Food science lecturers are subject professors, teachers, or lecturers who instruct students who have obtained an upper secondary education diploma in their own specialised field of study, food science, which is predominantly academic in nature. They work with their university research assistants and university teaching assistants for the preparation of lectures and of exams, grading papers and exams and leading review and feedback sessions for the students. They also conduct academic research in their field of food science, publish their findings and liaise with other university colleagues.
The following job titles also refer to food science lecturer:
professor of food science
food sciences lector
university food sciences teacher
professor of food science and nutrition
lecturer in food science
food science docent
food sciences professor
food sciences docent
university lecturer in food science
food science teacher
food science and nutrition lecturer
food sciences teacher
food science professor
higher education food sciences teacher
lecturer in food science and nutrition
university food science lecturer
food sciences instructor
food science instructor
food science lector
Doctoral or equivalent level is generally required to work as food science lecturer. However, this requirement may differ in some countries.
ISCO skill level
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
- the nature of the work performed in an occupation in relation to the characteristic tasks and duties
- the level of formal education required for competent performance of the tasks and duties involved and
- the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
Food science lecturer is a Skill level 4 occupation.
Food science lecturer career path
These occupations, although different, require a lot of knowledge and skills similar to food science lecturer.
Long term prospects
These occupations require some skills and knowledge of food science lecturer. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of food science lecturer with a significant experience and/or extensive training.
Essential knowledge and skills
This knowledge should be acquired through learning to fulfill the role of food science lecturer.
Nutrition: The science that investigates the various substances and nutrients (proteins, carbohydrates, tannins, anthocyanins, vitamins, and minerals) and their interaction in food products.
Food materials: Quality and range of raw materials, half finished products and end products of a specific food sector.
Food engineering: Research and development of new foods, biological and pharmaceutical products, development and operation of manufacturing and packaging and distributing systems for drug/food products, design and installation of food production processes.
Food science: The study of the physical, biological, and chemical makeup of food and the scientific concepts underlying food processing and nutrition.
Laboratory techniques: Techniques applied in the different fields of natural science in order to obtain experimental data such as gravimetric analysis, gas chromatography, electronic or thermic methods.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.
Dietetics: The human nutrition and dietary modification for optimising health in clinical or other environments. The role of nutrition in promoting health and preventing illness across the life spectrum.
Essential skills and competences
These skills are necessary for the role of food science lecturer.
Guarantee students’ safety: Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Monitor developments in field of expertise: Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Compile course material: Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Liaise with educational support staff: Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students’ well-being.
Teach food science: Instruct students in the principles and theories of food science, the study of the physical, biological, and chemical makeup of food, and the underlying scientific concepts of food processing.
Apply teaching strategies: Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners’ level, goals, and priorities.
Assess students: Evaluate the students’ (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Write work-related reports: Compose work-related reports that support effective relationship management and a high standard of documentation and record keeping. Write and present results and conclusions in a clear and intelligible way so they are comprehensible to a non-expert audience.
Demonstrate when teaching: Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
Give constructive feedback: Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.
Perform classroom management: Maintain discipline and engage students during instruction.
Apply intercultural teaching strategies: Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
Liaise with educational staff: Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students’ well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.
Develop course outline: Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.
Optional knowledge and skills
This knowledge is sometimes, but not always, required for the role of food science lecturer. However, mastering this knowledge allows you to have more opportunities for career development.
Cardiovascular system: The cardiovascular system including the anatomy, physiology, and pathophysiology of the circulatory system in health and disease.
Microbiology-bacteriology: Microbiology-Bacteriology is a medical specialty mentioned in the EU Directive 2005/36/EC.
Assessment processes: Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.
Neurology: Neurology is a medical specialty mentioned in the EU Directive 2005/36/EC.
Virology: The structure, characteristics, evolution and interactions of viruses and the diseases they cause.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Biology: Tissues, cells, and functions of plant and animal organisms and their interdependencies and interactions with each other and the environment.
University procedures: The inner workings of a university, such as the structure of the relevant education support and management, the policies, and the regulations.
Scientific research methodology: The theoretical methodology used in scientific research involving doing background research, constructing an hypothesis, testing it, analysing data and concluding the results.
Processes of foods and beverages manufacturing: Raw materials and production processes for getting finished food products. Importance of quality control and other techniques for the food and beverage industry.
Optional skills and competences
These skills and competences are sometimes, but not always, required for the role of food science lecturer. However, mastering these skills and competences allows you to have more opportunities for career development.
Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show.
Supervise educational staff: Monitor and evaluate the actions of the educational staff such as teaching or research assistants and teachers and their methods. Mentor, train, and give advice to them if necessary.
Serve on academic committee: Contribute to university or college managerial decisions, such as budgetary issues, school policy reviews and recommendations, department promotions, and hiring of new staff members. This may also include participation in discussions around educational policy reforms.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Establish collaborative relations: Establish a connection between organisations or individuals which may benefit from communicating with one another in order to facilitate an enduring positive collaborative relationship between both parties.
Conduct scholarly research: Plan scholarly research by formulating the research question and conducting empirical or literature research in order to investigate the truth of the research question.
Discuss research proposals: Discuss proposals and projects with researchers, decide on resources to allocate and whether to move forward with the study.
Monitor educational developments: Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Participate in scientific colloquia: Take part in symposia, international experts’ conferences, and congresses to present research projects, methods, and results and to gather information on developments in academic research.
Develop curriculum: Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.
Conduct quantitative research: Execute a systematic empirical investigation of observable phenomena via statistical, mathematical or computational techniques.
Manage resources for educational purposes: Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Assist students with their dissertation: Support university students with the writing of their paper or theses. Advise on research methods or additions to certain parts of their dissertations. Report different types of errors, such as research or methodological errors, to the student.
Publish academic research: Conduct academic research, at a university or college or on a personal account, publish it in books or academic journals with the aim of contributing to a field of expertise and achieving personal academic accreditation.
Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
Provide technical expertise: Provide expert knowledge in a particular field, especially concerning mechanical or scientific subjects, to decision makers, engineers, technical staff or journalists.
Present reports: Display results, statistics and conclusions to an audience in a transparent and straightforward way.
Provide lesson materials: Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
Supervise doctoral students: Assist students working on a doctorate in specifying their research question and deciding on a methodology. Monitor their progress and conduct quality reviews of their work.
Conduct qualitative research: Gather relevant information by applying systematic methods, such as interviews, focus groups, text analysis, observations and case studies.
Provide career counselling: Advise beneficiaries on future career options through counselling and, potentially, through career testing and evaluation.
ISCO group and title
2310 – University and higher education teachers
- Food science lecturer – ESCO