Food science lecturers are subject professors, teachers, or lecturers who instruct students who have obtained an upper secondary education diploma in their own specialised field of study, food science, which is predominantly academic in nature. They work with their university research assistants and university teaching assistants for the preparation of lectures and of exams, grading papers and exams and leading review and feedback sessions for the students. They also conduct academic research in their field of food science, publish their findings and liaise with other university colleagues.
No competences in this bucket.
The human nutrition and dietary modification for optimising health in clinical or other environments. The role of nutrition in promoting health and preventing illness across the life spectrum.
Research and development of new foods, biological and pharmaceutical products, development and operation of manufacturing and packaging and distributing systems for drug/food products, design and installation of food production processes.
Quality and range of raw materials, half finished products and end products of a specific food sector.
The study of the physical, biological, and chemical makeup of food and the scientific concepts underlying food processing and nutrition.
The analysis of scientific research applied to food preparation, which focuses among others on how the interaction between ingredients can modify the structure and appearance of food, for example by creating unexpected tastes and textures and by developing new types of dining experiences.
The science that investigates the various substances and nutrients (proteins, carbohydrates, tannins, anthocyanins, vitamins, and minerals) and their interaction in food products.
The goals identified in curricula and defined learning outcomes.
Techniques applied in the different fields of natural science in order to obtain experimental data such as gravimetric analysis, gas chromatography, electronic or thermic methods.
Instruct students in the principles and theories of food science, the study of the physical, biological, and chemical makeup of food, and the underlying scientific concepts of food processing.
No competences in this bucket.
Be familiar with blended learning tools by combining traditional face-to-face and online learning, using digital tools, online technologies, and e-learning methods.
Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.
Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Communicate about scientific findings to a non-scientific audience, including the general public. Tailor the communication of scientific concepts, debates, findings to the audience, using a variety of methods for different target groups, including visual presentations.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Show consideration to others as well as collegiality. Listen, give and receive feedback and respond perceptively to others, also involving staff supervision and leadership in a professional setting.
Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.
Take responsibility for lifelong learning and continuous professional development. Engage in learning to support and update professional competence. Identify priority areas for professional development based on reflection about own practice and through contact with peers and stakeholders. Pursue a cycle of self-improvement and develop credible career plans.
Mentor individuals by providing emotional support, sharing experiences and giving advice to the individual to help them in their personal development, as well as adapting the support to the specific needs of the individual and heeding their requests and expectations.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Maintain discipline and engage students during instruction.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Engage citizens in scientific and research activities and promote their contribution in terms of knowledge, time or resources invested.
Critically read, interpret, and summarise new and complex information from diverse sources.
Instruct students in the theory and practice of academic or vocational subjects, transferring the content of own and others' research activities.
Demonstrate the ability to use concepts in order to make and understand generalisations, and relate or connect them to other items, events, or experiences.
Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.
No competences in this bucket.
The cardiovascular system including the anatomy, physiology, and pathophysiology of the circulatory system in health and disease.
Microbiology-Bacteriology is a medical specialty mentioned in the EU Directive 2005/36/EC.
Raw materials and production processes for getting finished food products. Importance of quality control and other techniques for the food and beverage industry.
The inner workings of a university, such as the structure of the relevant education support and management, the policies, and the regulations.
Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Tissues, cells, and functions of plant and animal organisms and their interdependencies and interactions with each other and the environment.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Neurology is a medical specialty mentioned in the EU Directive 2005/36/EC.
The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results.
The structure, characteristics, evolution and interactions of viruses and the diseases they cause.
No competences in this bucket.
Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Deal with the private legal rights that protect the products of the intellect from unlawful infringement.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Operate Open Source software, knowing the main Open Source models, licensing schemes, and the coding practices commonly adopted in the production of Open Source software.
Contribute to university or college managerial decisions, such as budgetary issues, school policy reviews and recommendations, department promotions, and hiring of new staff members. This may also include participation in discussions around educational policy reforms.
Assist students working on a doctorate in specifying their research question and deciding on a methodology. Monitor their progress and conduct quality reviews of their work.
Monitor and evaluate the actions of the educational staff such as teaching or research assistants and teachers and their methods. Mentor, train, and give advice to them if necessary.
Identify key relevant funding sources and prepare research grant application in order to obtain funds and grants. Write research proposals.
Apply fundamental ethical principles and legislation to scientific research, including issues of research integrity. Perform, review, or report research avoiding misconducts such as fabrication, falsification, and plagiarism.
Provide assistance in the planning and organisation of school events, such as the school's open house day, a sports game or a talent show.
Support and coach students in their work, give learners practical support and encouragement.
Gather relevant information by applying systematic methods, such as interviews, focus groups, text analysis, observations and case studies.
Execute a systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques.
Work and use research findings and data across disciplinary and/or functional boundaries.
Plan scholarly research by formulating the research question and conducting empirical or literature research in order to investigate the truth of the research question.
Demonstrate deep knowledge and complex understanding of a specific research area, including responsible research, research ethics and scientific integrity principles, privacy and GDPR requirements, related to research activities within a specific discipline.
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources. Organise content, form, methods and technologies for delivery of study experiences.
Develop alliances, contacts or partnerships, and exchange information with others. Foster integrated and open collaborations where different stakeholders co-create shared value research and innovations. Develop your personal profile or brand and make yourself visible and available in face-to-face and online networking environments.
Discuss proposals and projects with researchers, decide on resources to allocate and whether to move forward with the study.
Publicly disclose scientific results by any appropriate means, including conferences, workshops, colloquia and scientific publications.
Draft and edit scientific, academic or technical texts on different subjects.
Establish a connection between organisations or individuals which may benefit from communicating with one another in order to facilitate an enduring positive collaborative relationship between both parties.
Review proposals, progress, impact and outcomes of peer researchers, including through open peer review.
Influence evidence-informed policy and decision making by providing scientific input to and maintaining professional relationships with policymakers and other stakeholders.
Take into account in the whole research process the biological characteristics and the evolving social and cultural features of women and men (gender).
Keep track of the pupils who are absent by recording their names on a list of absentees.
Produce, describe, store, preserve and (re) use scientific data based on FAIR (Findable, Accessible, Interoperable, and Reusable) principles, making data as open as possible, and as closed as necessary.
Be familiar with Open Publication strategies, with the use of information technology to support research, and with the development and management of CRIS (current research information systems) and institutional repositories. Provide licensing and copyright advice, use bibliometric indicators, and measure and report research impact.
Produce and analyse scientific data originating from qualitative and quantitative research methods. Store and maintain the data in research databases. Support the re-use of scientific data and be familiar with open data management principles.
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Take part in symposia, international experts’ conferences, and congresses to present research projects, methods, and results and to gather information on developments in academic research.
Manage and plan various resources, such as human resources, budget, deadline, results, and quality necessary for a specific project, and monitor the project's progress in order to achieve a specific goal within a set time and budget.
Gain, correct or improve knowledge about phenomena by using scientific methods and techniques, based on empirical or measurable observations.
Display results, statistics and conclusions to an audience in a transparent and straightforward way.
Apply techniques, models, methods and strategies which contribute to the promotion of steps towards innovation through collaboration with people and organizations outside the organisation.
Deploy broad awareness of processes of knowledge valorisation aimed to maximise the two–way flow of technology, intellectual property, expertise and capability between the research base and industry or the public sector.
Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Provide expert knowledge in a particular field, especially concerning mechanical or scientific subjects, to decision makers, engineers, technical staff or journalists.
Conduct academic research, in universities and research institutions, or on a personal account, publish it in books or academic journals with the aim of contributing to a field of expertise and achieving personal academic accreditation.
Master foreign languages to be able to communicate in one or more foreign languages.
Incorporate the use of online learning environments and platforms into the process of instruction.
Present the hypothesis, findings, and conclusions of your scientific research in your field of expertise in a professional publication.