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Teaching quality is essential for having a high standard of educational quality. To achieve this, teachers need to be supported in their professional development. Scholarship of Teaching and Learning (SoTL) is a way to support teachers in the development of their teaching practice as SoTL is the systematic study of teaching practices and learning experiences with the goal of improving students learning. In SoTL, the focus is on a scholarly approach to teaching and learning, where teachers act like researchers to investigate and develop their own teaching practice. The teachers work systematically with continuous improvement of their teaching and investigate the teaching impact and how it supports the students learning. SoTL also involves reflection on their own teaching practice. Furthermore, it adds a possibility to contribute the accumulated knowledge to the ongoing discussion about the development of engineering education by participating in conferences within Engineering Education Research and to publish scientific articles in relevant journals as well as networking with other teachers and educational consultants around the world within Engineering Education Research. Since 2018, we have been running a SoTL program for teachers at our institute. Each year a number between 10 and 20 teachers have participated in the program. The SoTL program is scheduled to take a year, and consists of seminars with external and internal presentations, workshops and work with own projects. Furthermore, the program consists of feedback sessions with the program leader and peer-to-peer feedback sessions. The participants must come up with a question, “a teaching problem”, which is something they are curious about in their teaching and want to investigate. During the SoTL program, each participant makes a research design, collects, and analyzes data and at the end of the program makes a presentation of the results from the project. Furthermore, the participant

Formative feedback is a valuable tool that enables educators to provide an immediate and ongoing feedback to improve the student learning [1]. Formative feedback can be done in a variety of ways and can be administered at various times during a learning process [1]. Many studies about feedback and assessment in entrepreneurship educations focus on measuring, assessing and evaluating the contribution of the entrepreneurship education to society etc. and only a few studies have focus on how the didactic question of assessment and feedback are done in entrepreneurship educations [2]. In this concept paper, we report and reflect on our experiences and learnings from implementing formative feedback as a mandatory part of an entrepreneurial introduction course. The paper builds on experiences from one course, which ran in January 2021, in June 2021 and in January 2022. The feedback design used in this course can be categorized into three situations: (1) from student to student and (2) from student to educator, and (3) from educator to student. The purpose and outcome from using the feedback design is described and evaluated concerning further development. The discussion also includes which initiatives, we consider there are needed to support the further development and the implementation of formative feedback in entrepreneurial courses.

Engineering education is under the sway of wide-ranging dynamics and drifts that have bearing on how education is enacted in relation to the research and innovation obligations of universities. Academic, applied, and third mission drifts seem to configure higher education in new ways. The article sets out to critically explore how knowledge production is discursively enacted in the teaching-research-practice-nexus in engineering universities of applied science (UAS) in Denmark. This paradigmatic case study maps discursive positionings and discusses how these positionings aspire to transform engineering education in the light of the wide-ranging drifts in higher education. Based on 17 qualitative in-depth interviews with researchers, teachers, and managers, the article maps the discursive positions taken and not-taken in relation to the enactment of the teaching-research-practice-nexus. The exploration is guided by a theory-method-package inspired by situational analysis and interviewing methods developed in practice-based approaches as interview-to-the-double. The analysis identifies four discursive positions in the teaching-research-practice-nexus that enact knowledge production in engineering UAS differently. Furthermore, three unavailable discursive positions are identified. Interpretive flexibility makes different discursive enactments of knowledge production possible. The study concludes that (1) that the primary mission of UAS in Denmark is teaching; research and engagement with practice are subordinate missions; (2) that the applied and third mission drift has been effective in instituting alternative discursive enactments; (3) some positions are seemingly discursively illegitimate. The undisputability of the educational mission - and the applied and third mission drifts - seems to effectively outweigh academic drift in the Danish UAS.

Sustainability is an increasingly important topic all over the world and engineers have an important role. This calls for a new generation of innovative engineers who contribute to solutions with sustainability awareness. But how can we educate for this? With this contribution, we wish to contribute to an emerging dialog about how to formulate learning objectives that incorporate sustainability in innovation courses. In theory, sustainability is a capacious term that can be discovered through numerous lenses. In our study we examine how the phenomenon of sustainability is described in theory and in practice. We aim to unfold the multiple dimensions of sustainability rather than identifying the dominant discourse. Our research is based on insights from literature and empirical data from course descriptions that incorporate sustainability in learning objectives for innovation courses in engineering education. Our results show that despite study programs ambition to incorporate sustainability into educations the translation from an overarching ideology into concrete assemble learning objectives is not completed. Learning objectives most often are centered “about” and “for” and only few on “how-to”/ “through” . We also see a focus on management and strategy rather than on finding solutions. Basic knowledge about higher level decision making, stategizing and business modeling in organisations is relevant, however the ability to create new solutions, i.e. entreprepreneurial competences, is paramount.

NTNU (Norwegian University of Science and Technology) and DTU (Technical University of Denmark) have established compulsory courses to provide students with interdisciplinary teamwork skills: • The students work in interdisciplinary teams • They work on real-life challenges • At the same time, they take a meta-perspective on their own cooperation in the project. NTNU’s Experts in Teamwork course is compulsory in all master’s programmes and programmes of professional study at NTNU and is offered to 2,500 students each year. About 100 members of the teaching staff are involved, and 200 learning assistants are employed each year. Innovation Pilot is a compulsory course in all bachelor of engineering programmes at DTU and is offered to approximately 800 students per year. Some 20 members of the teaching staff are involved, and 10 learning assistants are employed each year. In both courses, the students develop teamwork skills by reflecting on and learning from specific situations of cooperation in carrying out a project in interdisciplinary teams. The students’ own team experience forms the basis for their development –how they and others contribute, and how the team functions, are subjects of discussion, reflection and feedback. The courses provide students with 21st century skills and are an important contribution to the engineering education field.

From society and industry, there are increasing demands for skilled and well-educated engineers who can develop new solutions through innovation and interdisciplinary teams that solve problems are necessary for creating successful innovation. Therefore, a central question is how to enhance interdisciplinary competences of engineering students in order to educate future engineers that can work in interdisciplinary teams and be able to develop new solutions through innovation.

Innovation projects are rapidly becoming an integrated part of study programmes in Denmark (DEA, 2014) and in other countries (Zhang et al. 2013). Government and society at large expect students to be able to transform gained knowledge into business, i.e. value creation, and innovation is seen as the method to accomplish this. This expectation is a relatively new phenomenon. Innovation courses have, for at least a couple of decades, been available to students of especially economics and to some extent engineering. Traditionally those students were taught innovation theory with little or no practical components. This has changed radically. Today innovation courses are very hands-on with very strong elements of experience-based learning. At times these courses are purely entrepreneurial in the sense that students are asked to develop a business plan from scratch. There is a growing realization, however, that most students will end up in existing companies; in other words, they will not become full blown entrepreneurs. The innovation courses are therefore shifting from entrepreneurial courses to intrapreneurial courses.

The number of innovation and entrepreneurship activities in engineering educations are growing (Rae & Melton, 2016). Innovation and entrepreneurship activities can be categorized as being “About”, “For”, “Through” or “Embedded” (Pittaway & Edwards, 2012). Even if different forms of innovation and entrepreneurship activities in engineering educations exist, they all have in common that the innovative process is by nature iterative, where problem understanding including conceiving the right problem to solve are central activities (van Boeijen et al., 2014; Hurmelinnea-Laukkukanen & Heiman, 2012).

Liquid loss (i.e. loss of water and liquid fat) is an important property for salmonids when evaluating fish quality in production and as final product. It can be measured by several means, for example by liquid leakage or by liquid holding capacity. The present study examines how liquid leakage and liquid holding capacity of salmon and trout are influenced by fat content. Liquid leakage did not depend on fat content whereas the liquid holding capacity was lower for fish with high fat content. Thus the methods provide supplementary rather than equal information. Furthermore the water loss part was linear depending on liquid loss. The results indicate that fat is more loosely bound in trout than in salmon. These findings may be of immediate relevance to quality control of high-value fat fish products, to assessment of raw material properties, to an efficient treatment in the production and to process control.

To measure the effect of organic food conversion projects on the percentage of organic food used in Danish public kitchens participating in the Danish Organic Action Plan 2020. The current longitudinal study was based on measurements of organic food percentages in Danish public kitchens before and after kitchen employees participated in conversion projects. Public kitchens participating in the nine organic food conversion projects under the Danish Organic Action Plan 2020, initiated during autumn 2012 and spring 2013 and completed in summer 2015. A total of 622 public kitchens. The average (median) increase in organic food percentage from baseline to follow-up was 24 percentage points (P<0·001) during an overall median follow-up period of 1·5 years. When analysing data according to public kitchen type, the increase remained significant for seven out of eight kitchens. Furthermore, the proportion of public kitchens eligible for the Organic Cuisine Label in either silver (60–90 % organic food procurement) or gold (90–100 % organic food procurement) level doubled from 31 % to 62 %, respectively, during the conversion period. Conversion project curriculum mostly included elements of ‘theory’, ‘menu planning’, ‘network’ and ‘Organic Cuisine Label method’ to ensure successful implementation. The study reports significant increases in the level of organic food procurement among public kitchens participating in the Danish Organic Action Plan 2020. Recommendations for future organic conversion projects include adding key curriculum components to the project’s educational content and measuring changes in organic food percentage to increase the chances of successful implementation.

Background: In 2011, the Danish Ministry of Food, Agriculture and Fisheries launched the Danish Organic Action Plan 2020 intending to double the organic agricultural area in Denmark. This study aims to measure experienced physical and psychological wellbeing at work along with beliefs and attitudes among kitchen workers before and after participating in educational training programmes in organic food conversion. Method: This longitudinal study applied an online self-administered questionnaire among kitchen workers before and after the implementation of an organic food conversion programme with 1-year follow-up. The study targeted all staff members in the participating public kitchens taking part in the organic food conversion process funded by the Danish Organic Action Plan 2020. Results: Of the 448 eligible kitchen workers, 235 completed the questionnaire at baseline (52%) and 149 at follow-up (63% of those surveyed at baseline). No substantive differences between baseline and follow-up measurements of organic food conversion were detected on physical or psychological wellbeing at work. Kitchen workers reported a significant improvement in the perceived food quality, motivation to work and application of nutritional guidelines. Reported organic food percentages for the kitchens also increased significantly (P < 0.001) and a shift from using ready-made food products to producing more food from base was indicated. Conclusion: Within 1 year, a significant increase in motivation to work among kitchen staff was observed with no substantive changes in physical or psychological wellbeing at work identified. The results support the Danish Organic Action Plan 2020 and initiatives of similar kind.

Objective With political support from the Danish Organic Action Plan 2020, organic public procurement in Denmark is expected to increase. In order to evaluate changes in organic food procurement in Danish public kitchens, reliable methods are needed. The present study aimed to compare organic food procurement measurements by two methods and to collect and discuss baseline organic food procurement measurements from public kitchens participating in the Danish Organic Action Plan 2020. Design Comparison study measuring organic food procurement by applying two different methods, one based on the use of procurement invoices (the Organic Cuisine Label method) and the other on self-reported procurement (the Dogme method). Baseline organic food procurement status was based on organic food procurement measurements and background information from public kitchens. Setting Public kitchens participating in the six organic food conversion projects funded by the Danish Organic Action Plan 2020 during 2012 and 2013. Subjects Twenty-six public kitchens (comparison study) and 345 public kitchens (baseline organic food procurement status). Results A high significant correlation coefficient was found between the two organic food procurement measurement methods (r=0·83, P<0·001) with measurements relevant for the baseline status. Mean baseline organic food procurement was found to be 24 % when including measurements from both methods. Conclusions The results indicate that organic food procurement measurements by both methods were valid for the baseline status report of the Danish Organic Action Plan 2020. Baseline results in Danish public kitchens suggest there is room for more organic as well as sustainable public procurement in Denmark.

A method for characterization of butter cookie quality by assessing the surface browning and water content using multispectral images is presented. Based on evaluations of the browning of butter cookies, cookies were manually divided into groups. From this categorization, reference values were calculated for a statistical prediction model correlating multispectral images with a browning score. The browning score is calculated as a function of oven temperature and baking time. It is presented as a quadratic response surface. The investigated process window was the intervals 4–16 min and 160–200°C in a forced convection electrically heated oven. In addition to the browning score, a model for predicting the average water content based on the same images is presented. This shows how multispectral images of butter cookies may be used for the assessment of different quality parameters. Statistical analysis showed that the most significant wavelengths for browning predictions were in the interval 400–700 nm and the wavelengths significant for water prediction were primarily located in the near-infrared spectrum. The water prediction model was found to correctly estimate the average water content with an absolute error of 0.22%. From the images it was also possible to follow the browning and drying propagation from the cookie edge toward the center.

The purpose of this paper is to evaluate the use of the method learning by cases for teaching food technology students at the technical university of Denmark (DTU) and to clarify if the method can be used to improve the motivation and make the students more active and thereby be more in control of their own learning process, to feel more secure and less frustrated. The applying of the learning by cases method at the food technology course can make the students to learn in a significantly way, where they will be more actively involved in the learning process than previous. The work with real life cases with engineering topics, can develop the students knowledge and understanding, which gives the students a more conceptual understanding of engineering tasks, and can improve their skills to analyze and deal with complex situations and furthermore to be more confident with the course curriculum.

This paper shows how multispectral images can be used to assess color change over time in wok fried vegetables. We present results where feature selection was performed with sparse methods from the multispectral images to detect the color changes of wok fried carrots and celeriac stored at +5°C over 14 days. A pairwise t-test was used to detect if the differences over days were significant. For both the original as well as a follow experiment significant differences were seen in particular for celeriac, but also to some extend for carrots.

Long term heat treatment at low temperature (LTLT) is known to decrease toughness of meat. However, the contribution from the connective tissue to the toughness of LTLT treated meat is not clear. The aim of the present study was to investigate the effect of LTLT treatments on shear force and cooking loss in semitendinosus from cows (4-6 years) and young bulls (12-14 months), representing 2 categories of beef with varying thermal strength of connective tissue. Vacuum packed muscle samples were heat treated at 53°C, 55°C, 58°C and 63°C in water baths for 2½, 7½ and 19½ h. Cooking loss and Warner-Bratzler shear force were measured after heat treatment and subsequent cooling. Shear force of semitendinosus from young bulls heated at 53°C for 2½ h was significantly higher compared with all other heat treatments. A decrease of app. 40 N was observed when increasing the heating temperature from 53°C to 55°C, or when increasing heating time from 2½ to 7½ h at 53°C. In semitendinosus from cows shear force decreased significantly with increasing temperature, and with increasing heating time from 2½ to 19½ h at 55°C and 63°C. Cooking loss increased with increasing heating temperature in both beef categories. The results show that prolonged heating at low temperatures reduce toughness in beef semitendinosus, and that a reduction in toughness require higher temperatures and longer heating times in semitendinosus from cows compared with young bulls.

Meal elements are convenience products which are partially prepared meal components to be used in professional kitchens. Examples are meat, vegetables or fish which are preprepared for example by heat-treatment before distribution to the professional kitchens. The pre-fried vegetables and meat can for examples be used as ingredients in hot or cold dishes. We have evaluated the quality of several kinds of pre-fried vegetables. The vegetables were prepared in pilot plan using a continuous stir-frying process, frozen and analysis during the thawing period. The results show that the shelf life determined by sensory analysis of pre-fried celeriac and carrots was up to 14 days after freezing and thawing at +5°C. In another experiment the aim was to investigate the effects of storage temperature (-2oC and + 5oC) on quality parameters of pre-fried red and green bell peppers during 8 days of storage. The results showed that thawing at -2°C was recommended as the ascorbic acid retention was better and the stability of the green colour was also better. The texture became softer during the storage time for red peppers but was unchanged for green peppers. The results show that the pre-fried vegetables are very robust against freezing, thawing and reheating without excessive drip losses as observed from raw or blanched vegetables. The results show that the pre-fried vegetables have a potential to be used as meal elements for professional prepared meals.

Quality control in the food industry is often performed by measuring various chemical compounds of the food involved. We propose an imaging concept for acquiring high quality multispectral images to evaluate changes of carrots and celeriac over a period of 14 days. Properties originating in the surface chemistry of vegetables may be captured in an integrating sphere illumination which enables the creation of detailed surface chemistry maps with a good combination of spectral and spatial resolutions. Prior to multispectral image recording, the vegetables were prefried and frozen at -30°C for four months. During the 14 days of image recording, the vegetables were kept at +5°C in refrigeration. In this period, surface changes and thereby reflectance properties were very subtle. To describe this small variation we employed advanced statistical techniques to search a large featurespace of variables extracted from the chemistry maps. The resulting components showed a change in both the carrot and celeriac samples. We were able to deduct from the resulting components that oxidation caused the changes over time.