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In order to meet the new stringent demands under FSMA, FDA, and CBP have conducted more extensive evaluations foreign food shipments impacted by FSVP. FDA and CBP want to ensure that all compliance information from the FSVP Importer, DUNS numbers, and other FDA compliance information are accurately captured, and demonstrate that foreign food manufacturers are producing food with at least the same assurance of safety as is required of domestic manufacturers.

Understanding the nuanced requirements of FSMA documentation can be daunting. Problems can result in holding or refusing an imported product, creating a real challenge for importers. From language barriers to reliability of supplier documents, this session will cover some common issues importers are encountering and suggestions for assessing and improving systems so that production, transportation, and import operations runs smoothly. We will discuss FDA requests for written documents under Sec 1.512(b)(5)(ii)(C) and the various means of providing this documentation, along potential benefits and pitfalls in doing so. Finally, FDA expectations during an inspection will be reviewed so that a best practices approach can be implemented for a smooth process and positive findings.
A diverse agricultural workforce with backgrounds in STEM fields, including food science, is necessary to ensure that the U.S. continues to be a global leader in agriculture. In order for undergraduate students majoring in food science to be prepared for jobs in industry, government, and academia, they must possess research and professional skills, be able to apply knowledge, and think critically to address and solve problems (Roberts et al. 2010). In order to develop a student’s ability to apply knowledge and think critically, more innovative and creative instructional tools and approaches must be developed and implemented (Jideani and Jideani 2012). There are many factors that can contribute to student conceptual understanding of course content, where the most crucial is transforming students into active learners. Briefly, active learning is defined as a process whereby students are engaged in activities such as reading, writing, discussion, or problem solving to promote critical thinking skills (i.e., analyzing, evaluating, and creating) in contrast to passively sitting and listening to a lecture. Some instructional tools/techniques that can be used to significantly increase the retention of information include: audiovisuals, demonstrations, discussions, focus groups, practice by doing, peer mentorship, and visual learning tools such as the graphic syllabus. The graphic syllabus is a novel variation of and supplement to the texted syllabus. Conventionally, the syllabus is a text document, which serves as an outline of the course of study as well as usually viewed as the stereotypical “contract” with students as an institutional requirement. The organization, as well as presentation, of the syllabus could set the pace or environment for learning. Therefore, this workshop will address how active learning in food science-related courses could be achieved through the use of a graphic syllabus as a visual learning tool and demonstrate how sensory stimulation via the 5 senses can be used to deliver selective course content discussed from the graphic syllabus in a creative way to promote critical thinking and active learning in the classroom.