Hazard Analysis Critical Control Points (HACCP) is a systematic approach to food safety education for the food industry. To receive a HACCP certificate, participants must receive an 80% or higher on the final examination. Language barriers, educational levels, and age have been noted as primary reasoning’s for not passing the final examination. Clicker technology has been shown to improve knowledge transfer to students in various classroom settings. Incorporation of mock final examination questions using Clickers into a traditional HACCP course has been shown in a small pilot study to increase the pass rate. Disciplines Food Science | Higher Education | Human and Clinical Nutrition | International and Community Nutrition | Molecular, Genetic, and Biochemical Nutrition Comments This article is published as Shaw, A., A. Mendonca, A., and A. Daraba. 2015. “Clickers” and HACCP: Educating a diverse food industry audience with technology. Journal of Extension 53 (6): 6TOT6. Posted with permission. This article is available at Iowa State University Digital Repository: http://lib.dr.iastate.edu/fshn_ag_pubs/164 December 2015 Volume 53 Number 6 Article # 6TOT6 Tools of the Trade “Clickers” and HACCP: Educating a Diverse Food Industry Audience with Technology Abstract Hazard Analysis Critical Control Points (HACCP) is a systematic approach to food safety education for the food industry. To receive a HACCP certificate, participants must receive an 80% or higher on the final examination. Language barriers, educational levels, and age have been noted as primary reasoning’s for not passing the final examination. Clicker technology has been shown to improve knowledge transfer to students in various classroom settings. Incorporation of mock final examination questions using Clickers into a traditional HACCP course has been shown in a small pilot study to increase the pass rate.Hazard Analysis Critical Control Points (HACCP) is a systematic approach to food safety education for the food industry. To receive a HACCP certificate, participants must receive an 80% or higher on the final examination. Language barriers, educational levels, and age have been noted as primary reasoning’s for not passing the final examination. Clicker technology has been shown to improve knowledge transfer to students in various classroom settings. Incorporation of mock final examination questions using Clickers into a traditional HACCP course has been shown in a small pilot study to increase the pass rate. HACCP Hazard Analysis Critical Control Points (HACCP) is a systematic approach to food safety education for the food industry by the National Advisory Committee on Microbiological Criteria for Foods (NACMCF, 1998). While NACMCF does not have a standardized curriculum, the International HACCP Alliance through Texas A&M University, requires all curriculum material be approved by an expert panel prior to use in a certificate based HACCP course (Wallace & Powell, 2005). At the conclusion of the HACCP course, the participants must take a standardized test and receive a grade higher than 80% for certification. Train-the-trainer programs and incorporation of HACCP into the higher education classroom is a common practice throughout the United States (Martin, Knabel, & Mendenhall, 1999; Lo, Fukushima, Rippen, Gdovin, & Hahm, 2004). Over the past seven years, it has been observed that the population that struggled to pass the standardized test was represented by those who do not speak English as a first language and the non-traditional aged participants (over age of 35). Food Industry Worker Population Angela Shaw Assistant Professor/Extension and Outreach Department of Food Science and Human Nutrition (FSHN) Iowa State University (ISU) Ames Iowa angelaml@iastate.edu Aubrey Mendonca Associate Professor FSHN ISU Ames Iowa amendon@iastate.edu Aura Daraba Associate Professor Food Science, Food Engineering and Applied Biotechnology Department University “Dunarea de Jos” of Galati Galati, Romania aura.daraba@gmail.co m Ethnic minorities make up about 29% of the U.S. population with the largest employer to these minorities being the food industry (Multicultural Foodservice & Hospitality Alliance, 2005). Additionally, in the U.S. the two most commonly spoken languages are English and Spanish but there are over 364 other languages spoken in the U.S (Lewis, 2009). The Bureau of Labor Statistics reports that the majority of food industry employees have less than a high school diploma, change jobs frequently, and have a median age of 41.2 years (United State Department of Labor, 2015). There have been many research projects focused on how to educate such a diverse audience within foodservice workplace (Canziani, 2006; Madera, Neal & Dawson, 2011, Niode, Bruhn, & Simmone, 2010). Within extension programs, this can be extremely difficult to educate such a diverse clientele.