The main goal of this project was to understand the effect of various teaching approach on students’ understanding of Hazard Analysis Critical Point plan (HACCP) development process. This research was conducted over the period of two semesters.  In 2015 Fall, the instructor has introduced HACCP training as a three-credit hour course in Oklahoma State University’s Food Science Program.  Since the introduction, HACCP course has been offered twice.  For the first time, traditional face-to-face lectures and case study based approaches were used while the second time a problem-based learning approach was utilized to teach concepts of HACCP.  The effectiveness of these approaches were measured by series of quizzes, midterm exams, and student surveys.   The problem-based learning approach was found to be more effective, and student preferred teaching approach for this class.  When problem-based learning approach was employed,  on an average student quizzes and midterm score increased by 27.1% compared to traditional in-class face to face lectures.   

All USDA-FSIS inspected meat processors are required to have Hazard Analysis and Critical Control System in place (HCCAP plan) to operate as per 21CFR417.   Therefore, HACCP training is a crucial component of training régime of any food processor subjected to USDA-FSIS inspection.  The higher education institutes have a vital role to play in building an infrastructure in the nation to support food industry by preparing qualified food safety professionals. 

In 2015, Department of Animal Science at Oklahoma State University introduced a new option: Food Safety in its Food Science program.  The major goal of this option is to prepare industry ready food safety professionals.  In order to prepare curriculum for the new option, 15 Oklahoma food industries were surveyed to understand their needs.  Based on the survey outcome, 8 new courses including HACCP in the food industry were developed and introduced.  The HACCP course is first of its kind, 3 credit certificate course which provides an opportunity to receive USDA-FSIS recognized certificates to students.  

 Since introduction in Fall 2015, HACCP course has been offered twice (Fall 2015-19 students and Fall 2016-17 students).  Because of the unique nature of the course, the instructor has utilized two very different approaches to teach the course.  In Fall 2015, the course was taught using traditional face-to-face lectures and case studies based approach while second time a Transformative Learning theory-problem based approach was utilized.  For the problem-based approach, students were asked to develop an actual HACCP plan for a small meat processor (less than 10 employees; processing volume- 600 heads/year).  In Fal 2016 class, students developed food safety plans over the period of a semester.  Throughout the semester, students received feedback on their HACCP plans from the instructor and a USDA-FSIS inspector.  The effectiveness of the teaching approaches used in these classes  were measured by a series of quizzes, midterm exams, and student surveys. 

 The problem-based learning approach was found to be more effective, and student preferred teaching approach for this class.  When problem-based learning approach was employed, on an average student quizzes and midterm score increased by 27.1% compared to traditional in-class face to face lectures.  Fall 2016 class clearly reflected in student surveys that because of the real-life problem and students’ interactions with a meat processor and USDA inspector their perception of the HACCP plan and its implementation challenges changed drastically.  The class also felt that they have better understanding HACCP system.  

Based on the findings of this project, the instructor has introduced a similar approach to teaching one additional food safety regulation class. 

USDA (2017).  9CFR 417.  https://www.law.cornell.edu/cfr/text/9/part-417

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