Higher education students usually ask for more training based on case studies. This was addressed by designing a specific food safety module (24 hours) in which students were shown how to predict microbiological risks in food products i.e. they were asked to determine product shelf-life according to product formulation, preservation methods and consumption habits using predictive microbiology tools. Working groups of four students first identified the main microbiological hazards associated with a specific product. To perform this task, they were given several documents including guides for good hygiene practices, reviews on microbiological hazards in the food sector, flow sheets, etc. . . After three-hours of work, the working groups prepared and gave an oral presentation in front of their classmates and professors. This raised comments and discussion that allowed students to adjust their conclusions before beginning the next step of their work. This second step consisted in the evaluation of the safety risk associated with the two major microbiological hazards of the product studied, using predictive microbiology. Students then attended a general lecture on the different tools of predictive microbiology and tutorials (6 hours) that made them familiar with the modelling of bacterial growth or inactivation. They applied these tools (9 hours) to predict the shelf-life of the studied product according to various scenarios of preservation (refrigeration, water activity, concentration of salt or acid, modified atmosphere, etc. . . ) and/or consumption procedures (cooking). The module was concluded by oral presentations of each working group and included student evaluation (3 hours).

Valorization of knowledge produced in research units has been a major challenge for research universities in contemporary societies. The prevailing forces have led these institutions to develop a “third mission”, the facilitation of technology transfer and activity in an entrepreneurial paradigm. Effective management of challenges encountered in the development of academic entrepreneurship and the associated valorization of knowledge produced by universities are major factors to bridge the gap between research and innovation in Europe. The need to improve the existing institutional knowledge valorization processes, concerning entrepreneurship and business development and the processes required were discussed. A case study was designed to describe the institutional knowledge valorization process in a food science and technology research unit and a related incubator, during a five year evaluation period that ended in 2012. The knowledge valorization processes benefited from the adoption of a structured framework methodology that led to ideas and teams from a business model generation to client development, in parallel, when possible, with an agile product/service development. Although academic entrepreneurship engagement could be improved, this case study demonstrated that stronger skills development was needed to enable the researcher to be more aware of business development fundamentals and therefore contribute to research decisions and the valorisation of individual and institutional knowledge assets. It was noted that the timing for involvement of companies in the research projects or programs varied with the nature of the research.

AgroParisTech professors and librarians in Food Science and Technology have developed information literacy instruction to help students find and use relevant information. The course trains students to develop information literacy competencies: to identify the information needed and define its nature and extent; to access the information with efficiency because they select and use methods, resources and retrieval systems most appropriate to the topic; to evaluate the used methods, information, and sources; to search, access and use information ethically and legally; to read, use and write bibliographic references.
AgroParisTech trains two kinds of students. For Higher Education students (engineering students), the training takes place at their arrival in AgroParisTech, including courses and practical classes: role and management of information in organizations; information on plagiarism; resources in environment, food science and technology; use of relevant tools and methods for searching in databases; reference writing.
For students attending a Master of Science, the training prepares them to produce a literature review. The curriculum includes: information about scientific integrity, plagiarism; information needed for a researcher; critical reading of a journal article; how to manage a literature review: resources used, information search with databases, full text access; reference writing. The students will use these information literacy skills along their studies as well as in their future jobs.

The influence of plasticizer type (glycerol and sorbitol), its content (starch:plasticizer ratio of 1:0.15; 1:0.20; 1:0.25 and 1:0.30) and the relative humidity conditions (43, 58, 75 and 85%) on the mechanical properties of cassava starch films was studied. Both plasticizers seemed to integrate homogeneously in the film matrix. The incorporation of different concentrations of plasticizers affected the mechanical properties of the cassava starch films. Plasticizer ratio directly influenced the force values of the films, they showed significant flexibility when the plasticizer proportion was increased in the formulation. Under conditions of low relative humidity, sorbitol produced films more resistant to puncture than glycerol. Qualitatively, all the films were less brittle when the plasticizers were incorporated.

This paper describes the author’s experience over the last several years of implementing an alternative Food Chemistry laboratory practical model for a group of third-year BSc Nutraceuticals students. The initial main objectives were to prepare students for the more independent final-year research project; to incorporate innovative approaches to feedback; and to integrate key employability skills into the curriculum. These were achieved through building the skills required to ultimately allow students working in groups to research, design and run a laboratory for their class. The first year of the project involved innovative approaches to feedback, including weekly feedback sessions, report checklists and audio feedback podcasts. Student evaluation after one year suggested the case group felt more prepared for final-year research projects and work placement owing to the redesign of the laboratory assessment. This, together with general positive feedback across several indicators, was proof of concept, and was a foundation for an improved model. The improvements related to the organisation and management of the project, but the same pedagogical approach has been retained. The second year saw the introduction of a more rigorous and easier to manage peer evaluation through use of the online Comprehensive Assessment for Team-Member Effectiveness (CATME) tool. The most recent revision has included a Project Wiki hosted on Blackboard™to facilitate the organisation, communication, assessment and feedback of student-generated resources. More recently, the final-year students who had participated in the peer-teaching Food Chemistry labs when in third year have been evaluated. This evaluation took place following their research projects, and suggests that the peer-teaching model better prepared them for these activities, compared to traditional laboratories.

Two different pre-treatments were applied to grapes prior to drying in a mixed mode solar dryer. Grapes were blanched in water and in a 0.1% sunflower oil water emulsion, both at 99◦C and for approximately 15 seconds. Several models were tested to fit the experimental data of drying curves but the normalized Newton model gave the best fit results. Samples blanched in hot water or in the 0.1% edible oil emulsion had faster drying rates than untreated samples. Contrary to what was expected, pre-treating with the 0.1% edible oil emulsion did not increase the drying rate to a higher extent than blanching. Pre-treatments did not give a noteworthy difference in the total drying time. However, they had an important role in accelerating initial drying rates, thus preventing moulds and bacterial growth and consequently increasing farmers’ income

Aqueous vegetable extracts from Allium and Brassica families were assayed for antibrowning capacity and related to their anti-radical and reducing power activities. The treatment  of mushrooms and avocado slices, with white cabbage, cauliflower, garlic and scallion extracts, reduced color changes during storage at 4 °C and -18 °C. Storage temperature and the type of extract employed influenced change of color variables. The contribution of polyphenols on measured antioxidant activity of extracts was also discussed. Allium antibrowning properties were closely related to antioxidant capacity, while the Brassica extracts were less effective. Treatment with Allium extracts extended the storage time of frozen and refrigerated mushrooms and avocado slices, in comparison with untreated samples.

The development of fruits and vegetables containing probiotics is a topic of great interest and popularity for health-conscious consumers. The aim of this study was to evaluate the possibility of using dried fruit matrices as delivery vehicles for probiotics. Different fruits — kiwi, mango, strawberry, pineapple, banana — were used as food matrices to test the viability of a strain of Lactobacillus plantarum, which was determined after drying at 40ºC and at different storage times. Cell survival after drying decreased by ca. 1 log in banana and strawberry, to 3 log, for kiwi. The bacterial numbers in banana and strawberry dried pieces at the time of storage at room temperature and 4ºC were approximately 107 cfu/g. After 37 days storage at room temperature, no viable counts were observed in any of the fruits studied. However, at 4ºC after this period of time, viable cells were detected for all the fruits (1.9x106 cfu/g, 1.5x105 cfu/g 1.5x105 cfu/g, 4.7x104 cfu/g 8.0x103 cfu/g, for strawberry, banana, kiwi, mango and pineapple, respectively).