VtDkqajD6J9VH0R-mGMlmDk7PA976EUG5Y0/edit?usp=sharing 2017s Team Assignment]
*[https://docs.google.com/document/d/1syf6Q40tbu7Nhknj6o-MgL5-E0ErsZqSBskQZd4xnFA/copy 2017s Team Contract]
*[https://docs.google.com/spreadsheets/d/1Otlr3EaxtDzxC4pRizi_5qKcSFlSXmguUl5Hk-dzSkQ/edit?usp=sharing 2017s Mid-Course Fdbk]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2015 Winter (2016 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2015w2/Lecture Notes|2015w Lecture Notes]]
*[http://wiki.ubc.ca/File:FNH_200_102_Course_Syllabus_2015W_Jan_01_Version.pdf 2015w Course Syllabus]
*[[Course:FNH200/2015w2/Assignment01|2015w Assignment 01 & 03]]
*[[Course:FNH200/2015w2/TeamProjects|2015w Team Projects]]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2014 Winter (2015 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2014w2/Lecture Notes|2014w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2014w Course Syllabus (pdf)]]
*[[Course:FNH200/2014w2/TeamProjects|2014w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2013 Winter (2014 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2013w2/Lecture Notes|2013w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2013w Course Syllabus (pdf)]]
*[[Course:FNH200/2013w2/TeamProjects|2013w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2012 Winter (2013 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2012w2/Lecture Notes|2012w Lecture Notes]]
*[[Media:FNH_200_102_2012w_Course_Syllabus.pdf|2012w Course Syllabus (pdf)]]
*[[Course:FNH200/TeamProjects|2012w Team Projects]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2011 Winter (2012 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Media:FNH_200_102_2011w_Course_Syllabus.pdf|2011w Course Syllabus (pdf)]]
*[[Course:FNH200/2011w2/TeamProjects|2011w Team Projects]]
*[[Course:FNH200/2011w2/Lecture_Notes|2011w Lecture Notes]]
*[[Course:FNH200/2011w2/Lecture_Notes#Friday.2C_Feb_17.2C_Teaching_Evaluation_Summary_and_Reflection|What students said about my teaching]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2010 Winter (2011 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2010w_PosterProjects|2010w Poster Projects]]
|-

|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:FNH200/Projects

2025-06-11T23:52:28Z

JudyCKChan:

Course:FNH200/Projects/2025

2025-06-11T23:51:17Z

JudyCKChan:

Course:FNH200/Projects/2025

2025-06-11T23:50:50Z

JudyCKChan: Created page with "{{Start tab| | tab-1 = Welcome, Help and Resources | link-1 = Course:FNH200/Projects | tab-2 = 2025 Team Assignments | link-2 = Course:FNH200/Assignments/2025 | tab-3 = 2025 Team Projects | link-3 = Course:FNH200/Projects/2025 | tab-4 = Past Projects | link-4 = Course:FNH200/TeamProjectsShowcase }} Due date: August 8, 6 pm This is where you will report either (1) an interview you had with a food professional, or (2) a research you did on a food your team like P..."

Course:FNH200/Assignments/2025

2025-06-11T23:42:34Z

JudyCKChan:

{{Start tab|
| tab-1 = Welcome, Help and Resources
| link-1 = Course:FNH200/Projects
| tab-2 = 2025 Team Assignments
| link-2 = Course:FNH200/Assignments/2025
| tab-3 = 2025 Team Projects
| link-3 = Course:FNH200/Projects/2025
| tab-4 = Past Projects
| link-4 = Course:FNH200/TeamProjectsShowcase
}}

'''Assignment Team: Canadian food substitutes, food additives, and food regulations'''

Due date:

July 17, 6:00 pm, team component, 5% of course grade

July 18, 6:00 pm, individual component, to be submitted on Canvas; each individual member get to decide how much this component is worth between 0 and 10% of the course grade, the default is 5% of course grade

This is where you will report research you did on a food your team like and it's alternative (fat free, reduced sugar, etc). This enables us to create a database on ingredients used in our food systems, allowing us to make informed food choices.

:'''Suggestions''': salad dressings, sauces, frozen desserts, beverages (however, '''NO Coca-Cola-, Pepsi-brand pop drinks''' please, simply because we have received too many submissions on these products in past years); students also found it challenging to work on plain butter and sour cream.

Here are some steps and resources to help you create your page and have it appear on UBC wiki, so that it can be easily accessed by your peers and your instructor, and eventually, the UBC community.

===1. Login to the UBC Wiki===
Click the CWL button on the top of the page and login from there.

===2. Create Your Assignment Page===
Once your team have decided what product and its alternative to investigate, you may create your assignment page here.

Again, make sure you are already logged in to the UBC Wiki before the next step.
* Pick your assignment title:
** Suggestion: use BrandName_ProductName_Detail(IfAny)
** For example: Kraft_Yoghurt_Peach.

* A'''dd the title of your project to the box below''' and click on the '''create page''' button
* On the edit screen that loads, add some preliminary details, such as 'This is the assignment space for Team Awesome!!!!' to the edit screen and hit '''SAVE''' at the top or bottom of the page
*'''Copy the URL''' of your page and '''paste''' into the table below
* You may start writing your report here

<inputbox>
useve=yes
placeholder=project title here
preload=Course:FNH200/SampleAssignmentPage
prefix=Course:FNH200/Assignments/2025/
type=create

</inputbox>

===3. Begin Writing! ===
Your new wiki page will be created with some suggested headings and sections.

==Assignment Guidelines==

=== Select a food product ===
Select a food project available in Canada and one of its 'low fat', 'zero sugar', etc. alternative. Your options are unlimited: ice cream, cookies, beverage, and of course the wide and wild range of flavours, too. However, the two products that you are comparing should be similar, with one of them an alternative version of the other.

=== Post pictures ===
Include photos of the two products of your choice, clearly showing the ingredient lists and the overall labels - mandatoy, if you don't show it, the TA's can't mark the rest.

=== Ingredient lists (4 points)===
# Type out the lists of ingredients
# Identify fat substitutes, sugar substitutes, and/or additives used, if there is any
# Explain the roles of fat substitutes, sugar substitutes, and/or additives used in terms of the functional properties they contribute to the product
# Compare and contrast the lists of the two products and explain differences

=== Labels (1 points)===
# Provide detailed description of the information found on the labels
# Indicate whether the information complies with the regulatory requirements as outlined in Lesson 04.

=== Personal Choice (5 points, optional 0 to 10%, flexible assessment)===
Please submit your individual component here on Canvas to protect your privacy and your personal opinion

== What We Investigated ==
{| class="wikitable sortable"
|+
!Team Number
!Product Investigated
|-
|0 (Example from 2021)
|[[Course:FNH200/Assignments/2021/Hershey's Syrup vs. Hershey's Syrup Sugar Free|Hershey's Syrup - Regular vs Sugar Free]]
|-
|1
|Product Names (please link it to the proper page)
|-
|2
|Product Names (please link it to the proper page)
|-
|3
|Product Names (please link it to the proper page)
|-
|4
|Product Names (please link it to the proper page)
|-
|5
|Product Names (please link it to the proper page)
|-
|6
|Product Names (please link it to the proper page)
|-
|7
|Product Names (please link it to the proper page)
|-
|8
|Product Names (please link it to the proper page)
|-
|9
|Product Names (please link it to the proper page)
|-
|10
|Product Names (please link it to the proper page)
|-
|11
|Product Names (please link it to the proper page)
|-
|12
|Product Names (please link it to the proper page)
|-
|13
|Product Names (please link it to the proper page)
|-
|14
|Product Names (please link it to the proper page)
|-
|15
|Product Names (please link it to the proper page)
|-
|16
|Product Names (please link it to the proper page)
|-
|17
|Product Names (please link it to the proper page)
|-
|18
|Product Names (please link it to the proper page)
|-
|19
|Product Names (please link it to the proper page)
|-
|20
|Product Names (please link it to the proper page)
|-
|21
|Product Names (please link it to the proper page)
|-
|22
|Product Names (please link it to the proper page)
|-
|23
|Product Names (please link it to the proper page)
|-
|24
|Product Names (please link it to the proper page)
|-
|25
|Product Names (please link it to the proper page)
|-
|26
|Product Names (please link it to the proper page)
|-
|27
|Product Names (please link it to the proper page)
|-
|28
|Product Names (please link it to the proper page)
|-
|29
|Product Names (please link it to the proper page)
|-
|30
|Product Names (please link it to the proper page)
|-
|31
|Product Names (please link it to the proper page)
|}
'''Potential Resources:'''

Food and Drug Regulations of The Food and Drugs Act of Canada:

http://laws.justice.gc.ca/eng/regulations/C.R.C.,_c._870/

Regulations under the Canada Agricultural Product Acts:

http://www.laws.justice.gc.ca/eng/acts/C-0.4/

Food Additives:

https://laws-lois.justice.gc.ca/eng/regulations/C.R.C.,_c._870/page-74.html#h-573289

Course:FNH200/Assignments/2025

2025-06-11T23:41:23Z

JudyCKChan:

Course:FNH200/Assignments/2025

2025-06-11T23:37:45Z

JudyCKChan: Created page with "{{Start tab| | tab-1 = Welcome, Help and Resources | link-1 = Course:FNH200/Projects | tab-2 = 2025 Team Assignments | link-2 = Course:FNH200/Assignments/2025 | tab-3 = 2025 Team Projects | link-3 = Course:FNH200/Projects/2025 | tab-4 = Past Projects | link-4 = Course:FNH200/TeamProjectsShowcase }} '''Assignment Team: Canadian food substitutes, food additives, and food regulations''' Due date: July 17, 6:00 pm, team component, 5% of course grade July 18, 6:00..."

{{Start tab|
| tab-1 = Welcome, Help and Resources
| link-1 = Course:FNH200/Projects
| tab-2 = 2025 Team Assignments
| link-2 = Course:FNH200/Assignments/2025
| tab-3 = 2025 Team Projects
| link-3 = Course:FNH200/Projects/2025
| tab-4 = Past Projects
| link-4 = Course:FNH200/TeamProjectsShowcase
}}

'''Assignment Team: Canadian food substitutes, food additives, and food regulations'''

Due date:

July 17, 6:00 pm, team component, 5% of course grade

July 18, 6:00 pm, individual component, to be submitted on Canvas; each individual member get to decide how much this component is worth between 0 and 10% of the course grade, the default is 5% of course grade

This is where you will report research you did on a food your team like and it's alternative (fat free, reduced sugar, etc). This enables us to create a database on ingredients used in our food systems, allowing us to make informed food choices.

:'''Suggestions''': salad dressings, sauces, frozen desserts, beverages (however, '''NO Coca-Cola-, Pepsi-brand pop drinks''' please, simply because we have received too many submissions on these products in past years); students also found it challenging to work on plain butter and sour cream.

Here are some steps and resources to help you create your page and have it appear on UBC wiki, so that it can be easily accessed by your peers and your instructor, and eventually, the UBC community.

===1. Login to the UBC Wiki===
Click the CWL button on the top of the page and login from there.

===2. Create Your Assignment Page===
Once your team have decided what product and its alternative to investigate, you may create your assignment page here.

Again, make sure you are already logged in to the UBC Wiki before the next step.
* Pick your assignment title:
** Suggestion: use BrandName_ProductName_Detail(IfAny)
** For example: Kraft_Yoghurt_Peach.

* A'''dd the title of your project to the box below''' and click on the '''create page''' button
* On the edit screen that loads, add some preliminary details, such as 'This is the assignment space for Team Awesome!!!!' to the edit screen and hit '''SAVE''' at the top or bottom of the page
*'''Copy the URL''' of your page and '''paste''' into the table below
* You may start writing your report here

<inputbox>
useve=yes
placeholder=project title here
preload=Course:FNH200/SampleAssignmentPage
prefix=Course:FNH200/Assignments/2025/
type=create

</inputbox>

===3. Begin Writing! ===
Your new wiki page will be created with some suggested headings and sections.

==Assignment Guidelines==

=== Select a food product ===
Select a food project available in Canada and one of its 'low fat', 'zero sugar', etc. alternative. Your options are unlimited: ice cream, cookies, beverage, and of course the wide and wild range of flavours, too. However, the two products that you are comparing should be similar, with one of them an alternative version of the other.

=== Post pictures ===
Include photos of the two products of your choice, clearly showing the ingredient lists and the overall labels - mandatoy, if you don't show it, the TA's can't mark the rest.

=== Ingredient lists (4 points)===
# Type out the lists of ingredients
# Identify fat substitutes, sugar substitutes, and/or additives used, if there is any
# Explain the roles of fat substitutes, sugar substitutes, and/or additives used in terms of the functional properties they contribute to the product
# Compare and contrast the lists of the two products and explain differences

=== Labels (1 points)===
# Provide detailed description of the information found on the labels
# Indicate whether the information complies with the regulatory requirements as outlined in Lesson 04.

=== Personal Choice (5 points, optional 0 to 10%, flexible assessment)===
Please submit your individual component here on Canvas to protect your privacy and your personal opinion

== What We Investigated ==
{| class="wikitable sortable"
|+
!Team Number
!Product Investigated
|-
|0 (Example from 2021)
|[[Course:FNH200/Assignments/2021/Hershey's Syrup vs. Hershey's Syrup Sugar Free|Hershey's Syrup - Regular vs Sugar Free]]
|-
|1
|https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleAssignmentPage&title=Course:FNH200/Assignments/2024/Breyers_Vanilla_Ice_Cream-_Regular_vs_Sugar_Free&create=Create+page&redirect=no
|-
|2
|[https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleAssignmentPage&title=Course:FNH200/Assignments/2024/Red_Bull_vs_Red_Bull_Sugar_Free_&create=Create+page&redirect=no Red_Bull vs Red_Bull_Sugar_Free]
|-
|3
|[[Course:FNH200/Assignments/2024/Cheerios - Honey Nut v.s. Multigrain|Cheerios - Honey Nut v.s. Multigrain]]
|-
|4
|[[Course:FNH200/Assignments/2024/Kraft Jell-O Strawberry|Kraft Jell-O Strawberry - Regular vs Zero Sugar]]
|-
|5
|[[Course:FNH200/Assignments/2024/Monster Energy - Regular vs Zero Sugar|Monster Energy - Regular vs Zero Ultra]]
|-
|6
|[https://wiki.ubc.ca/index.php?preload=Course%3AFNH200%2FSampleAssignmentPage&title=Course:FNH200/Assignments/2023/CocaCola_vs._DietCoke&create=Create+page&redirect=no Coke - Regular vs. Diet]
|-
|7
|
|-
|8
|[[Course:FNH200/Assignments/2024/Ocean Spray Cran Cherry Juice vs Ocean Spray Diet Cran Cherry Juice|Ocean Spray Cran Cherry Juice vs Ocean Spray Diet Cran Cherry Juice]]
|-
|9
|[[Course:FNH200/Assignments/2024/Heinz Tomato Ketchup - Regular vs. No Sugar Added|Heinz Tomato Ketchup vs. Heinz Ketchup Style Sauce No Sugar Added]]
|-
|10
|[[Course:FNH200/Assignments/2024/SteevesMaples MapleSyrup|Steeves Maples - 100% Pure Maple Syrup vs Sugar Free Syrup]]
|-
|11
|[[Course:FNH200/Assignments/2024/Breyers Icecream Vanilla|Breyers Vanilla Icecream - Regular vs Zero Sugar]]
|-
|12
|[https://wiki.ubc.ca/index.php?preload=Course%3AFNH200%2FSampleAssignmentPage&title=Course:FNH200/Assignments/2024/Hellmann%27s_Mayonaise_-_Regular_vs_Low_Fat&create=Create+page&redirect=no Hellmann's Mayonnaise - Regular vs Low Fat]
|-
|13
|[[Course:FNH200/Assignments/2024/Häagen-Dazs Ice Cream - Peanut Butter vs Vegan-based|Häagen-Dazs Ice Cream - Peanut Butter vs Vegan-based]]
|-
|14
|[[Course:FNH200/Assignments/2023/Natrel Whole Milk vs Natrel Skim Milk|Natrel Whole Milk vs Natrel Skim Milk - UBC Wiki]]
|-
|15
|Judy's Note: The team will submit on Sunday
|-
|16
|[[Course:FNH200/Assignments/2024/Chapman's Vanilla ice cream - Regular vs Sugar-Free and Lactose-Free|Chapman's Vanilla ice cream - Regular vs Sugar-Free and Lactose-Free]]
|-
|17
|[[Course:FNH200/Assignments/2023/Breyers Natural Vanilla & Breyers No Sugar Added Vanilla|Breyers Natural Vanilla & Breyers No Sugar Added Vanilla]] (please mark on July19th onward)
|-
|18
|[[Course:FNH200/Assignments/2024/HEINZ TomatoKetchup vs HEINZ TomatoKetchup NoSugarAdded|HEINZ Tomato Ketchup vs HEINZ Tomato Ketchup Style Sauce "No Sugar Added"]]
|-
|19
|[https://wiki.ubc.ca/Course:FNH200/Assignments/2023/Ben_and_Jerry%27s_Ice_cream_regular_vs_non_dairy?veaction=edit Ben & Jerry's Ice cream (dairy and non-dairy)]
|-
|20
|Kraft Creamy Poppyseed Salad Dressing ([[Course:FNH200/Assignments/2024/Team20 Kraft CreamyPoppyseedSaladDressing]])
|-
|21
|[[Course:FNH200/Assignments/2024/Ben & Jerry’s Ice Cream: Original vs. Non-Dairy|Ben & Jerry’s Ice Cream: Original vs. Non-Dairy]]
|-
|22
|[https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleAssignmentPage&title=Course:FNH200/Assignments/2023/Jermmiriamshawnyaz&create=Create+page&redirect=no Philadelphia Original Cream Cheese Vs. Philadelphia Light Cream Cheese] (Judy's note: Team 22 posted the link on the Project page instead)
|-
|23
|[[Course:FNH200/Assignments/2024/Course:FNH200/Assignments/2024/Excel vs Aspartame-Free Pur Mints|Excel vs Aspartame-Free Pur Mints]] (ready to submit)
|-
|24
|[[Course:FNH200/Assignments/2024/Smucker's Strawberry Jam Vs Sugar Free#Ingredient%20lists|Smucker's Strawberry Jam vs. Sugar Free]]
|-
|25
|[[Course:FNH200/Assignments/2024/Hershey's Chocolate Chips - Normal vs Sugar Free|Hershey's Chocolate Chips - Normal vs Sugar Free]]
|-
|26
|[[Course:FNH200/Assignments/2023/Reese's PeanutButterCups Miniatures|Reese's Peanut Butter Cups Miniature: Regular vs Sugar Free]]
|-
|27
|[https://wiki.ubc.ca/index.php?veaction=edit&preload=Course%3AFNH200%2FSampleAssignmentPage&title=Course:FNH200/Assignments/2024/Werther%E2%80%99s_Original_-_Regular_vs_Sugar_free&create=Create+page&redirect=no Werther's Original - Regular vs Sugar-free]
|-
|28
|[https://wiki.ubc.ca/Course:FNH200/Assignments/2023/Powerade_vs_Zero_Powerade?veaction=edit Powerade vs Powerade Zero]
|}
'''Potential Resources:'''

Food and Drug Regulations of The Food and Drugs Act of Canada:

http://laws.justice.gc.ca/eng/regulations/C.R.C.,_c._870/

Regulations under the Canada Agricultural Product Acts:

http://www.laws.justice.gc.ca/eng/acts/C-0.4/

Food Additives:

https://laws-lois.justice.gc.ca/eng/regulations/C.R.C.,_c._870/page-74.html#h-573289

Template:Infobox FNH200

2025-06-11T23:27:14Z

JudyCKChan:

{|class="infobox" width="350px"
! colspan="2" style="background:#002859; width:200px; color: white; font-weight:normal; font-size:11pt; padding-top: 0.5em; padding-bottom: 0.5em;" | FNH200 Exploring our Foods
|-
!scope="row" colspan="2"| [[File:FNH200_Cover.jpg|250px]]
|-
! colspan="2" style="background:#7491a3; font-weight:normal; width:250px; color: white; font-size:10pt;" | '''Course Info'''
|-
| style="font-size:9pt; text-align: right;" | ''Instructor:''
| style="font-size:9pt; padding-left: 5px;" | Judy Chan
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Class Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 9 to 10:50 am
|-
| style="font-size:9pt; text-align: right; padding-left: 1em;" | ''Teamwork Time:''
| style="font-size:9pt; padding-left: 5px;" | T Th 11 to 11:50 am
|-
| style="font-size:9pt; text-align: right;" | ''Format:''
| style="font-size:9pt; padding-left: 5px;" | [https://wiki.ubc.ca/Course:FNH200/Format_TeamWork Online and Team]
|-
| style="font-size:9pt; text-align: right;" | ''Office Hours:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | By appointment via email
|-
| style="font-size:9pt; text-align: right;" | ''Course Syllabus:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf Course Syllabus]
|-
| style="font-size:9pt; text-align: right;" | ''Past Projects:''
| style="font-size:9pt; padding-left: 5px; padding-right: 2em;" | [http://wiki.ubc.ca/Course:FNH200/TeamProjectsShowcase Team Projects 2011-21. ]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2025 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2025s Course Syllabus]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2024 2025s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2024 2025s Team Projects]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''Course Lessons'''
|-
! colspan="2" style="font-size:9pt;font-weight:normal; padding-left:20px;" align="left"|
<dpl>
titlematch=FNH200/Lesson%
nottitlematch=FNH200/Lesson%/%/%
replaceintitle=$FNH200/$,
namespace=Course
shownamespace=false
columns=2
rowcolformat=width=100%
includesubpages=true
</dpl>
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2024 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/images/8/8b/FNH_200_2024s_Syllabus.pdf 2024s Course Syllabus]
*[https://wiki.ubc.ca/File:FNH_200_2024s_Syllabus_(with_Flexible_Grading).pdf 2024s Syllabus with Flexible Grading]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2024 2024s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2024 2024s Team Projects]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2023 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_942_2023s_Syllabus.pdf 2023s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2023 2023s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2023 2023s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2022 Summer Online'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[https://wiki.ubc.ca/File:FNH_200_2022s_Syllabus_07_01_Version.pdf 2022s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2022 2022s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2022 2022s Team Projects]
*[https://wiki.ubc.ca/Course:FNH200/Projects Assignment and Project Supports]
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2021 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2021s_Syllabus_July_2.pdf 2021s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2021 2021s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2021 2021s Team Projects]
|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2020 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[http://wiki.ubc.ca/File:FNH_200_2020s_Syllabus_July_02.pdf 2020s Syllabus (PDF)]
*[https://wiki.ubc.ca/Course:FNH200/Assignments/2020 2020s Team Assignments]
*[https://wiki.ubc.ca/Course:FNH200/Projects/2020 2020s Team Projects]

|-
|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2017 Summer (July - Aug)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2017s/Lecture_Notes|2017s Lecture Notes]]
*[https://docs.google.com/document/d/19JeTSdflPjzBaPagr1AtFriRlq5mXXIh21ELpcF7gbQ/edit?usp=sharing 2017s Course Syllabus]
*[[Course:FNH200/2017s/TeamProjects|2017s Team Projects]]
*[https://docs.google.com/spreadsheets/d/1v9ah5Mnthap22PqHGp3S0wdS5ZimfcqtKaWmzDZWh2k/edit?usp=sharing 2017s Course Timeline]
*[https://docs.google.com/spreadsheets/d/18xrKg9HgnM-uJr1AQxOdVQhqlQxIRf8nf2CmBTs-tVg/edit?usp=sharing 2017s Assignments #1 & 3]
*[https://docs.google.com/document/d/1sUSGXE39VtDkqajD6J9VH0R-mGMlmDk7PA976EUG5Y0/edit?usp=sharing 2017s Team Assignment]
*[https://docs.google.com/document/d/1syf6Q40tbu7Nhknj6o-MgL5-E0ErsZqSBskQZd4xnFA/copy 2017s Team Contract]
*[https://docs.google.com/spreadsheets/d/1Otlr3EaxtDzxC4pRizi_5qKcSFlSXmguUl5Hk-dzSkQ/edit?usp=sharing 2017s Mid-Course Fdbk]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2015 Winter (2016 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2015w2/Lecture Notes|2015w Lecture Notes]]
*[http://wiki.ubc.ca/File:FNH_200_102_Course_Syllabus_2015W_Jan_01_Version.pdf 2015w Course Syllabus]
*[[Course:FNH200/2015w2/Assignment01|2015w Assignment 01 & 03]]
*[[Course:FNH200/2015w2/TeamProjects|2015w Team Projects]]

|-

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2014 Winter (2015 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2014w2/Lecture Notes|2014w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2014w Course Syllabus (pdf)]]
*[[Course:FNH200/2014w2/TeamProjects|2014w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2013 Winter (2014 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2013w2/Lecture Notes|2013w Lecture Notes]]
*[[Media:FNH 200 102 Course Syllabus 2014w.pdf|2013w Course Syllabus (pdf)]]
*[[Course:FNH200/2013w2/TeamProjects|2013w Team Projects]]

|-
! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2012 Winter (2013 Jan to April)'''

|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2012w2/Lecture Notes|2012w Lecture Notes]]
*[[Media:FNH_200_102_2012w_Course_Syllabus.pdf|2012w Course Syllabus (pdf)]]
*[[Course:FNH200/TeamProjects|2012w Team Projects]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2011 Winter (2012 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Media:FNH_200_102_2011w_Course_Syllabus.pdf|2011w Course Syllabus (pdf)]]
*[[Course:FNH200/2011w2/TeamProjects|2011w Team Projects]]
*[[Course:FNH200/2011w2/Lecture_Notes|2011w Lecture Notes]]
*[[Course:FNH200/2011w2/Lecture_Notes#Friday.2C_Feb_17.2C_Teaching_Evaluation_Summary_and_Reflection|What students said about my teaching]]

|-

! colspan="2" style="background:#7491a3; width:200px; font-weight:normal; font-size:10pt; color: white;" | '''2010 Winter (2011 Jan to April)'''
|-

! colspan="2" style="font-size:9pt;font-weight:normal;padding-left:20px;" align="left"|
*[[Course:FNH200/2010w_PosterProjects|2010w Poster Projects]]
|-

|}

<noinclude>
[[category:Infobox Templates]]
</noinclude>

Course:FNH200

2025-05-14T22:15:40Z

JudyCKChan:

{{Infobox FNH200}}
'''Course Description'''

Students are introduced to chemical and physical properties of foods; issues pertaining to safety; nutritive value and consumer acceptability of food, food quality and additives; food preservation techniques and transformation of agricultural commodities into food products; foods of the future.
 
This course is required in the Food, Nutrition and Health Program and will also be of value to students in other programs in the Faculty of Land and Food Systems, or in other disciplines including those in the life sciences, health care professions, human kinetics or physical education, who wish to enhance their understanding of the science of food.
 
 
'''Course Objectives'''

After completing this course, successful students will be able to:
 

* Describe tissue-based (both plant and animal) food systems, fluid food systems and various dispersions important to food quality;
* Describe the role of chemical reactions, enzymes, and microorganisms in food spoilage, food preservation and food-borne disease;
* Describe the regulations and agencies that are in place to ensure the quality and safety of the Canadian food supply;
* Describe food processing methods and their application in the conversion of raw materials into food products;
* Develop personal food selection and food handling habits that will minimize your risk of contracting food-borne or water-borne disease;
* Illustrate the importance and role of chemical reactions, enzymes and micro-organisms in food spoilage, food preservation and food-borne disease;
* Describe various types of food processing and packaging systems;
* Understand the need for and appropriate applications of food processing;
* Rationalize and articulate a personal set of values related to your decisions pertaining to selection of food products;
* Demonstrate an ability to critically evaluate the validity of information that commonly appears in newspapers, magazines, radio, television, and internet.
 
 
 
'''Note to students enrolled in FNH 200:'''
 
There are multiple sections for FNH 200. This Course Wiki is developed for students registered in sections facilitated by Judy Chan. Other instructors may have minor modifications in their course content and adapted different content engagement and assessment strategies. Students registered in other sections should contact their instructors for specific information. 
 

'''Authorship:'''

FNH 200 Course content on this wiki page and associated lesson pages was originally authored by Drs. [http://www.landfood.ubc.ca/person/brent-skura/ Brent Skura], [https://ag.purdue.edu/foodsci/Pages/Profile.aspx?strAlias=aliceaga Andrea Liceaga], and [http://www.landfood.ubc.ca/person/eunice-li-chan/ Eunice Li-Chan]. Ongoing edits and updates are contributed by past and current instructors including Drs. [https://ag.purdue.edu/foodsci/Pages/Profile.aspx?strAlias=aliceaga Andrea Liceaga], [http://www.landfood.ubc.ca/person/azita-madadi-noei/ Azita Madadi-Noei], [http://www.landfood.ubc.ca/person/nooshin-alizadeh-pasdar/ Nooshin Alizadeh-Pasdar], and [http://www.landfood.ubc.ca/person/judy-chan/ Judy Chan].

[[Category:FNH]]
[[Category:LFS]]
{{cc-by-nc-sa-3.0}}

Sandbox:FNH200LessonUpdates

2025-04-16T23:17:41Z

JudyCKChan:

== Lesson 01 – Introduction to Food Science ==

=== Food Science and the Canadian Food System ===

{{Tip | title=What will you learn? | text=In this lesson, you'll explore the scope of food science, the structure of Canada's food system, and how raw agricultural products are transformed into food.}}

----

=== ⓪ 01.0 Overview ===
This lesson defines the field of food science and examines the size and scope of Canada's food industry. We'll explore food production, importation, and distribution, using apple processing as a case study. We'll also examine food consumption patterns and trends over the past 40 years.

{{Note | title=Learning Objectives | text=
After completing this lesson, you should be able to:
* Describe the field of Food Science;
* Explain the breadth and relative magnitude of various sectors of the Canadian food industry;
* Identify trends in food consumption in Canada;
* Illustrate how foods are distributed to consumers in Canada;
* Discuss how apples are converted into food products and how they are stored.}}

{{Collapse top|Optional Reading}}
* [Top 10 Food Trends for 2019](http://www.ift.org/food-technology/past-issues/2019/april/features/2019-top-10-food-trends.aspx)
{{Collapse bottom}}

----

=== ① 01.1 What is the Definition of Food Science? ===
Foods are complex systems subject to changes—biochemical, nutritional, physical, and sensory. Food science is a multidisciplinary field drawing from chemistry, microbiology, physics, engineering, and sensory science.

{{Definition | title=Food Science | text=The application of scientific, engineering, and mathematical principles to understand the physical, chemical, and biochemical nature of foods.}}

'''Sub-fields of Food Science:'''
* '''Food Chemistry''': Composition and chemical changes during processing.
* '''Food Analysis''': Quantitative methods for analyzing food components.
* '''Food Microbiology''': Microbial ecology, food safety, and sanitation.
* '''Food Processing''': Preservation principles, packaging, and manufacturing practices.
* '''Food Engineering''': Application of thermodynamics, fluid flow, and heat/mass transfer.

'''''Food Technology''''' applies food science to preserve and process food for human consumption.

{{Note | title=Food Science vs. Nutrition | text="The difference between food science and nutrition is that nutrition deals with the effects of foods in the person who consumes them, while food science is concerned with the study of the chemical, microbiological, physical, and sensory properties of foods and their ingredients during processing, manufacture, and storage." (Murano, 2003)}}

----

=== ② 01.2 How Old is the Discipline of Food Science? ===
[[File:FNH200_Lesson01_AncientWine.jpg|thumb|left|200px|Fig 1.1 Ancient Egyptian Wine Making Scene]]
[[File:FNH200_Lesson01_CanningJar.jpg|thumb|right|100px|Fig 1.2 Nicolas Appert's Canning Jar]]
Food science as a formal discipline is relatively new, but food preservation practices have ancient origins.

Historical examples:
* Fermentation in Babylon (5000 BC), Egypt (3000 BC), and Mexico (2000 BC)
* In 1795, Nicolas Appert developed canning by corking and heating food in bottles—decades before bacteria were discovered

{{Note | title=Activity | text=Create a list of questions you have about food science (e.g., Why are tomatoes red? Why does gravy thicken?). Revisit them throughout the course.}}

----

=== ③ 01.3 Extent of Canada's Food System ===
[[File:FNH200_Lesson01_CdnFoodSystem.gif|thumb|right|500px|Fig 1.3 Canadian Food System]]
Canada's diverse food system includes domestic production and global imports. Food flows from farms and fisheries to processors and distributors before reaching retailers and food services.

{{Definition | title=Food System | text=The path food takes from primary production to the consumer, including farming, harvesting, processing, distribution, and retail.}}

'''Examples by sector:'''
* Fresh vegetables: Marketed fresh or processed (canned, frozen)
* Greenhouse vegetables: Fall/winter supply (e.g., cucumbers, tomatoes)
* Seafood: Farmed and wild (salmon, oysters, clams)
* Fruits/meats: Varying degrees of processing

{| class="wikitable"
! Food Commodity
! Key Provinces
|-
| Animal products
| Nationwide
|-
| Dairy
| Ontario, Quebec
|-
| Cereal grains
| Alberta, Saskatchewan, Manitoba
|-
| Fruits and berries
| BC, ON, NS, others
|-
| Vegetables
| Across Canada
|-
| Seafood
| Atlantic Canada, BC
|}

{{Note | text=How does a 1910 trading post compare to a modern supermarket?}}

----

=== ④ 01.4 The Canadian Food Industry ===
Canada's food industry is a multi-billion-dollar sector. Grocery shelves feature a wide variety of domestic and imported foods.

Key points:
* Produce imports are essential due to Canada's short growing season
* Canada imports and exports meat and seafood

{{Note | text=During your next grocery trip, observe how shelf space is distributed across different food categories.}}

----

=== ⑤ 01.5 Apples and Apple Products ===
[[File:FNH200_Lesson01_AppleProcessing.gif|thumb|right|500px|Fig 1.4 Apple production and processing.]]
Apple processing illustrates how raw products are transformed.

Processing pathways:
* Direct to market
* Controlled atmosphere (CA) storage (see: [OMAFRA](http://www.omafra.gov.on.ca/english/crops/facts/12-045.htm))
* Juice → cider → vinegar
* Pectin extraction, animal feed, compost
* Sauce, pie fillings, snack bars

{{Note | title=Reflection | text=Pick a food you love. How might a food scientist help bring it to your table?}}

----

=== ⑥ 01.6 Trends in Food Consumption in Canada ===
Food trends evolve with technology, culture, and consumer perception. Marketing and health debates (e.g., fats vs fat substitutes) heavily influence choices.

{{Collapse top|Explore These Trends}}
* Cannabis-infused products
* Zero-waste cooking
* Globally inspired breakfasts
* Hyper-local foods
* Artisan spirits and veggie-forward dishes
[IFT Top 10 Food Trends (2019)](http://www.ift.org/food-technology/past-issues/2019/april/features/2019-top-10-food-trends.aspx)
{{Collapse bottom}}

{{Collapse top|Activity: Food Consumption Data}}
* Visit [Statistics Canada](http://www5.statcan.gc.ca/cansim/a26?lang=eng&retrLang=eng&id=0020011&tabMode=dataTable&srchLan=-1&p1=-1&p2=35#customizeTab)
* Analyze consumption patterns (2015-2019)
* Which food groups have changed and why?
* Explore 2017 highlights: [Daily StatCan Release](https://www150.statcan.gc.ca/n1/daily-quotidien/180530/dq180530c-eng.htm)
{{Collapse bottom}}

----

=== ⑦ 01.7 Summary of Lesson 1 ===
{{Tip | title=Lesson Summary | text=
* Food science integrates production, processing, preparation, and evaluation of food.
* Technological innovation drives food system advancements.
* Canada's food industry is vast and economically influential.
* Consumer behavior shapes food consumption patterns.
}}

'''Closing thoughts''':
While Canada enjoys an abundant food system, many global regions face food insecurity. About 75% of the world's population lives in lesser-developed countries where essential nutrients and clean water remain limited.

----

Sandbox:FNH200LessonUpdates

2025-04-16T21:24:35Z

JudyCKChan: Created page with "== Lesson 01 – Introduction to Food Science == === Food Science and the Canadian Food System === {{Tip | title=What will you learn? | text=In this lesson, you'll explore the scope of food science, the structure of Canada's food system, and how raw agricultural products are transformed into food.}} === 01.0 Overview === This lesson defines the field of food science and examines the size and scope of Canada's food industry. We'll explore food production, importation,..."

== Lesson 01 – Introduction to Food Science ==

=== Food Science and the Canadian Food System ===

{{Tip | title=What will you learn? | text=In this lesson, you'll explore the scope of food science, the structure of Canada's food system, and how raw agricultural products are transformed into food.}}

=== 01.0 Overview ===
This lesson defines the field of food science and examines the size and scope of Canada's food industry. We'll explore food production, importation, and distribution, using apple processing as a case study. We'll also examine food consumption patterns and trends over the past 40 years.

'''Objectives'''
After completing this lesson, you should be able to:
* Describe the field of Food Science;
* Explain the breadth and relative magnitude of various sectors of the Canadian food industry;
* Identify trends in food consumption in Canada;
* Illustrate how foods are distributed to consumers in Canada;
* Discuss how apples are converted into food products and how they are stored.

'''Optional Reading''': [Top 10 Food Trends for 2019](http://www.ift.org/food-technology/past-issues/2019/april/features/2019-top-10-food-trends.aspx)

=== 01.1 What is the Definition of Food Science? ===
Foods are complex systems subject to changes—biochemical, nutritional, physical, and sensory. Food science is a multidisciplinary field drawing from chemistry, microbiology, physics, engineering, and sensory science.

'''''Food Science''''' is the application of scientific, engineering, and mathematical principles to understand the physical, chemical, and biochemical nature of foods. It includes:

* ''Food Chemistry'' – Composition and chemical changes during processing.
* ''Food Analysis'' – Quantitative methods for analyzing food components.
* ''Food Microbiology'' – Microbial ecology, food safety, and sanitation.
* ''Food Processing'' – Preservation principles, packaging, and manufacturing practices.
* ''Food Engineering'' – Application of thermodynamics, fluid flow, and heat/mass transfer.

'''''Food Technology''''' applies food science to preserve and process food for human consumption.

==== Are Food Science and Nutrition the Same? ====
According to Murano (2003):
> "The difference between food science and nutrition is that nutrition deals with the effects of foods in the person who consumes them, while food science is concerned with the study of the chemical, microbiological, physical, and sensory properties of foods and their ingredients during processing, manufacture, and storage."

=== 01.2 How Old is the Discipline of Food Science? ===
[[File:FNH200_Lesson01_AncientWine.jpg|thumb|left|200px|Fig 1.1 Ancient Egyptian Wine Making Scene]]
[[File:FNH200_Lesson01_CanningJar.jpg|thumb|right|100px|Fig 1.2 Nicolas Appert's Canning Jar]]
Food science as a formal discipline is relatively new, but food preservation practices have ancient origins.

Examples:
* Fermentation in Babylon (5000 BC), Egypt (3000 BC), and Mexico (2000 BC).
* In 1795, Nicolas Appert pioneered canning, using corked bottles and heat to preserve food, predating the discovery of bacteria.

{{Note|text=Create a list of questions you have about food science (e.g., Why are tomatoes red? Why does gravy thicken?). Revisit them throughout the course.}}

=== 01.3 Extent of Canada's Food System ===
[[File:FNH200_Lesson01_CdnFoodSystem.gif|thumb|right|500px|Fig 1.3 Canadian Food System]]
Canada's diverse food system includes domestic production and global imports. Food flows from farms and fisheries to processors and distributors before reaching retailers and food services.

Highlights:
* Vegetables: Fresh and processed (e.g., canned, frozen).
* Seafood: Wild and farmed (e.g., salmon, oysters).
* Greenhouse vegetables: Important in fall and winter.
* Some foods (e.g., fruits) require minimal processing; others (e.g., milk, meat) undergo significant transformation.

{| class="wikitable"
! Food Commodity
! Key Provinces
|-
| Animal products
| Nationwide
|-
| Dairy
| Ontario, Quebec
|-
| Cereal grains
| AB, SK, MB
|-
| Fruits and berries
| BC, ON, NS, and others
|-
| Vegetables
| Across Canada
|-
| Seafood
| Atlantic Canada, BC
|}

Imported foods must meet Canadian safety and labeling standards (see Lesson 4).

{{Note|text=How does a trading post from 1910 compare to today's supermarkets?}}

=== 01.4 The Canadian Food Industry ===
Canada's food industry is a multi-billion-dollar sector. Grocery shelves feature a wide variety of domestic and imported foods.

Observations:
* Fresh produce is imported due to seasonal limits.
* Canada imports and exports a range of meat and seafood products.

{{Note|text=In your next grocery trip, observe how shelf space is allocated across food categories.}}

=== 01.5 Apples and Apple Products ===
[[File:FNH200_Lesson01_AppleProcessing.gif|thumb|right|500px|Fig 1.4 Apple production and processing.]]
Apple processing illustrates how raw products are transformed.

Processing options:
* Direct to fresh market
* Controlled atmosphere (CA) storage (see: [OMAFRA on CA Storage](http://www.omafra.gov.on.ca/english/crops/facts/12-045.htm))
* Clear apple juice → cider → vinegar
* Apple solids → pectin, animal feed, compost, or waste
* Other products: Apple sauce, pie fillings, snack bars, dried slices

{{Note|text=Choose a food you enjoy. How might a food scientist contribute to its production and marketing?}}

=== 01.6 Trends in Food Consumption in Canada ===
Food trends shift with consumer values, technologies, and marketing. Advertising and health debates (e.g., butter vs. margarine) shape habits.

{{Note|text=Explore these trends and reflect:}}
* Cannabis-infused foods
* Zero-waste cooking
* Globally inspired meals
* Hyper-local and artisan products

Use: [IFT Top 10 Food Trends (2019)](http://www.ift.org/food-technology/past-issues/2019/april/features/2019-top-10-food-trends.aspx)

{{Note|text=Visit the [Statistics Canada food availability table](http://www5.statcan.gc.ca/cansim/a26?lang=eng&retrLang=eng&id=0020011&tabMode=dataTable&srchLan=-1&p1=-1&p2=35#customizeTab) and compare trends in meat, dairy, oils, beverages, etc.}}

=== 01.7 Summary of Lesson 1 ===
* Food science integrates production, processing, preparation, and evaluation of food.
* Technological innovation drives food system advances.
* Canada's food industry is vast and influential.
* Consumer demands shape consumption patterns.

'''Closing thoughts''':
Canada's food diversity continues to grow, influenced by health, environment, and social values. Yet globally, access to nutritious food remains unequal. Roughly three-quarters of the world population live in lesser-developed regions with limited access to protein, vitamins, clean water, and essential nutrients.

=== References ===
* Murano, P.S. (2003). *Understanding Food Science and Technology*, Ch. 1.
* Potter, N. N. & Hotchkiss, J. H. (1998). *Food Science*, 5th ed., Ch. 2 & 18.
* Statistics Canada: [Food Available in Canada](https://www150.statcan.gc.ca/t1/tbl1/en/tv.action?pid=3210005401)
* [IFT Food Trends 2019](http://www.ift.org/food-technology/past-issues/2019/april/features/2019-top-10-food-trends.aspx)

'''Authorship''':
Course content was originally authored by Drs. [Brent Skura](http://www.landfood.ubc.ca/person/brent-skura/), [Andrea Liceaga](https://ag.purdue.edu/foodsci/Pages/Profile.aspx?strAlias=aliceaga), and [Eunice Li-Chan](http://www.landfood.ubc.ca/person/eunice-li-chan/), with ongoing contributions by [Azita Madadi-Noei](http://www.landfood.ubc.ca/person/azita-madadi-noei/), [Nooshin Alizadeh-Pasdar](http://www.landfood.ubc.ca/person/nooshin-alizadeh-pasdar/), and [Judy Chan](http://www.landfood.ubc.ca/person/judy-chan/).

{{cc-by-nc-sa-3.0}}

<quiz display=simple>
{1. Physical locations where a consumer may purchase and enjoy carrots:
|type="()"}
- Farmer's Market.
- Grocery Stores.
- Food Services Establishments.
+ All of the above.
</quiz>

<quiz display="simple">
{2. When are apples in BC being harvested?:
|type="()"}
- April.
- July.
+ October.
- December.
</quiz>

<quiz display=simple>
{3. What percentage of the atmosphere is oxygen?:
|type="()"}
- 0.3%
- 3%
+ 21%
- 78%
- 94%
</quiz>

<quiz display=simple>
{4. What changes occurred in the USA due to the publication of a book in 1906 about the meatpacking industry?:
|type="()"}
- The start of the vegetarian movement in the US.
+ Congress passed the meat inspection act and the food and drugs act of 1906.
- Inspectors were fired and taken out of the meatpacking plants.
- Establishment of the US Department of Agriculture.
</quiz>

<quiz display=simple>
{5. A food scientist discovers new information about food through research.
|type="()"}
+ TRUE.
- FALSE.
</quiz>

Course:FNH200/Format TeamWork

2025-03-18T23:21:57Z

JudyCKChan: /* May I ask about eligibility and registration? */

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here.

== May I complete this course completely remotely? Answer: Yes, and need to coordinate with team work ==
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

== How does team work work in FNH 200? ==
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

== May I ask about eligibility and registration? ==
As an instructor, I really don't know exactly how registration works. Here is my attempt to answer some questions based on my experience.

The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

Other students who are on the wait-list, have been blocked, or unsure how registration works, please contact your academic advisor in your own Faulty. Again, based on my past experience, all eligible students wanting to enroll in FNH 200 942 will eventually be registered. All my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late (never late penalty! See [https://wiki.ubc.ca/images/3/3b/FNH_200_2024s_Syllabus_%28with_Flexible_Grading%29.pdf syllabus from 2024]!)

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Course:FNH200/Format TeamWork

2025-03-18T23:21:22Z

JudyCKChan: /* May I ask about eligibility and registration? */

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here.

== May I complete this course completely remotely? Answer: Yes, and need to coordinate with team work ==
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

== How does team work work in FNH 200? ==
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

== May I ask about eligibility and registration? ==
As an instructor, I really don't know exactly how registration works. Here is my attempt to answer some questions based on my experience.

The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

Other students who are on the wait-list, have been blocked, or unsure how registration works, please contact your academic advisor in your own Faulty. Again, based on my past experience, all eligible students wanting to enroll in FNH 200 942 will eventually be registered. All my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late (never late penalty! See [[Images/3/3b/FNH 200 2024s Syllabus (with Flexible Grading).pdf|syllabus from 2024]]!)

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Course:FNH200/Format TeamWork

2025-03-18T23:20:23Z

JudyCKChan:

FNH 200 942 Summer July/August

Instructor: Dr. Judy Chan

Dear Students,

Many of you asked me about the format of FNH 200 942. I am posting my responses to a couple most commonly asked questions here.

== May I complete this course completely remotely? Answer: Yes, and need to coordinate with team work ==
FNH 200 942 will be offered online from July to mid-August. All content, learning activities, and assessments will be delivered and experienced online. There will be two midterms and a final exam. You will be required to complete the midterms (roughly 60 minutes long) and final (roughly 120 minutes long) within a specific time frame. For midterm, it will be mostly be from 6 am to 11 am PDT. Unfortunately, the exact date and time of the final exam will have to be determined later. I aim to open the final exam for at least 8 hours.

The '''catch''' of the midterms and exam is that you will need to complete them along with your teammates (more on team work below). I use the '''[https://blogs.ubc.ca/wpvc/two-stage-exams/ two-stage exam strategy]''' for the mid-term and final. So, you will have to discuss with your teammates to find a time that work for all of you for synchronous collaboration among team members.

== How does team work work in FNH 200? ==
Team work is integrated throughout FNH 200 942.

I am a strong believer that meaningful learning happens when we learn and explore with our peers (along with independent reading, questioning, exploring and reflecting). You will be assigned to teams of 4 to 5 students and you will work together on one small-ish assignment, a project, and also part of the midterms and final exam. I usually start the course with a few breakout room activities and small informal group discussions. Many students are able to 'bump' into a few people that they feel they can work together for a few weeks. I help you create your own teams or assign you into teams. For instance, I will let you:

* Form your own teams of 4 to 5
* Partner with one or two other friends/acquaintances; then I will add a couple members to your pair/triad
* Use the discussion board on Piazza to look for teammates based on geographical locations, interests, or other criteria that will deem help you learn
* I then assign students into teams based on what I know about your academic background; I aim to create interdisciplinary team

In the past, roughly half of the teams are created by me based on academic background. About 25% of students managed to create their own teams; then 25% will work with a couple friends and a couple new classmates. Among students who form their own teams, many of them were formed based on their geographical locations or academic interests.

I always advice students to try to attend online classes during the first couple of weeks during the dedicated team work hour. Students should use this hour to bond, exchange contact information, begin the first assignments, etc.

Last year, I had a team with students from five different time zones! (No one in that team told me anything about their locations when I asked!) A student had to switched twice to find the 'right' team (in terms of geographic locations.)

I must also admit that there is usually one or two teams that didn't work out despite our best intentions and efforts. I am here to help support you all.

== May I ask about eligibility and registration? ==
As an instructor, I really don't know exactly how registration works. Here is my attempt to answer some questions based on my experience.

The only per-requisite for FNH 200 is Year > 1. Some students (esp PharmD) may have Year 1 status in their professional schools. Please talk to your academic advisor about this. In my past experience, PharmD Year 1 students will eventually (magically?) be registered in FNH 200. I welcome you all.

Other students who are on the wait-list, have been blocked, or unsure how registration works, please contact your academic advisor in your own Faulty. Again, based on my past experience, all eligible students wanting to enroll in FNH 200 942 will eventually be registered. All my course content (course lessons) is available on my course [https://wiki.ubc.ca/Course:FNH200 Wiki page (on the right panel)] and you may complete your assignments late (never late penalty! See [[:File:FNH 200 2024s Syllabus (with Flexible Grading).pdf|syllabus from 2024]]!)

I am here to help.

Questions? Just ask! I will respond to your questions when I am back in the office in April.

Judy

Course:FNH200/Lessons/Lesson 02

2025-03-12T21:15:30Z

JudyCKChan: /* [Optional Learning] Interactive Tools on Water Activity (as created by Claude.ai) */

=== <big><big><big>Chemical and Physical Properties of Food</big></big></big> ===

== 2.0 Overview ==
In this lesson we will discuss the chemical properties of food constituents and how those constituents affect the physical properties of foods. You will learn about the various classes of carbohydrates, ranging from monosaccharides to polysaccharides, and their functional properties important to food science and technology. You will learn about the caramelization and Maillard browning reactions and their importance as a determinant of food quality.

Important properties of proteins such as foaming, emulsion, stabilization, and gelation will be explored. The importance of proteins in the production of selected food commodities will be explained, and you will learn about enzymes, which are proteins that function as biological catalysts, and their importance in food technology.

We will discuss the basic properties of fats and differentiate between saturated and unsaturated fats. You will learn about triacylglycerols or triglycerides and their functional properties, about emulsions and emulsifiers, and the many foods that are created through the formation of emulsions.

The importance of organic acids, pigments, and water in foods and their role in determining the properties of foods will be described.

Through a discussion of the production of flour from wheat and the production of bread, you will begin to appreciate how various constituents interact to produce the desirable physical and flavour characteristics of bakery products.

=== Objectives ===
The overall objective of this lesson is to give you an appreciation that foods are mixtures of chemicals that interact to produce the particular characteristics of the food from sensory, chemical, and physical stimuli. At the conclusion of this lesson, you will be able to:
* compare and contrast food-colloidal dispersions;
* summarize the functional properties of carbohydrates, proteins, and fats in foods;
* distinguish between caramelization and the Maillard browning reaction and state the importance of these reactions in food;
* explain the function of emulsifiers and stabilizers in emulsions;
* interpret the importance of water, pH, and minor constituents in quality and safety of foods;
* outline the minor constituents of foods

=== Optional Readings ===
* Position of the Academy of Nutrition and Dietetics: Use of Nutritive and Nonnutritive Sweeteners. (2012). J Acad Nutr Diet.112:739-758. [https://www.sciencedirect.com/science/article/pii/S2212267212003255 Link]
* American Dietetic Association (2007). Position of the American Dietetic Association and Dietitians of Canada: Dietary Fatty Acids. Journal of the AMERICAN DIETETIC ASSOCIATION 107(9), 1599-1611. [https://www.sciencedirect.com/science/article/pii/S0002822307014903?via%3Dihub Link]
 
== 2.1 Food-Colloidial Dispersions ==
{| class="wikitable"
|
==== '''Terms to remember''' ====
|-
|
* Emulsions
* Foams
* Gels
* Continuous phase; dispersed phase
* ''More terms to be found throughout this lesson.''
|}
Foods are essentially mixtures of chemical compounds arranged in specific organizations that give rise to the particular chemical, physical and sensory properties of each food system. A knowledge of the chemical and physical properties of the constituents of foods is important to your understanding of how food systems behave under the various conditions encountered in preservation, storage and preparation for consumption. Food systems vary in their chemical composition and physical properties, ranging from chemically simple systems such as sugar syrups to the chemically complex food systems such as milk, muscle food systems, and plant tissue systems.

In '''Colloidal Dispersions''', the particles of one substance are distributed, dispersed, in another substance '''without dissolving'''.
* The substance that is dispersed within another is called the '''dispersed phase'''.
* The substance that extends throughout the system and surrounds the dispersed phase is called the '''continuous phase'''.
[[File:FNH200_Lesson02_DispersionA.jpg|thumb|(A) Oil in water [[File:FNH200_Lesson02_DispersionB.jpg|thumb|center]](B) Water in oil emulsion

'''Figure 2.2''' Examples of emulsions
]]Table 2.1 shows the dispersed and continuous phases of some typical Colloidal dispersions.

'''Table 2.1.''' Colloidal dispersions
{| class="wikitable"
!Dispersed Phase
!Continuous Phase
!Name of Dispersion
!Examples
|-
|solid
|liquid
|'''sol'''
|starches, proteins, and some plant polysaccharides in water
|-
|liquid
|liquid
|'''emulsion'''
|milk, mayonnaise
|-
|liquid
|solid
|'''solid emulsion'''
|butter, margarine
|-
|[liquid]
|solid
|'''gel'''
|starch, pectin or gelatin gels
|-
|gas
|liquid
|'''foam'''
|beaten egg white, whipped cake frostings
|-
|gas
|solid
|'''solid foam'''
|meringue, ice cream, bread
|}
For example, a '''sol''' is a suspension of large molecules dispersed in a liquid, generally water.

An '''emulsion''' is a suspension of liquid droplets (fat or water) within a liquid medium (fat or water). Food '''emulsions''' can be either oil in water (o/w) or water in oil (w/o). Homogenized milk is a dispersion of milk fat droplets in a liquid medium (skim milk portion of milk), while skim milk itself is a suspension of milk protein particles, the casein micelles, within a water-based medium. A '''solid emulsion''' is a dispersion of liquid droplets within a solid phase. Margarine and butter are examples of water in oil emulsions, in which the continuous phase is solid under refrigerator or low ambient temperatures.

A '''gel''' is a dispersion of water held within a continuous matrix of polysaccharides (starch gels) or proteins (gelatin gels). Some scientists consider the water in gels to be a second continuous phase rather than a dispersed phase. 

== 2.2 Food Component ==
Foods are made of chemical components that are working together and making the food the way it is. Chemical composition is determination of these compounds. The chemical composition tables identifies the amounts of these compounds in each food.

In Canada, the Canadian Nutrient File, provides a data base of foods and their listed composition. https://food-nutrition.canada.ca/cnf-fce/index-eng.jsp

Quantifying the amount of Carbohydrate, Fat, Protein, Water and Ash is called '''proximate analysis'''.

Food components can be classified as major and minor components. The major food components of food systems are carbohydrates, fats, proteins, and water. There are also minor food components, organic acids, pigments, aroma compounds, vitamins, and minerals. In this section we will discuss the important functional properties of these components and how those properties influence the chemical and physical properties of foods.

== 2.2.1 Food Major Components ==
The major food components of food systems are carbohydrates, fats, proteins, and water. These are the compounds are found in largest amounts in foods. Each component has a variety of functional properties which affects the physical and sensory characteristics of the food during processing and storage. Understanding these properties is an essential tool in product development and also quality control. Please note that, although these components may be similar to what nutritionists and dietitians call macronutrients, we are looking at them from food science perspective.

== 2.2.1.1 Carbohydrates ==
{| class="wikitable"
|
==== Terms to remember ====
|-
|
* monosaccharides (glucose, fructose, galactose)
* disaccharides (sucrose, lactose, maltose)
* sweetness index
* invert sugar
* HFCS
* invertase
* lactase
* amylase
* maltase
* glucose isomerase
* caramelization
* Maillard browning
* reducing sugar
* sugar alcohols
|}
Carbohydrates are one of the three main classes of nutrients (the other two being fats and proteins). They occur in foods as sugars and starches and are the human body's main source of energy. Digestible carbohydrates contribute 4 Calories (kilocalories) of metabolized energy per gram. Carbohydrates should contribute about 50% of our caloric intake per day; and most of the carbohydrates that we consume should be in the form of ''complex'' carbohydrates (polysaccharides) such as starch rather than as ''simple'' carbohydrates (monosaccharides and disaccharides) such as table sugar.

==== ''a. Monosaccharides'' ====
The main monosaccharides found in foods are ''glucose'', ''fructose,'' and ''galactose''. These are referred to as simple carbohydrates and one of their main functions is their ability to '''impart a sweetness sensation'''; however, sugars vary in their sweetening power. The sweetness of various sugars in comparison to sucrose (table sugar) is shown in Table 2.2

==== ''b. Disaccharides'' ====
Disaccharides are formed by the union of two monosaccharide molecules. Disaccharides are also considered as "simple" carbohydrates. They can be split into their component monosaccharides by enzymes or by boiling with dilute acids. The most important disaccharides in foods are ''sucrose'', ''lactose,'' and ''maltose''. These disaccharides differ from one another in solubility, sweetness, and other properties.

===== '''Sucrose''' =====
Table sugar, obtained from sugar-cane or sugar-beet, is mainly pure sucrose. It is formed from '''''glucose''''' and '''''fructose''''' linked together. Sucrose can be found in a variety of fruits, grasses, and roots.

One of the recent trends in the food industry, particularly for carbonated beverages, is the use of '''''invert sugar''''' in place of sucrose because of the inherently greater sweetening power per unit weight of the fructose containing sweetening systems (see Table 2.2). Invert sugar is produced by hydrolyzing sucrose with the enzyme invertase or with dilute acid, to produce a mixture of glucose + fructose (1:1).
[[File:Sucrose structure formula inkscape.svg|center|thumb|Sucrose ]]
[[File:【2】L2 invert-sugar.png|thumb|Sucrose conversion|center|700x700px]]

Incidentally, the primary sugars in honey are glucose and fructose in a 40:60 ratio. Most of the nectar collected by the honey bee contains sucrose which is hydrolyzed by invertase in the saliva of the honey bee. Some of the glucose is converted to gluconic acid and hydrogen peroxide by glucose oxidase, another enzyme secreted into the collected nectar by the honey bee. The gluconic acid and hydrogen peroxide act as preservatives in the nectar. Honey also contains minute quantities of disaccharides and complex sugars.

'''Table 2.2.''' Relative sweetness of carbohydrate sweeteners.
{| class="wikitable"
!Sugar
!Sweetness Index*
|-
|sucrose
|100
|-
|glucose (dextrose)
|70 - 80
|-
|fructose (levulose)
|140
|-
|invert sugar
|100 - 130
|-
|corn syrup (mixture of glucose, maltose)
|50
|-
|maltose
|20
|-
|lactose
|10 - 20
|-
|galactose
|60
|-
|sorbitol
|50
|-
|xylitol
|100
|-
| colspan="2" |high fructose corn syrups:
|-
|42% fructose
|100
|-
|55% fructose
|100+
|-
|90% fructose
|120 - 160
|-
| colspan="2" |*Perceived sweetness of a sweetener compared to sucrose as a reference.
Adapted from: Desrosier, N. W. 1976.
''Elements of Food Technology.'' AVI Publishing Company. Westport, CT. Pomeranz, Y. 1985.
''Functional Properties of Food Components.'' Academic Press Inc., Orlando, Fl.
|}
It is important to note that '''sweetness has no relation to caloric contribution''' of a sweetening agent to the diet. Fructose and lactose each produce 4 Calories of metabolized energy per gram when digested and absorbed, but lactose is only one-seventh as sweet as fructose. Thus, for an equivalent sweetness intensity, less fructose would be required than lactose. Conversely, a product sweetened with lactose could potentially contain seven times the caloric content compared to a product sweetened with fructose.

==== '''Lactose''' ====
Lactose, also known as milk sugar, occurs in the milk of all animals. Cow's milk contains about 4-5%, whereas human milk contains 6-8% lactose. Lactose is formed by linking '''''glucose''''' and '''''galactose''''' together. The hydrolysis of lactose found in dairy products into its component monosaccharides is catalyzed by the enzyme lactase. Breaking down lactose substantially increases the sweetness. Lactose can also be fermented by lactic acid-producing bacteria, into ''lactic acid''. This is the acidulant and preservative agent in yogurt and numerous cheeses.
[[File:Lactose(lac).png|center|thumb]]
Have you seen lactose-free products in the market or have you met someone who is "lactose intolerant"?

Lactose intolerant people are those who do not have the enzyme lactase necessary to digest (breakdown) lactose (milk sugar). People who are lactose intolerant can suffer from minor cramps to extreme intestinal discomfort. Lactose-free products have had the enzyme lactase (usually isolated from yeast) added to them. Alternatively, lactose intolerant individuals can take tablets containing the enzyme, prior to eating or drinking dairy or other food products with lactose or milk solids. 
[[File:【3】L2 lactose-free.png|thumb|center|750x750px]][[File:FNH200_Lesson02_Lactaid01.jpg|thumb|center]][[File:【4】L2 fig2-4a.jpg|thumb|lactose free milk
'''Figure 2.3.''' Some of the products available in the market for lactose-intolerant people.
|center]]

==== '''Maltose''' ====
The sugar maltose contains '''two glucose''' units linked together. It is obtained when starch (eg corn starch) is hydrolysed by the enzyme ''amylase'' or by heating with dilute acid (Figure 2.4). Maltose can be further hydrolysed by the enzyme ''maltase'' into its component D-glucose units, which are then enzymatically isomerized by the enzyme ''glucose isomerase'' to produce a liquid syrup composed of 42% fructose, commercially known as ''high fructose corn syrup (HFCS 42)''. HFCS has 42% fructose, 52% glucose and 6% starch. Subsequent technological improvements in which the syrup is passed through an ion-exchange column that retains fructose, allow for the production of a 90% fructose syrup. Today, ''HFCS 90'' is blended with ''HFCS 42'' to create ''HFCS 55'', which has a sweetness profile similar to sucrose (Table 2.2). Many soft drinks are now sweetened with HFCS especially when cost of these syrups is lower than the cost of sucrose or even invert sugar. [[File:FNH200_Lesson02_Sugars.JPG|thumb|400px|'''Fig 2.4''' Structures of monosaccharides and disaccharides in foods and the production of high fructose corn syrups (click to get a larger image)|center]]

==== '''''Functional Properties of Simple Sugars in Foods''''' ====
The functional properties of sugars in foods are summarized below:
* Sugars are widely used for their sweetening power. The sweetness of carbohydrates is determined by their molecular structure and interaction with sensory receptors on the tongue. Simple sugars vary in their sweetness (Table 2.2)
* Sugars produce '''body''' and '''mouth feel''' when they are incorporated into foods at concentrations high enough to affect the viscosity (resistance to flow) of the food product
* production of '''hot supersaturated sugar''' solutions with controlled crystallization during cooling is the basis of formation of many hard candy products, toffees and related products.
* sugars are readily soluble in water because they contain many hydroxyl (OH) groups, which form hydrogen bonds with water. Solubility of sugars increases as the temperature of water increases. This property is used to produce syrups of varying concentrations for various uses (e.g. pancake syrup, concentrated syrups for use in food processing, cooking or confections.)
* Sugars can be '''crystallized''' from solution when water is evaporated. This is the basis of production of table sugar (sucrose) from the juice extracted from sugar cane and sugar beets.
* Sugars, in sufficiently high concentration, can be used to '''inhibit growth''' of undesirable microorganisms. They function as a preservative by binding water needed by the microorganisms.
* sugars are '''fermented''' by microorganisms with the concomitant production of acids and/or alcohol as well as flavouring compounds. This is the basis for production of fermented foods and ingredients obtained by means of microbial fermentations.
* sugars '''caramelize''' when exposed to high temperatures. See "Browning reactions" below.
* reducing sugars react with proteins and amino compounds to produce flavours and colours in foods (Maillard browning). See "Browning reactions" below.

'''Browning reactions'''

Another important property of the simple sugars is their ability to serve as reactants in non-enzymatic browning reactions, namely '''''caramelization''''' and the '''''Maillard browning reaction'''''.

The '''caramelization''' reaction involves reaction of sugars (reducing and non-reducing sugars) when heated at high temperatures (200°C) to produce caramel and butterscotch flavours. The brown pigments formed during the heating of sugars contributes to the colour of caramel candies and toffees (Figure 2.5a). The pigments are not the same as the melanoidins formed during the Maillard reaction. [[File:FNH200_Lesson02_CaramelLiquid.jpg|thumb|200px|[[File:FNH200_Lesson02_CaramelCandy.jpg|thumb|200px|right]]Figure 2.5a Liquid caramel and caramel candy: Examples of non-enzymatic browning of sugars.
|center]]
The '''Maillard browning reaction''' occurs when reducing sugars react with nitrogenous compounds such as amino acids, proteins or amines (Figure 2.5b).
* A reducing sugar contains a free aldehyde or ketone group. Therefore, it will contain a “free” '''OH''' on the position next to the O in the ring structure
The Maillard browning reaction is responsible for the formation of the brown pigments that appear on bread slices when they are toasted in the toaster.
[[File:Figure 2.5b.png|thumb|Figure 2.5b. Glucose, Fructose, Galactose and Lactose are examples of reducing sugars. Sucrose does not have this "free" OH, therefore is not a reducing sugar.|center|750x750px]]
{| class="wikitable"
| '''Want to learn more?'''
|-
|
* Sucrose is not a reducing sugar, will ''invert sugar'' be considered as a reducing sugar?
|}
The Maillard browning reaction is responsible for the formation of the brown pigments that appear on bread slices when they are toasted in the toaster.[[File:FNH200_Lesson02_Maillard.gif|'''Fig 2.5''' Maillard browning reaction. Toasted bread is an example of desirable flavours and colours produced from this reaction.|center]] '''Figure 2.5c.''' Maillard browning reaction. Toasted bread is an example of desirable flavours and colours produced from this reaction.
{| class="wikitable"
| '''Want to learn more?'''
|-
|
* Can you think of other food products from the Maillard reaction?
|}
Many low molecular weight intermediate compounds are formed and these often are aroma and flavour compounds that contribute to the desirable or undesirable flavours produced in a food by the Maillard reaction. Examples of desirable compounds are the aroma and flavour of baked bread, toasted bread and roasted coffee, while undesirable aromas and flavours are those that form in skim milk powder during storage or during the browning of canned peaches during long-term storage. The brown colours are high molecular weight pigments, ''melanoidins'', formed as a result of polymerization of some of the low molecular weight intermediate fractions.

'''''c. Polysaccharides'''''
{| class="wikitable"
|
==== '''Terms to remember''' ====
|-
|
* amylose
* amylopectin
* gelatinization
* retrogradation
* complex carbohydrates (starch, cellulose, xanthan gum, pectin, alginates, agar, carrageenan
* invertase
* viscosity
* thickening
* stabilizer
* suspending agent
|}
Polysaccharides are high molecular weight, long chains of monosaccharide units (i.e. glucose). They are classified as the complex carbohydrates and differ from simple carbohydrates by being insoluble in water and generally tasteless. Most of the polysaccharides used in food products are derived from plant or seaweed sources; a few are from microbial origin. They contribute to the thickness or viscosity and textural properties of food products.
{| class="wikitable"
!Polysaccharide
!Characteristics and Functional Properties
|-
|pectins
|
* are structural polymers in plants
* form the cementing material between individual plant cells
* pectin affects the texture of plant tissues
* used in jams and jellies as gelling agents in the presence of sufficient sugar and acid¨
* contribute to the viscosity of tomato paste and ketchup
* contribute to the mouth feel and maintenance of particles in suspension (e.g. orange juice, unclarified apple juice)
|-
|agar
|
* extracted from seaweed (kelp)
* used as a thickener agent
|-
|alginates
|
* extracted from certain types of seaweed
* used as gelling agents
* keep solids and liquids in suspension in fruit juices
|-
|gum arabic or gum acacia
|
* is a plant exudate from the bark of the acacia trees
* used as thickener and stabilizer in products like beer, soft drinks, and ice cream
|-
|carrageenan
|
* extracted from certain types of seaweed (red algae)
* used as a suspending agent to keep cocoa particles in suspension in chocolate milk
|-
|xanthan gum
|
* produced by bacteria
* first isolated from rotting cabbage, now cultured in large fermentation tanks and purified
* used in salad dressings as a thickening agent, which enables the dressing to cling to the salad components
* used as a suspending agent to maintain pieces of onion, red pepper, and spices in a stable suspension.
|-
|cellulose and hemicellulose
|
* are present in many plant tissues as supporting structures (e.g. the fibres in celery)
* are polymers of glucose that are indigestible
* along with pectin and the other carbohydrate gums form the indigestible portion of our carbohydrate intake that is known as dietary fibre
|-
|starch
|
* are polymers of glucose
* digestible when cooked (e.g. rice, potatoes, etc.)
* used as thickening, suspending, and gelling agents (read text below for more information on starch)
|}

==== Starch ====
Starch is made out of ''polymers of glucose'' joined by an '''alpha, 1-4''' link. A single molecule of starch can include anywhere from 400 to several hundred thousand glucose units. Therefore, although they are made of long chains of sugar molecules, starches do not elicit a sweet taste and rather taste quite "bland". The length and ''bulkiness'' of the starch molecule prevent it from interacting with our tongue receptors! In food, starch is mostly used as a thickening, suspending and gelling agent.

In foods such as cereals and tubers starch exists in the form of starch granules (Figure 2.6). Starch molecules ('''''amylose''''', a straight/linear chain starch molecule and '''''amylopectin''''', a branched starch molecule) are tightly packed within starch granules. The starch granule is not digestible, nor is it soluble in cold water unless it is heated.

==== Figure 2.7 ====
When starch is heated in water, it undergoes a phenomenon known as '''gelatinization'''. The starch granules absorb water and swell-up as the water entering the granule begins to "loosen" the bonds between the starch molecules. Hydrogen bonds form between the water and starch molecules. The starch granule eventually "bursts", becoming soft and pliable. This is the phenomenon that occurs when puddings are made or when flour is used as a thickening agent when making gravies. Starch gelatinization is the phenomenon that leads to the conversion of hard, unchewable, raw rice kernels to the soft, easily chewed, cooked rice.

Gelatinized starch can lose some of its water holding capacity upon cooling and/or during refrigerated storage. This phenomenon is known as '''''retrogradation''''', and involves the re-association of starch molecules, especially the ''amylose'' polymers, into an ordered structure. The linear ''amylose'' molecules orient themselves in crystalline regions, leading to a squeezing out ("'''syneresis'''") of water and a loss of tenderness of the food (e.g. staling of bread) or the development of a gritty texture (e.g. starch based pudding stored in the refrigerator).

It is interesting to observe that bread stales more quickly in the refrigerator than the freezer or at room temperature. ''Can you think of why this is the case?''

Retrogradation can be avoided to a certain extent through the use of dextrins and/or modified starches, thus reducing the tendency for alignment of linear amylose chains. Starches can be partially hydrolysed by acids or enzymes to produce products of intermediate chain length (dextrins) that have numerous uses in food products. Some of the dextrin products are used to create foods that provide the sensation of containing fat but that are low in fat.

Retrogradation can also be partially reversed by heating the food (e.g. heating stale bread or buns in an oven or the microwave oven); however, once the product cools the starch quickly retrogrades again.

'''Cellulose and hemicellulose'''

These polysaccharides are present in many plant tissues as supporting structures (e.g. the fibres in celery). They too are ''polymers of glucose'' but joined by a '''beta, (ß)1- 4''' link. However, humans do not have the enzyme needed to break the beta link and therefore, cellulose is indigestible. Along with pectin and the other carbohydrate gums, cellulose forms the indigestible portion of our carbohydrate intake that is known as dietary fibre.

'''Xanthan Gum'''

Xanthan gum is a polysaccharide with a ß-D-glucose backbone like cellulose, but every second glucose unit is attached to a ''trisaccharide.''

Xanthan Gum is produced by the bacterium ''Xanthomonas campestris'', which is found on cruciferous vegetables such as cabbage and cauliflower and causes black rot. Nowadays, it is cultured in large fermentation tanks and purified. Xanthan gum is used in salad dressings as a thickening agent, which enables the dressing to cling to the salad components. It is also used as a thickener for sauces, to prevent ice crystal formation in ice cream, and as a low-calorie substitute for fat.
[[File:2.7.png|thumb|Xanthan Gum|center|500x500px]]

==== '''Pectin''' ====
Pectin is a polysaccharide that acts as a cementing material in the cell walls of all plant tissues. The white portion of the rind of lemons and oranges contains approximately 30% pectin.

It is used in jams and jellies as a gelling agent. It also contributes to the viscosity of tomato paste and ketchup. Pectins will give contribute to the mouth-feel of foods, and help maintain particles in suspension (e.g. orange juice, unclarified apple juice).
[[File:Pectin .png|thumb|pectin|center|500x500px]]

==== '''Agar, Alginates & Carrageenan''' ====
These polysaccharides are extracted from different types of seaweed (kelp). In general, they are used as thickening, gelling and suspending agents.

For example, alginates keep solids and liquids in suspension in fruit juices and provide thickness to dietetic and regular salad dressings, puddings, pie fillings, ice cream, sherbet and icings. Carrageenan is used as a suspending agent to keep cocoa particles in suspension in chocolate milk, and it is also used as a stabilizer in ice cream (stabilizing the colloidal dispersions). 

===== '''Gum Arabic (Acacia Gum)''' =====
These gums are plant exudates from the bark of the acacia trees. It is used as thickener and stabilizer in products like beer, soft drinks, and ice cream.

{| class="wikitable"
| '''Want to learn more?'''
|-
|
* Look at the list of ingredients for different food products (e.g. breakfast cereal, soft drinks, chocolates, ketchup, ice cream, etc). List the thickening agent polysaccharides included among the ingredients. What conclusions can you make about the kinds, amounts, and functions of these ingredients?
|}

== 2.2.1.2 Fats ==
{| class="wikitable"
|
==== '''Terms to remember''' ====
|-
|
* fatty acids
* saturated fat
* unsaturated: mono- and poly-unsaturated
* hydrogenation
* ''cis''-, ''trans''- configuration
* tenderizing
* aeration
* emulsifiers
* hydrophilic & hydrophobic
* phospholipids
* lecithin
* oxidative rancidity
|}
You will recall from lesson 1, that consumers are demanding "healthier" foods. Many of the products we currently see in the market, have selling points such as "low-fat" or "fat-free". This general trend towards low-fat products has given fats a negative reputation. Fats and oils are part of a group called lipids. Lipids can be found in the form of triglycerides, phospholipids and sterols. However, triglycerides make the largest class of lipids as most of the fats and oils we consume from food are in the form of triglycerides.

{| class="wikitable"
|-
|'''Want to learn more?'''
|-
|
* Please read:
** American Dietetic Association (2007). Position of the American Dietetic Association and Dietitians of Canada: Dietary Fatty Acids. Journal of the AMERICAN DIETETIC ASSOCIATION 107(9), 1599-1611. [https://www.sciencedirect.com/science/article/abs/pii/S0002822307014903?via%3Dihub link]
** From the reading, please answer the following questions:
*** What are fats? What is the correct name for fat?
*** What is the nutritional value and calories of fat?
*** What is the difference between saturated, monounsaturated and polyunsaturated fatty acids?
*** What is an omega-3 fatty acid?
*** What are '''''cis''''' and '''''trans''''' unsaturated fatty acids?
*** Why are some fats solids and others liquid at room temperature?
*** What is the term of the process used to convert a liquid oil into solid or spreadable margarine?
*** What are some functions of fat in foods?
|-
|
|}
'''''Functional Properties of Fats in Foods'''''

The required reading talked about fats and the important functional properties they have by influencing the flavour and texture of foods. Fats are even necessary for the absorption of fat soluble vitamins. The functional properties of fats (and oils) in foods are summarized below:
* Fats act as a '''lubricant''' in food making the food more palatable and easier to chew and swallow.
* Fats have '''tenderizing power''' because they coat the flour particles (protein and starch) in baked goods, creating a flaky, lighter texture that makes them easy to tear apart. Fats work best as shortening when the crystals are in the beta prime form, which produces a fine texture in the baked goods. Cakes will have a crumbly texture without the moistness given by fats.
* Another function of fats in baked goods is the one called "'''aeration'''". Fats add air (gas) to batter and doughs. The fat surrounds the air molecules that are being incorporated into the batter. They contribute to the formation of the dispersion by decreasing the viscosity in the batter, thus making it easier to flow and rise.
* Fats and oils are carriers of many '''aroma constituents''' in foods that are usually fat-soluble. Thus, fats contribute to the overall flavour of food (we will review aroma and flavour in Lesson 3- Sensory perception of foods)
* Fats and oils can be heated to very '''high temperatures''' before they begin to smoke and vaporize. Foods fried in hot fats and oils (deep fat frying) cook very fast because of the temperatures that can be attained.
* Fats gradually '''soften''' when heated. This contributes to the desirable features such as chocolates that melt in your mouth and butter and margarines that are spreadable.
* Fats form part of emulsions (review colloidal dispersions) by acting as the dispersed phase or continuous phase. Some fats can also act as "'''emulsifiers'''", assisting in keeping the emulsion stable (see "'''Fats and their role in emulsions'''" below).
'''Fats and their role in emulsions'''

You will recall that there are two types of emulsions (see colloidal dispersions and Figure 2.2): '''water in oil''' [e.g. butter, margarine], and '''oil in water''' [e.g. mayonnaise, homogenized milk].

Homogenization or other high-energy mixing processes may be used to disperse one liquid phase into another. Nevertheless, after two liquid phases such as oil and water are mixed and then left to stand, the natural tendency is for the two phases to separate. '''Emulsifiers''' are compounds that promote the formation of emulsions, i.e., the dispersion of one phase in the form of small droplets, in the second continuous phase.

Certain type of fat molecules called '''phospholipids''', can function as emulsifiers. Phospholipids are structurally similar to triglycerides, except that only two fatty acids are linked to the glycerol (making it a ''diglyceride''), and a charged group (negatively charged phosphoric acid esterified with positively charged choline group) is linked to the third position of glycerol.

'''Lecithin''' is an example of a phospholipid. Lecithin is a naturally occurring emulsifier commonly found in egg yolk and soybean oil. Other naturally occurring emulsifiers include the proteins from milk, egg yolk or other foods. Sometimes, synthetic emulsifiers (e.g. "Polysorbate 60") are used to assist in forming food emulsions.

Emulsifiers are amphiphillic molecules that have a '''hydrophilic''' [water loving] portion and a '''hydrophobic''' [water hating] portion. Emulsifiers assist in formation of an emulsion by orienting themselves at the interface between the two phases, with their hydrophilic and hydrophobic portions facing water and oil, respectively, thereby reducing the interfacial tension between oil and water phases. This can also help to '''stabilize the emulsion''' by preventing the dispersed oil droplets or water droplets from coalescing together. Other factors that affect emulsion stability are droplet size, and the viscosity of the continuous phase. Droplet size must be such that, the downward pull of gravity, is balanced by the upward forces of buoyancy. This will reduce the tendency for "creaming" (floating to the top) of the less dense (oil) phase.

Note the difference between '''"Emulsifiers"''' and '''"Stabilizers". Stabilizers''' are compounds that increase the viscosity of the continuous phase, keeping the droplets suspended or dispersed and thus reducing the rate of creaming. Some of the polysaccharides discussed earlier in this lesson are commonly used as stabilizers to thicken the continuous phase (water); some examples are “xanthan gum” and “propylene glycol alginate”.[[File:FNH200_Lesson02_Emulsifier.jpg|'''Fig 2.6''' The function of an emulsifier in an oil-in-water emulsion.|center]]Figure 2.6 illustrates the function of an emulsifier in an oil-in-water emulsion.

{| class="wikitable"
|
==== Whant to learn more? ====
|-
|
* Something to think about: Are any '''emulsifiers''' or '''stabilizers''' added to assist in the formation of a stable emulsion in:
** milk
** butter
** margarine
** mayonnaise

* '''Check out the label of these foods to find the answer!'''
|}

The major function of milk '''homogenization''' is the formation of a stable '''emulsion''' to prevent fat separation, such as that which occurs in non homogenized milk.

{| class="wikitable"
|
==== Whant to learn more? ====
|-
|
* Can you imagine what a piece of pie would look and taste like without the presence of fat in the crust? What functional properties of fat are involved in the pie crust formation?

* Some people use oil in their pie crust recipe, and some use lard. Which contains more saturated fat?
|}

== 2.2.1.3 Proteins ==
[[File:FNH200_Lesson02_Leucine.png|thumb| Leucine]]
{| class="wikitable"
|
==== '''Terms to remember''' ====
|-
|
* amino acid
* amphiphillic
* denature
* solid foam
* collagen
* lipolytic rancidity
* enzymes
* allergies
|}

Protein molecules are made up of long chains of hundreds or even thousands of amino acid units joined together. Amino acids are a type of organic acid. They are made up of an amino group (NH2) and a carboxyl group (COOH) attached to the same carbon atom.

There are '''20''' different amino acids in proteins found in food systems and in the human body. Nine of the amino acids cannot be synthesized by human tissues and must be obtained via food. These '''essential''' amino acids are isoleucine, leucine, lysine, methionine, phenylalanine, threonine, tryptophan, valine; histidine (essential for infants only).

Adults require 0.8 grams of protein per kilogram of body weight. Protein consumed in excess of body requirements is converted to energy or is converted to fat for storage. Proteins produce 4 Calories per gram when they are digested and the amino acids are metabolized for energy.

=== Functional Properties of Proteins in Foods ===
Proteins in tissue systems such as meats and fish contribute to the '''texture''' of the products. The difference between a tender steak and a tough steak can often be related to the types and relative abundance of various types of protein molecules within the muscle structure. Proteins from various sources (cereal grains, milk, meat, fish, legumes) can be used in various states of purity as food ingredients with differing functional properties. Some of those functional properties are described below.

==== '''Emulsion formation''' ====
Many proteins are ''amphiphillic'' molecules as they contain hydrophilic and hydrophobic portions (from amino acids) allowing them to act as '''emulsifiers'''. One part of these amino acids is attracted to water, forming hydrogen bonds, while the other part avoids water and binds with oil.
* Egg yolk and mustard proteins in mayonnaise function as emulsifiers.
[[File:Mayo .png|thumb|center|600x600px]]

==== '''Foaming''' ====
* Proteins have the ability to trap air in bubbles and this leads to the formation of foams.
* Egg white proteins function as foaming agents in the making of whipped egg whites. Whipping introduces air and denatures (unfolds) the protein molecules. The protein molecules then coagulate to form a fine film around the air pockets.
** Solid foams such as meringue are formed when the whipped egg whites are heated causing the protein to denature and form a more rigid three-dimensional structure, which won't collapse when the air escapes.
* Bread and ice cream are also examples of solid foams. Ice cream is also a solid emulsion. [[File:FNH200_Lesson02_Bread.jpg|thumb|400px|Gluten, a protein in wheat flour, traps air bubbles in bread making. Bread was prepared and photo was taken by Morgan Reid, LFS, UBC. This bread was prepared using a 250-year old sourdough culture. More details on bread culture will be discussed in [http://wiki.ubc.ca/Course:FNH200/Lesson_09#Starter_Cultures Lesson 09.]|center]]
==== '''Gel formation''' ====
* Gelatin (from the animal protein: '''''collagen''''') forms a gel by trapping large volumes of water within a semi rigid three dimensional protein matrix.
* Heating of meat proteins during the manufacture of luncheon meats, such as bologna and frankfurters, leads to gelation and formation of the textures characteristic of cured meats.
** Products such as frankfurters and bologna are also emulsions.
* Milk protein also forms a gel when it is acidified, such as in making of yogurt and cheese. The gel holds water and has a smooth texture.
[[File:FNH200_Lesson02_FriedEgg.jpg|thumb|300px|Fried Egg: an example of protein gel|center]] 
<big>'''The Amazing Functionalities of Milk Proteins'''</big>
[[File:Latte.png|thumb|latte|center|600x600px]]
* '''In latte (A):''' the milk protein traps air bubbles to form the foam structure.
* '''In milk (B):''' casein, a milk protein, acts as an emulsifier preventing the fat globules to separate (cream) from the skim milk portion. ( This function can be further enhanced by homogenization-will be further discussed in ''Lesson 6'')
* '''In cheese (C):''' casein forms a gel structure in the cheese curd.
==== '''Proteins that function as enzymes''' ====
* Enzymes are proteins that function as biological catalysts.
* In some cases enzymes are added to food as an ingredient ('''invertase''' in candy making)
* Some enzymes are used to promote food-processing operations while others are causative agents in food spoilage ('''amylase''' can ruin a starch gel; '''lipases''' can cause lipolytic rancidity which is the release of free fatty acid from glycerides).
* Enzymes in living tissue food systems such as fruits and vegetables are responsible for the reactions associated with ripening. Those same enzymes will continue the ripening process after harvest and unless they are inactivated the enzymes will eventually cause spoilage of the product (e.g. loss of crispness of stored apples; loss of sweetness of apples during storage; loss of colour in the skin of apples during storage).
* Many heating processes in food processing are designed to inactivate enzymes in addition to inactivating undesirable microorganisms in order to extend storage life of foods. These processes will be discussed later in ''Lesson 6''.
* Microorganisms, when added to food systems, to produce fermented foods, are essentially sources of desirable enzymes required to catalyse the desired chemical reactions needed to produce fermented food products (yogurt, sauerkraut, soy sauce). This will be discussed in more detail in ''Lesson 9''.
* Enzymes are also extracted from a variety of sources (plants, animal by-products, microorganisms) and purified for use as aids in food processing (e.g. '''proteases''' used for milk coagulation during cheese making; '''pectinases''' to enhance juice recovery and for clarification of apple juice; '''invertase''' for conversion of sucrose to invert sugar; '''isomerase''' to produce high fructose corn syrup).
[[File:FNH200_Lesson02_Cheese.jpg|thumb|In cheese, casein form a gel structure in cheese making|center]]

=== Food Proteins and Food Allergies ===
'''What is the relation between food proteins and allergies?'''
* Intolerance to certain proteins in foods is the basis for many food allergies. You will often see statements on labels for ice cream, cereals and candy bars that warn of the possibility that the product may contain traces of peanuts or other nut products.
* Allergies to peanut protein can be very severe, such that even with proper cleaning and sanitation, all residues of peanut allergens cannot be removed from processing equipment. Thus products that do not contain nuts, but that have been processed with equipment that was used for nut containing products may contribute enough allergen to cause some problems in very sensitive individuals.
* For recent food recalls in Canada due to potential allergy risks, see http://www.inspection.gc.ca/english/corpaffr/recarapp/recaltoce.shtml
{| class="wikitable"
|
==== Whant to learn more? ====
|-
|
* Choose one of the [http://www.inspection.gc.ca/english/corpaffr/recarapp/recaltoce.shtml recent allergy recalls] and click on "Learn more about common food allergies" to answer the following questions:
** 1. What are the ten most common food allergens related to proteins?
** 2. Sulphites are listed as food allergens as well, but they are NOT proteins. Can you explain why they are listed?
|}

== 2.2.1.4 Water ==
{| class="wikitable"
|
==== '''Terms to remember''' ====
|-
|
* free water
* bound water
* water activity
* vapour pressure
* moisture content
|}

Water is an extremely important component of food systems. Water is related to all aspects of food ranging from our perception of quality, to the ability of microorganisms to be metabolically active in food systems.

Water exists in food in two forms: '''Free water''' and '''Bound water'''.

'''Free water'''
* Some water may be present within intergranular spaces, within pores of the food matrix and as a thin film of water on the surface of many foods.
* Free water can be found in tissue food systems and in dispersions.
* Water that is free and not bound by food components generally retains its usual physical properties, can also function as a dispersing agent for colloidal substances, can function as a solvent and can be used by microorganisms.
'''Bound water'''
* Some water can be adsorbed on surfaces of macromolecules such as starches, pectins, proteins through forces such as van der Waals forces and hydrogen bond formation.
* This water does not display all of its normal physical properties and it is not readily available for use by microorganisms and chemical or enzymatic reactions.
* Another form of bound water is the water that is associated with food matrices as water of hydration. That water is also not readily available for use by microorganisms and enzymatic and chemical reactions in the food matrix, whether it is a tissue based food system or a dispersion.
* Sugars and salts (sodium chloride) can bind substantial amounts of water and are often added to foods for the purpose of decreasing the amount of free water in the food system. In that context, sugars and salts can be used to control or prevent growth of certain microorganisms in foods.

==== '''What does water activity (aw) mean?''' ====
Water activity is a measurement that is frequently used in monitoring the availability of water (free water) in foods for the support of:
* microbial growth
* chemical reactions
* enzymatic reactions
Water activity can be measured as the ratio of the vapour pressure of water in the food to the vapour pressure of pure water, both measured at the same temperature.
: <big> ''Aw = (Vapour Pressure of Water in Food at X °C) / (Vapour Pressure of Pure Water at X °C) ''</big>

Please watch the following animation that depicts the effect of solutes on vapour pressure and water activity [[File:FNH200_Lesson02_AwMovie.gif|thumb|500px|Water Activity Animation (Courtesy of UBC CTLT)|left]]

Water activity can range from '''0''' (''no free water'') to '''1.0''' (''all the water is free'', such as in distilled water).

Water activity values of a number of food products are shown below. Water activity of foods can be adjusted by physically removing water from foods during concentration and dehydration processing operations, also when the water in the food is frozen (the free water is in a solid state, in the form of ice crystals), or by adding substances that bind water thus lowering the proportion of water in the free form. The most commonly used water-binding agents are sugars and salt.

'''Water activity of selected foods:'''
{| class="wikitable"
!Food
!Water activity
!Water content (%)
|-
|pure water
|1.00
|100
|-
|fresh meat
|0.97
|65
|-
|eggs
|0.97
|75
|-
|fruits, vegetables
|0.97
|90 to 95
|-
|bread
|0.96
|35
|-
|Cheddar cheese
|0.96
|40
|-
|frankfurters
|0.93
|56
|-
|salami
|0.90
|61
|-
|jams and jellies
|0.80 to 0.95
|32
|-
|honey
|0.75
|18
|-
|dried fruit
|0.60 to 0.70
|20
|-
|wheat flour
|0.70
|12
|}

==== Is water activity the same as moisture content? ====
The answer is no. Measurement of the '''moisture content''' of a variety of food systems is a frequently conducted quality assurance measurement. However, measurement of water content of foods '''does not indicate''' whether the water is bound or free.

The data in the above table shows that water content of foods cannot be used as a reliable indicator of the water activity.

==== [Optional Exploration] Interactive Tools on Water Activity (as created by Claude.ai) ====
Food ingredients play a significant role in affecting how water behaves in food systems. Here is an interactive tool you may use to explore how ingredients interact with water.

[https://claude.site/artifacts/8f7d72ea-5e57-488d-aa58-cefb986f1162 INTERACTIVE TOOL]

== 2.2.2 Food Minor Components ==
{| class="wikitable"
|
==== '''Terms to remember''' ====
|-
|
* ''low-acid'' and ''acid'' foods
* pH 4.6
* chlorophyll
* carotenoids
* Anthocyanidins and anthocyanins
* volatile and flavour constituents
* Fat-soluble vitamins
* Water-soluble vitamins
* antioxidant
|}

A number of other food constituents are present in foods in much smaller quantities than the major constituents (carbohydrates, proteins, fats). These minor constituents are very important in their influence on our perception of the quality attributes of the food. The minor constituents are: organic acids, pigments and aroma compounds.

== 2.2.2.1 Organic Acids ==
Fruits contain natural acids which give the fruits tartness and slow down bacterial spoilage. Organic acids also impart flavour and acidity to food. Examples of organic acids and foods in which they are occur are:
{| class="wikitable"
!Organic acid
!Food
|-
|Malic acid
|apples
|-
|citric acid
|citrus fruits, tomatoes, strawberries.
|-
|Tartaric acid
|grapes
|-
|lactic acid
|yogurt, cheese, olives, cottage cheese, sauerkraut.
|}
* The major uses of organic acids are to '''adjust pH''' or to '''acidify food''', and to '''impart flavour'''. For example, acetic acid provides flavour and decreases pH; phosphoric acid provides flavour and tartness in beverages.
* A number of organic acids are also employed as antimicrobial agents.
* Organic acids have a wide range of textural effects in food systems due to their reactions with proteins, starches, pectins, and other food constituents.
* '''What is pH?'''
** pH is a measure of the acidity of a food. Foods and beverages differ in pH because of their '''content of acids''', which produce hydrogen ions (Table 2.3). We are able to detect these ions by using a hydrogen sensitive electrode in a device called a ''pH meter''.
Table 2.3. Average pH values and acidity classification of selected foods.
{| class="wikitable"
!Food
!pH value
!Acidity classification
|-
|Meat, fish, poultry
|7.0
| rowspan="7" |Low acid
(pH > 4.6)
|-
|Milk
|6.5
|-
|Corn
|6.3
|-
|Wheat flour
|6.0
|-
|Potatoes, peas
|5.8
|-
|Carrots
|5.1
|-
|Figs
|5.0
|-
|
|
|
|-
|Apples
|3.7
| rowspan="5" |Acid
(pH 0 - 4.6)
|-
|Cherries
|3.6
|-
|Oranges, pears, tomatoes
|3.5
|-
|Pickles
|3.0
|-
|Lemon/lime juice
|2.3
|}

==== Is pH important to the Food Industry? ====
Yes. An important pH for the food industry is '''pH 4.6'''; this is the borderline between an '''acidic food''' and a '''low acid food''' (Table 2.3).
* acid foods have pH of 4.6 or less
* low-acid foods have pH greater than 4.6
Acid foods will not support growth of disease causing microorganisms. This aspect will be discussed in more detail later in the course.

== 2.2.2.2 Colours and Pigments in Foods ==
Many food systems are coloured by pigments naturally present in the food system:

'''Chlorophyll''', the green pigment in plants, is responsible for the green colour in apples, lettuce, celery and broccoli. '''Chlorophyll a''' has a blue green hue (e.g. in the florets of fresh broccoli) while '''chlorophyll b''' has a yellow green hue (stems of broccoli).

'''Carotenoids''', a diverse group of pigments, can be subclassified into carotenes and xanthophylls. Carotenoids naturally produce red, orange and orange-yellow colours in many foods (e.g. tomatoes, carrots, pineapples, shrimp)

'''Anthocyanidins''' and '''anthocyanins''' (anthocyanidin complexed with glucose or other sugars). These pigments are the predominant colour pigments in blueberries, cherries, cranberries, plums and red cabbage. The anthocyanins are particularly sensitive to changes in pH, showing marked changes in colour with pH changes in the food system. See Figure below:[[File:FNH200_Lesson02_Athocyanin.jpg|thumb|center|500px|'''Anthocyanin''': the colour of an athocyanin is most stable and most highly coloured at low pH values. The colour will be gradually lost as the pH increases. Notice that at pH 5, the anthocyanin is almost colourless. The colour loss is reversible, and the red hue will return upon acidification.]]
As you can see in the above figure, the colour of an athocyanin is most stable and most highly coloured at '''low pH values'''. The colour will be gradually lost as the pH increases. Notice that at pH 5, the anthocyanin is almost colourless. The colour loss is reversible, and the red hue will return upon acidification.

Other pigments in food systems include hemoglobin and myoglobin (the red pigments in blood and muscle).

All of the pigments noted above are sensitive to varying degrees to changes in the environment (pH, presence or absence of oxygen, presence of metal ions, enzymatic degradation) in the food system. Thus colour changes often occur in fresh fruits, vegetables, meats and fish during storage, spoilage and as a result of processing and cooking.

In addition, there are a number of pigments, either those extracted from plants or microorganisms, or '''synthetic pigments''' that are used as colouring agents in fabricated food systems. These will be discussed in more detail in the section on food additives (Lesson 4). 

== 2.2.2.3 Aroma Constituents ==
The aroma profile of foods is very complex. The aroma of food is detected when we inhale volatile constituents of foods that react with the receptors in the olfactory regions of our nasal passages.

Most of us have experienced the aroma of freshly brewed coffee; there are actually hundreds of volatile compounds that have been identified in the aroma. The table below is a list of some of the chemical components that have been identified to contribute to the aroma of coffee; '''you don't have to memorise''' any of these compounds, it is only an example to demonstrate the amount of constituents that influence the aroma we perceive on a food.
{| class="wikitable"
! colspan="2" |Chemicals Contributing to Aroma of Coffee
|-
|Acetaldehyde
|Hydrogen sulfide
|-
|Acetic acid
|Hydroquinone
|-
|Acetone
|Isovaleric acids
|-
|Acetyl methyl carbinol
|Methyl alcohol
|-
|Ammonia
|Methyl amine
|-
|Cresols
|Methyl ethyl acetic acid
|-
|Diacetyl
|N- methyl pyrrole
|-
|Diethyl ketone
|p-Vinyl guaiacol
|-
|Dimethyl sulfide
|Phenol
|-
|Esters
|Pyrazine
|-
|Ethyl alcohol
|Pyridine and homologues
|-
|Formic acid
|Resorcinol
|-
|Furane
|Sylvestrine
|-
|Furfural
|Trimethylamine
|-
|Furfuryl alcohol
|Vanillone
|-
|Guaiacol
|
|-
|Higher fatty acids
|
|}
Adapted from: Benarde, M.A. 1971. Chemicals We Eat. American Heritage Press, N.Y., pp.208.

=== Please note that: ===
* No single chemical compound can be attributed as being the sole source of the aroma of a particular food product.
* It is the specific mixture of chemicals in a particular concentration that creates the aroma that we associate with a high quality food product.
* Any change in that specific mixture of volatile compounds or their concentrations will alter the aroma that we perceive.
* The '''volatile''' constituents that contribute to the aroma of foods are present in very low concentrations but are nonetheless very important constituents of foods.
* The '''flavour''' constituents are either present as part of the food matrix (fresh strawberries) or are modified (cooking of strawberries) or created (roasting of coffee) during processing or cooking.
 

== 2.2.2.4 Vitamins and Minerals ==

Vitamins are mainly classified into '''water-soluble''' and '''fat-soluble vitamins'''. Vitamins are organic compounds that make up a small portion of food; however, vitamins are very important from a nutritional point of view because they are essential components of the human diet as they carry out some very important tasks in the body.
* '''Water-soluble''' vitamins include vitamin C (ascorbic acid), thiamin, riboflavin, niacin, pyridoxine, vitamin B12, and folacin. These vitamins are found within the water (aqueous) phase of foods.
* '''Fat-soluble''' vitamins (vitamin A, vitamin D, vitamin E) are found within the fat (oil) portion of foods
Although Vitamins do ''not'' contribute to the physical characteristics of food, some are actually used as "food additives". Below are some examples of the two most common vitamins used as food additives:
{| class="wikitable"
!Vitamin
!Food Additive category
!Function
|-
|Ascorbic acid (Vitamin C)
|Bleaching agents
|*Hasten oxidation and aging processes as in flour whitening treatment
|-
|Ascorbic acid (Vitamin C)
|Preservatives
|Act as antioxidant to slow down rancidity and browning reactions
|-
|Tocopherols (Vitamin E)
|Preservatives
|Antioxidant
|}
'''*''' Ascorbic acid converts to its oxidizing form during mixing

'''Minerals''' (calcium, magnesium, sodium, potassium, iron, zinc) are often associated with various cellular components in tissue food systems and often are active participants in chemical and biochemical reactions that affect the chemical properties and textural characteristics of food systems.

== 2.3 Summary of Lesson 2 ==
* Colloidal dispersions allow particles of one substance to be distributed (dispersed) in another substance without dissolving. Foods can have many different types of colloidal dispersions.
* There are 4 major components of foods: carbohydrates, lipids, proteins and water.
* Carbohydrates include simple sugars (e.g. glucose and sucrose) and "complex" carbohydrates (e.g. starch, xanthan gum). Carbohydrates can have several functional properties in food, ranging from imparting sweetness to thickening capacity.
* Fats can be saturated or unsaturated, which affects their physical state (solid versus liquid) and functional properties in food. These functional properties range from tenderizing to emulsifying capacity.
* Proteins are made of chains of amino acids and serve many purposes in food. They not only impart texture and act as enzymes, but also have other functional properties such as gel and foam formation.
* Water in food is found in the free and bound form. Water activity is an important measurement of the amount of free water available for microbial, chemical and enzymatic reactions. Water activity can be controlled during processing of foods.
* The level of acidity in food is measured by the food's "pH". Establishing the acidity of a food is an important factor in controlling the growth of microorganisms. Food scientists use pH 4.6 as the borderline between an "Acid" and "Low acid" food.
* Pigments and aroma constituents contribute to important characteristics in food. These minor constituents can be easily modified by factors such as pH and temperature.
* Vitamins can be water or fat soluble. Some vitamins are used as food additives, primarily as "antioxidants".
Watch this video for fun and learn about properties of sugar: [https://www.youtube.com/watch?v=VY8q0hN6KwA&feature=emb_logo Hard Candy Chemistry]<references />

'''Authorship:'''

FNH 200 Course content on this wiki page and associated lesson pages was originally authored by Drs. [http://www.landfood.ubc.ca/person/brent-skura/ Brent Skura], [https://ag.purdue.edu/foodsci/Pages/Profile.aspx?strAlias=aliceaga Andrea Liceaga], and [http://www.landfood.ubc.ca/person/eunice-li-chan/ Eunice Li-Chan]. Ongoing edits and updates are contributed by past and current instructors including Drs. [https://ag.purdue.edu/foodsci/Pages/Profile.aspx?strAlias=aliceaga Andrea Liceaga], [http://www.landfood.ubc.ca/person/azita-madadi-noei/ Azita Madadi-Noei], [http://www.landfood.ubc.ca/person/nooshin-alizadeh-pasdar/ Nooshin Alizadeh-Pasdar], and [http://www.landfood.ubc.ca/person/judy-chan/ Judy Chan].
{{cc-by-nc-sa-3.0}}

<quiz display="simple">
{1. Which of the following is the most accurate description of milk?
|type="()"}
- Milk is a liquid.
- Milk is aqueous.
- Milk is an emulsion.
+ Milk is an oil-in-water emulsion.
- Milk in a water-in-oil emulsion.
</quiz>

<quiz display=simple>
{2. In addition to acting as a sweetening agent, what is the primary role of sugar in jam?
|type="()"}
- Browning agent.
- Fermentation.
+ Preservative.
- Produce hot supersaturated liquid.
</quiz>

<quiz display=simple>
{3. French fries are quickly prepared in deep fat frying due to oil's ability to:
|type="()"}
- aerate
- carry aroma
- lubricate
+ withstand high temperature
</quiz>

<quiz display=simple>
{4. Type to match functional properties to the appropriate major food component.
|type="{}"}
Traps air to form foams and water to form gels. { Proteins }
Carries food aromas, therefore, contributes to food flavour. { Fats }
Often used as a thickening agent or stabilizer. { Carbohydrates }
</quiz>

<quiz display=simple>
{5. Which of the following statements is the correct statement about starch?
|type="()"}
- Granules are insoluble in hot water.
- Is indigestible and forms part of dietary fibre.
+ Does not interact with taste receptors.
- Starch undergoes gelatinization which results in a loss of water.
</quiz>