Unit rationale, description and aim
In order to communicate food and nutrition concepts effectively, nutrition scientists must understand how food is transformed from its raw state to the multitude of formats available for consumers. This unit will support students to acquire knowledge about the origins and composition of food and how composition is affected by culinary processes in the home, foodservice or commercial cooking environments. Development of food preparation and cooking skills will enable students to understand how food is produced in commercial cooking environments. This unit aims to assist students develop a basis from which to build deep knowledge and skills in food identification, nutrient composition, preparation and cooking as a foundation for further learning in nutrition science. A Food Handler's certification is included in this unit.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Categorise common agricultural commodities, includ...
Learning Outcome 01
Assess the effects of primary production, storage,...
Learning Outcome 02
Identify, prepare and present a range of foods usi...
Learning Outcome 03
Demonstrate ability to work efficiently and safely...
Learning Outcome 04
Content
Topics will include:
- Food commodities and their production
- Nutritive and non-nutritive components of commodities
- Local and global food consumption
- Introduction to nutrient composition of foods and recipes
- Calculating nutrient composition of foods and recipes (Australian Food Composition Database, FoodWorks™, Laboratory Nutrition Analysis)
- Basic sensory analysis
- Basic food identification
- Basic food preparation and cooking techniques
Assessment strategy and rationale
In this unit, three assessment tasks are planned to progressively support students learning in alignment with the learning and teaching strategy. The first, involves on online test (mixed MCQ and short answer questions) within semester which will allow students to demonstrate achievement of learning outcomes 1 and 2 and theory related to learning outcome 3. In addition to this summative online test, formative online tests will allow students to assess their progress in the unit as they proceed through the content. These formative online tests allow students to engage in no-impact assessment with feedback, and to assist them to stay up-to-date with the unit content. Second, students will complete a practical manual which will provide an opportunity for students to demonstrate how they have linked tehri understanding of the theory of culinary nutrition science with practical application. Finally, students will undertake a practical exam in order to extend their learning and demonstrate integration of culinary nutrition science knowledge and skill related to learning outcomes 2, 3 and 4, in preparation for further studies in nutrition science. The assessment tasks will allow unit coordinators to assess students’ demonstration of the learning outcomes and attainment of graduate attributes.
Overview of assessments
Online test Enables students to demonstrate kno...
Online test
Enables students to demonstrate knowledge and understanding of theoretical content during semester
30%
Practical manual Enables students to demonstrate...
Practical manual
Enables students to demonstrate their understanding of practical culinary nutrition skills
30%
Practical exam: Enables students to demonstrat...
Practical exam:
Enables students to demonstrate their ability to identify foods and their nutrient composition, and preparation and cooking skills in a commercial/teaching cooking environment.
40%
Learning and teaching strategy and rationale
This unit fosters student-centred active learning and accommodates diverse student needs. It includes a combination of self-paced, online learning and real-time classes. Early and additional feedback on learning, and tailored support, are provided to facilitate students’ transition to university.
The learning and teaching strategy adopted aligns with the sequencing of the learning outcomes and consists of three phases that are designed to provide students with an integrated learning experience. The unit is underpinned with approaches designed to support acquisition of knowledge needed to develop a deep understanding of key concepts related to culinary nutrition science: food commodities, food production methods and effects of food production on the nutrient composition of food. The approaches used to facilitate students’ deep understanding of culinary nutrition science include self-paced modules, lectures, face-to-face tutorials and readings. Activities to inform and support skill development related to commercial food preparation and production follows this theoretical understanding. These activities will take the form of practical classes delivered by qualified chef instructors in a commercial/teaching cooking environment. Overall, the approaches used in this unit have a constructively aligned developmental sequence designed to progressively and logically support students learning in ways that maximise the perceived (and actual) relevance and value of each stage. As an overarching strategy, this is expected to engender high levels of engagement, efficiency and effectiveness in students’ study behaviours, and to maximise their learning achievements. This strategy and approaches will allow students to meet the aim, learning outcomes and graduate attributes of the unit. Learning and teaching approaches will reflect respect for the individual as an independent learner. Students will be expected to take responsibility for their learning and to participate actively in learning activities.