A Syllabus for "Chemistry, Cooking, and Culture"

Description

What’s the difference between Pita, Sourdough, and Focaccia? Why do some breads need to rise and rest while others don't? Did bread create culture or did cultures create bread?

Food plays an important role in nearly every culture, and some foods - like breads - hold historical, social, environmental, and/or political importance. Together we will discover the importance of chemistry and culture for various cooking processes such as boiling, baking, roasting, pickling, and frying. We will spend time thinking about cultures across the globe as well as the more local food cultures in Charlottesville and the region. We will also explore how chemical compounds like proteins, acids, sugars, and carbohydrates, influence the taste, texture, and aroma of foods.  

You do not need in-depth knowledge of chemistry, cooking, or culture to take this course. This course is about pushing our learning edges around chemistry, sharing our own food experiences, and being curious together!

How will this course work?

Each week we will explore a different topic related to chemistry, cooking, and culture (see schedule below). We will seek answers to questions about food and its relation to chemistry and culture through instructor and student-led discussions, in-class hands on activities and experiments, exploration assignments, and readings, videos, and podcasts. Together we will be covering a variety of ideas, and you are encouraged to dig deeper into areas that are of most interest to you through the options provided in course assignments. This course is also fulfills the second writing requirement, so there will be many opportunities for you to express your ideas in writing through a variety of different genres.

What will you be learning in this course?

By the end of the course, you will...

• Describe the underlying chemistry of various cooking processes in both oral and written formats.
• Evaluate the role historical, social, and/or political contexts play in how different foods are used in cuisines across the world.
• Describe the relationship between cooking, culture, and chemistry.
• Improve your written and oral communication skills.
• Develop research-based skills and design experiments to explore cooking science.
• Work collaboratively to communicate chemical principles of food/cooking with others.
• Make informed decisions about using GenAI to enhance your learning and communication.

Who am I?

I am an Associate Professor and Senior Associate Director in the Center for Teaching Excellence. I have taught introductory chemistry courses and graduate level pedagogy and higher education research courses. I LOVE cooking and am excited to be teaching this course!

Email: 

Phone: 

Office Hours: TBD

Favorite foods: Peaches, blue cheese (any cheese really), tomatoes, salmon, everything bagel seasoning, eggs

Least favorite foods: Green peppers, cilantro

Something I could eat every day: Mac-and-cheese; a robust salad with protein, dairy, crunch, and a creamy dressing.

Food allergies/intolerances: None

Hobbies: Cooking (of course!), reading, walking my two BIG dogs, playing card games with my family.

What are the course materials?

There is no textbook for this course. There will be required readings, videos, podcasts throughout the semester, and I will work to ensure these materials are accessible and available free of charge. Some of these readings include:

• Crowther, G. (2018). Eating culture: an anthropological guide to food. University of Toronto Press. https://ebookcentral.proquest.com/lib/UVA/detail.action?docID=5433875 
• López-Alt, J. K. (2015). The food lab: better home cooking through science. WW Norton & Company.
• Zeece, M. (2020). Introduction to the Chemistry of Food. Academic Press. https://ebookcentral.proquest.com/lib/uva/reader.action?docID=6033273&ppg=4
• Provost, J. J. (2016). The science of cooking : Understanding the biology and chemistry behind food and cooking. John Wiley & Sons, Incorporated. http://ebookcentral.proquest.com/lib/uva/detail.action?docID=7104477
• The Anthrochef podcast: https://anthrochef.com/
• Gastropod: https://gastropod.com/

How can you use GenAI in this course?

Generative Artificial Intelligence (GenAI), like other technologies, is a tool that can be used to enhance or shortcut the learning process. Because this is a new technology, we –students, faculty, and staff – are still trying to understand its impact on higher education. Due to the nature of this course as an interdisciplinary elective course, we have an opportunity to explore and experiment with GenAI in creative and meaningful ways as part of the learning process. As you read through the assignment descriptions below, you will see for which types of assignments you can and cannot use AI, along with the reasons for that decision. When AI is permitted – and encouraged – you will be provided with specific guidelines for its use. AI is not going away, and you will need to learn how to use it effectively and ethically, and my goal is to help you explore its use and learn to make decisions on when, and how, to use it as part of your learning. If you are unsure about AI use on a particular assignment, please ask! You are likely not the only one wondering.

How will you be assessed?

There are six main assessment categories that will help you and I determine how well you are meeting the course objectives. More details will be provided about the tasks and criteria for the associated assignments.

Participation

This course is discussion-based and student driven, so its success relies on everyone preparing for and participating in class. Preparing for class means reading and thoughtfully considering all assigned course materials, submitting discussion questions, and completing assignments on time. Class participation can take on many forms: asking thoughtful questions, offering insightful comments, noting relevant passages in texts/videos/podcasts, pointing out connections between ideas, listening with an open mind, and sharing personal experiences. Additional details on how you will be assessed on participation will be provided.

Reflection Journal

Your reflective journal is a place to help you track your voyage through the course, with opportunities to add a new entry every week. These entries will be where you will reflect on course materials and in-class discussions, provide opportunities for you to think differently about ideas, record your questions and answers, and document how your questions and answers change over time. Because these reflections are about your experience, no AI use permitted.

Food exploration assignments

To help you make connections between the concepts in this course and your own experience with chemistry, culture, and cooking, you will complete different activities and do independent research to explore the course material and in-class discussions more in depth and make connections between this course to your everyday life. Some of these tasks will be more chemistry-focused while others will be more creative and will ask you to critically reflect on your experience. These assignments are an opportunity for you to experiment with and use AI to further your learning experience. How you can use AI will vary by assignment and will be described in the directions for each assignment.

Culinary experiments

To help you develop your experimental skills and understanding of chemical principles in preparation for your final project, you will design and carry out four different experiments over the course of the semester in UVA’s Teaching Kitchen. These experiments will apply what you are learning about a particular food or cooking practice and the underlying chemical principles. We will bring our experiments together to draw conclusions about best cooking practices, and you will submit a report connecting the chemistry, experimental findings, and cultural implications. There will be limited opportunities to use AI in these experimental write-ups.

Applying chemistry discussion

To help deepen your understanding of the chemical concepts related to cooking and help you communicate these ideas to others, you will explore and select one of the topics covered in the second half of class, work in small groups to research and synthesize the underlying chemical principles, and share what you’ve learned with your peers during class using a combination of lecture, discussion, and/or hands-on activities. There will be opportunities to use AI in the brainstorming and design phases of this assignment. You will submit the materials you developed/contributed as part of the assessment.

Food exploration project

To help you understand the relationship between cooking, chemistry, and culture and expand on what you have learned in this class, you will explore a particular food or cuisine of interest to you. There will be three parts to your final submission: 1) you will explain at least one chemical concept underlying your chosen food/cuisine, 2) use your experimental design & tasting skills to test, and share, how you identified the 'best' recipe, 3) describe the historical, social, and/or political importance of the food or cuisine. You will have the option for how you use AI in your project and your projects modality - a series of youtube videos, website, presentation, or traditional paper are some options - with opportunities for feedback from the instructor and peers. More details will be provided for this project. 

What can you do to succeed in this course?

Learning is hard work, often frustrating, but also fun. To do well in this course, you’ll need to dedicate yourself to grappling with connecting concepts of chemistry, cooking, and culture and be open to new ways of thinking. If you do this, and I keep up my end of the bargain—to create an equitable, interesting, engaging and challenging learning environment—then the work you put in will pay off. Not only will you learn a lot, but you’ll likely earn an A. Here are some additional guidelines to help you be successful:

1. Engage Actively: Attend classes regularly, participate in discussions, and ask questions. Your active involvement enhances not only your understanding but also enriches the learning experience for everyone.
2. Stay Organized: Keep track of assignment deadlines, readings, and other course-related activities. A consistent routine can be a game-changer.
3. Seek Help Early: If you find a topic challenging, don’t hesitate to seek clarification. I'm available during office hours, and your peers can also be valuable resources.
4. Collaborate: While individual effort is essential, remember the power of collective intelligence. Engage with your classmates during and outside of class to deepen your understanding of the topics.
5. Stay Curious: You will have the opportunity to go beyond the assigned materials in your peer-led discussions and project. Exploring additional resources and readings can offer deeper insights and broaden your perspective.
6. Practice Self-Care: A well-rested, healthy mind consolidates information more effectively. Ensure you’re balancing work with relaxation and taking care of your mental and physical well-being.

It’s worth repeating: Have fun! Evolutionarily, we humans would be in big trouble if learning wasn’t fun. It turns out the act of learning taps pleasure centers in our brain, which encourages us to solve complex and creative problems rather than always run in fear!

How will we co-create our classroom community?

I recognize and value the many perspectives you bring to the classroom. Many factors—social identities, visible and invisible disabilities, family circumstances, mental health—all influence the experiences that you have in this course. I am committed to building an environment to support your learning, where you and your peers can meaningfully engage in dialogue and safely share your ideas.

I am committed to maintaining a healthy classroom community that is both equitable and inclusive to all students. One way we will create our community is to co-create a set of invitations for engagement in the first week of class and revisit these throughout the semester. I will also check in with each of you throughout the semester and seek ongoing feedback about our classroom environment.

You belong

In this classroom, every student belongs. I recognize that institutions of higher learning, and UVA in particular, have historically excluded or marginalized certain groups based on race, ethnicity, gender, sexuality, socio-economic status, disability, nationality, religion, age, and other diverse identities. I vehemently reject these practices and biases, past and present. Each of you brings with you a unique perspective, shaped by your experiences, identities, and backgrounds. These differences enrich our community and our learning experience, and I embrace and celebrate this diversity. Whether you've always felt at home in academia or have battled to claim your place, know that here, you belong. This classroom is a space where your voice is welcome, where your perspectives matter, and where we will strive, collectively, to uplift every member of our classroom community. I also hope that together we can work to disrupt these inequitable systems and structures in our classroom through dialogue, reflection, and action.

I also seek to create a classroom where all students can access and engage with the course material and with each other. I encourage students with disabilities, including non visible disabilities such as chronic diseases, learning disabilities, head injury, attention deficit/hyperactivity disorder, or psychiatric disabilities, to talk with me early and often about any additional accommodations that would support your learning. The Student Disability Access Center is available to facilitate the removal of barriers with reasonable accommodations: http://www.virginia.edu/studenthealth/sdac/sdac.html

Once approved, it is your responsibility to follow up with us about implementation of accommodations.

Your health and well-being matter

Your health and well-being are a priority; please take care of yourself and monitor your health. If you are ill, please stay home. If you are feeling overwhelmed, stressed, or isolated, there are many individuals here to help:

• The Student Health and Wellness Center offers Counseling and Psychological Services (CAPS) for its students; call 434-243-5150 to speak with an on-call counselor and/or schedule an appointment.
• If you prefer to speak anonymously, you can call Madison House’s HELPLine at any hour of any day: 434-295-TALK.
• Alternatively, you can call or text the Disaster Distress Helpline (1-800-985-5990, or text TalkWithUs to 66746) to connect with a trained crisis counselor; this is toll free, multilingual, and confidential, available to all residents in the US and its territories.
• If you or someone you know is struggling with gender, sexual, or domestic violence, there are many community and University of Virginia resources available. The Office of the Dean of Students, Sexual Assault Resource Agency (SARA), Shelter for Help in Emergency (SHE), and UVA Women’s Center are ready and eager to help. Contact the Director of Sexual and Domestic Violence Services at 434-982-2774.

As a members of the University Faculty, I am required to report bias and threats made to students or by students. If you disclose information regarding violence or assault to we, whether it be in person or part of an assignment, I are required to report it to the Title IX Office and the Just Report It system. If a report is made, you will be contacted and offered support if you desire. You are not required at that time to report anything or accept any assistance. The system is designed to support you. You may access Confidential Resources if you wish to discuss a concern or incident without reporting to the University at this time. Information you share with Confidential Resources will not be disclosed to University officials or any other person except in extremely limited circumstances.

Your integrity matters

I trust every student in this course to fully comply with all the provisions of the UVA Honor System. With that said, you will often work with others in the course. While the experience should be collaborative in nature, the final version of all submitted assignments must be entirely the work (and writing) of each individual student. Also, be sure to cite all sources using APA format. Here’s a handy website which details how to do this: https://owl.english.purdue.edu/owl/resource/560/01/.

In this course, we will embrace the potential of artificial intelligence (AI) to enhance our learning journey. AI can be a powerful tool to assist in the exploration of topics, offering insights and assisting in the discovery of relevant academic resources. However, like all tools, it's essential to use AI responsibly and ethically[1]. On some assignments, we’ll lean into the technology while others are best completed without it or using it in limited ways. I’ll be sure to let you know when and how to use it appropriately to prepare for class and complete assignments. When you do use it, you must cite the tool used, record your prompts, and describe how you fact-checked the AI’s responses.

How will your grade be determined?

Traditional grading schemes are inequitable, increase student anxiety, decrease motivation, and shift the focus away from learning. To help minimize these negative consequences, we will use a grading scheme known as specifications grading. Specifications grading allows you to choose the grade you want to earn in the course based on the amount of effort you want to put in.

There are “bundles” of assignments for each letter grade, and you complete all the assignments in the bundle for the grade you want (and all lower bundles) to the assignments' specifications. For each assignment, you will have a set of criteria to meet specifications (aka specs). We will also employ a “token” system that provides you with some flexibility in deadlines, resubmissions, and absences.

You will not get a numerical or letter grade for individual assignments; rather, each assignment you turn in will either meet the specifications or will not yet meet them. Either way, I will provide plentiful feedback to help you learn the course material better.

Bundles & Tokens

There are four bundles:

1. Participation (required for a D)
2. 6 Food Exploration Assignments + 1 Culinary Experiment (required for a C)
3. 3 Culinary Experiments + Applying Chemistry Discussion (required for a B)
4. Food Exploration Project (required for an A)

You will have three (3) tokens at the start of the semester and can earn up to three (3) more tokens. Here are expectations/rules for managing your tokens:

• • You are responsible for keeping track of how many tokens you have at any given time.
  • Tokens are non-transferable between students.
  • Based on the specs criteria below, you can choose when and how you decide to use your tokens.
  • Additional tokens may be earned during the semester and may be used for any type of exchange.

Specs Criteria

You must complete and meet the specifications for all assignments in a particular bundle (and those that proceed it) to achieve the designated letter grade and to be eligible for a higher one. For example, if you complete Bundles I-III to specifications, you will earn at least a B. If you also complete the specs for Bundle IV, you will earn an A.

No minus (-) grades are available. Plus (+) grades may be earned by successfully completing a minimum number of assignments in higher bundles. The exact number will depend on the complexity of the assignments completed and will be determined by the instructor. For example, if you only complete Bundles I and II, a C is the highest grade you can earn. But, if you complete some of Bundle III to spec, you may be eligible for a C+. The only way to earn an A+ in the course is to complete every bundle to spec and exchange six (6) tokens at the end of the course. In other words, you need to be meet specs on every assignment, submit on time, and earn three (3) additional tokens.

[1]OpenAI. (2023). Interaction with ChatGPT based on GPT-4 architecture on the topic of APA citation. https://www.openai.com/ [Generated by ChatGPT].