The flipped class model was explored in a Food Science and Human Nutrition course on the Sensory Evaluation of Foods. The laboratory associated with this course was changed to fit the new lecture structure. In the laboratory, nine groups of students (n=54) were given different food categories and scenarios that guided them through three categories of sensory testing. Students designed, executed and analyzed their own sensory tests to reinforce lecture concepts. Upon course completion, students completed confidential instructional surveys related to the course. Student surveys indicated that the laboratory directly reflected lecture content, allowed for a majority of group project to be completed within the class setting and enhanced student learningthrough the integration of lecture knowledge with hands-on experience. Instructor reflections revealed that the active learning fostered in the laboratory contributed to the positive student experiences. Instructor reflections on course design, teachingapproaches and challenges faced in the development of course materials were explored, resulting in further proposed improvements to the course by reorganizing selected content and optimizing group structures to better suit student needs. Principles of the flipped class model were demonstrated to successfully be used to redesign a corresponding laboratory section to increase student engagement and active learning.
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