Food Science and Technology graduate studies in Europe usually constitute a multidisciplinary approach to every aspect of food, from farm to table, including basic and applied aspects of food science, engineering, and management, in order to provide consumers safe, nutritious and convenient foods that are also respectful with the environment. The main objective of the Food Science and Technology degree is to prepare professionals for the food industry, as well as future researchers and teachers. To achieve these goals, it is required that students acquire scientific knowledge, but also training to use it well, to think, and to assume responsibilities in the world of food. Teaching and learning methods are changing considerably and it will continue being in response to social and technological advances. Of course, conventional lectures with exercises (calculations) will always exist, although with an increasing use of Information and Communication Technologies (ICTs). Practical work in the laboratory (chemical analysis, microbiology, and so on) and in pilot plants (unit operations in food engineering, food production, cleaning and disinfection in food processing) are usually required and demanded by the food industry to improve practical knowledge of the graduates. Other educational tools that are becoming important are the Problem Based Learning (PBL) approach and the development of projects prepared by groups of students. However, this kind of practical teaching is only partial as industry and university do not collaborate as much as it should be. Close relations between industry people and university are essential for the implementation of modern training programs. The actions presented in this article are in the context of a global curricular reform of the Food Science and Technology degree in the Complutense University of Madrid, Spain. It presents an analysis of a teaching innovation project, with the students of second course of Food Science and Technology conducted during the academic year 2007-08. This activity included visits to several food and beverages industries from Rioja and Navarra (Spain). University professors, students and professionals from different food industries have worked together to help our students to improve several competences and skills such as team work, analysis of real industrial situations, and communication skills. The students were motivated to develop the forgoing competences and to analyze the strengths and weaknesses of the teaching/learning process. The main objective of this experience was to facilitate the students to make the bridge from the theoretical concepts to their application to the food industry reality.

Acknowledgements

This work has been granted by the Vicerrectorado de Innovación y Espacio Europeo de Educación Superior, Universidad Complutense de Madrid under the program Proyectos de Innovación Educativa nº: 2007/121. The team would also like to thank the Food Science and Technology students who have collaborated with this project as well as all the professionals from industries who received us and spent their time transferring their knowledge.