Seminars

Knowledge of food science and technology.

The lecturer guides the student in the development of a portfolio of continuous professional development, defining its structure, suggesting literature and tools for diagnosing competences and accompanying the individual in this process of self-assessment.

Lecturers are invited to present topics in their speciality to students who have previously studied the topic in a short space of time, who are responsible for asking questions that complete and/or clarify the topic presented during the lecture.

After an introduction to the problem of food ethics, the lecturer guides the students in applying the ethical matrix and participating in a debate on a food ethics topic by role-playing as a representative of one of the stakeholder groups.

The course objectives worked on in this course are “advanced mastery of food technology” and “capacity for self-evaluation”.

The specific objectives (learning outcomes) are:

1. In a team, applies the ethical matrix to a dilemma, substantiating all the components of the matrix.

2. Debate a food ethics topic, showing sensitivity to the interests of those involved and respect for the various ethical principles.

3. Draw up a learning plan to achieve their career objectives.

1. Approach various contents of the food industry, both in terms of the processing of food products and of topics upstream or downstream of processing. Examples: oil and fat production technology, post-harvest technology, honey, pollen and royal jelly production, genetically modified organisms, animal welfare, food policy in Portugal, food sovereignty, food toxicology, large-scale distribution.

2. Food ethics topics: food fraud, whistleblowing, sustainability along the food supply chain, consumer ethics, labelling, codes of ethics in food professions, corporate social responsibility, etc.

3. Guidelines for preparing a portfolio for continuous professional development. The portfolio is individual and includes three parts: (1) a description of your short and medium-term professional objectives and their generic and specific competences, (2) a self-assessment of their competences and identification of shortcomings and strengths, (3) a plan for the training and professional experience needed to achieve their objectives.

• - Performance during lessons / lectures and Auto / hetero - 50.0%
• - Seminário - 50.0%

NAO