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Professional development for Career Technical Education (CTE) is needed to effectively implement food science curricula in secondary education courses. Providing CTE teachers with professional development training supports increased awareness of food science academic and career pathways among students. The goal of this study was to assess a food science professional development training for Mississippi CTE teachers that would increase their self-perceived knowledge, self-perceived ability to conduct specific food science skills, and self-efficacy to implement food science-based instruction. Thirty-one teachers participated in the 2-h professional development training that provided teachers an experiential learning opportunity to learn and apply food science concepts. Results indicated that the food science professional development training was effective at increasing teachers' self-perceived knowledge and ability to conduct food science skills since the average scores (five-point Likert-type scale, n = 28) in all statements increased (p < 0.001) post training. For example, teachers self-perceived knowledge of the five D's of food product development at pre-survey (M = 2.00 ± 0.94) increased (p < 0.001) after the training (M = 4.29 ± 0.60). In addition, teachers' self-perceived ability to employ the five D's of food product development before the training (M = 0.31 ± 0.54, three-point scale) significantly increased (p < 0.05) post training (M = 1.72 ± 0.53). Post training, more than 77% of the teachers "agreed" or "strongly agreed" to six out of nine self-efficacy statements which affirmed their belief to teach food science concepts. Overall, teachers were satisfied with the food science professional development training.

Historically, high school chemistry has been the predominate venue for the introduction of food science curriculum to students. With the current decline in chemistry as a required course for graduation, the possibility of exposure to food science in high school could equally decline. The purpose of this research was to determine if high school students in a biology class without a chemistry background could comprehend eight basic food science principles equally as well as students in a chemistry class that were taught the same principles. This study assessed baseline knowledge of high school students, determined the effect of food science-based lessons on baseline knowledge and level of understanding, and determined the effect of food science-based lessons on students' awareness of and interest in food science. Baseline knowledge and awareness of food science was low. Food science-based instruction resulted in higher posttest scores. Results indicated no differences in students' knowledge base and level of understanding between biology and chemistry classes and supported the idea of further incorporating a food science curriculum into high school biology.