Project-based Learning Involving Sensory Panelists Improves Student Learning Outcomes Introduction
Bloom’s Taxonomy was developed in 1956 to establish a framework that organizes instructional objectives (Blooms 1956). This framework consists of six categories, including knowledge, comprehension, application, analysis, synthesis, and evaluation. Traditional cognitive learning, in which the instructors focus on using tests to access the lower levels of the taxonomy, has been shown to be a less favorable teaching method (McCarthy and Anderson 2000). Conversely, research by Garavalia et al. (1999) indicated that knowledge is better retained when students handle the subject at the higher level of the taxonomy.
One of the core knowledge and competencies as an entry-level dietitian, specified by the Accreditation Council for Education in Nutrition and Dietetics (ACEND), is that “Course content must include the principles of food science and food systems, technique of food preparation and application to the development, modification and evaluation of recipes, menus and food products acceptable to diverse groups” (ACEND 2014). To fulfill this competency, most colleges and/or universities include a course such as food science and/or experimental food as one of the required courses in the dietetics curriculum. This competency statement by ACEND further reflects that food science and/or experimental food should not be a subject that only develops food science knowledge of students, but