Ph. D., Cereal Science, North Dakota State University, Fargo, ND (2013)

M. S., Earth & Environmental Sciences, Wright State University, Dayton OH (2021)

M.Ed., Education (Instructional Design and Learning Technologies Emphasis), Wright State University, Dayton OH (2017)

B. S., Food Science, North Dakota State University, Fargo, ND (2009)

A. S., Agriculture, College of Agriculture, Portland, Jamaica (1995)

Although pulses are highly nutritious (rich in fiber, protein, resistant starch, vitamins, minerals, and phytochemicals), their use in processed foods remains limited. Challenges with functionality, formulation performance, and consumer acceptability have slowed their integration into bakery, snack, and extruded products. My research addresses this problem by converting dry beans into whole flours and functional fractions through dry processing methods such as milling, sieving, and air classification. I investigate their physical, nutritional, sensory, and functional properties to identify how processing influences performance in real food systems. By linking processing methods to product quality and consumer response, my work demonstrates practical ways to tailor pulse flours for bakery and extruded applications, helping overcome barriers to wider adoption and supporting product innovation.

Who Benefits from This Research: The limited use of pulses in processed foods is not due to their nutrition but to gaps in knowledge about how to process them effectively and ensure consumer acceptance. By addressing these barriers, my research provides food manufacturers with practical solutions for incorporating pulse flours into bakery, snack, and extruded products without compromising quality. Nutrition and health professionals benefit from having more viable, high-fiber, high-protein, and low-glycemic options to recommend. Farmers and pulse producers gain expanded markets for dry beans, improving the value chain from crop to consumer. Ultimately, consumers benefit from affordable, appealing, and nutritious foods that fit modern dietary preferences. Continuing this research is critical because without it, the potential of pulses as widely accepted, functional ingredients will remain underutilized, and opportunities to improve public health and diversify food systems will be lost.

In Simple Terms: At its core, my research is about answering two big questions: Does it work, and does it taste good? Dry beans are packed with nutrition, but when we turn them into flours for bread, cookies, or snacks, they don’t always behave well in processing, and people may not like the taste or texture. My work looks at how to process beans so the flours perform properly in baking and extrusion — and how to make sure the final products are enjoyable to eat. If the answer to both questions is yes, then pulses can move from being underused crops to everyday ingredients in foods people love.

1. Simons, C. W., Simsek, S., Young, H. D., and Ciampaglio, C. 2025. Establishment of a Refractive Index Approach for Assessing Starch Digestibility and Estimated Glycemic Index. Journal of Food Processing and Preservation. Accepted.
2. Simons, C. W. 2025. Consumer acceptability of straight dough bread made from different dry bean market classes. Ohio Journal of Science. Accepted.  
3. Simons, C. W., Simsek, S., Young, H. D., and Ciampaglio, C. 2025. Starch and protein concentration of pinto bean flour by sieve fractionation. Ohio Journal of Science. Accepted.  
4. Nguyen L. A. N., Simons, C. W. and Thomas, R. 2025. Nootropic foods in neurodegenerative diseases: mechanisms, challenges, and future. Translational Neurodegeneration. 14:17. 
5. Simons, C. W. 2023. A review of endosymbiont-assisted reproductive isolation and speciation. Caribb. J. Sci. 53(2):316 - 326.
6. Simons, C. W. 2023. Production of high-resistant starch (RS3) ingredient from pinto bean starch. J. Food. Res. Vol. 12 (4).
7. Simons, C. W. 2023. Effect of pinto bean starch fortification on bread texture and expected glycemic index. J. Food. Res. Vol. 12 (4).
8. Simons, C. W., Hall, C. and Vatansever, S. 2018. Production of resistant starch (RS3) from edible bean starches. J Food Process Preserv. 42(4), 1.
9. Simons, C. W., Hall, C. 2018. Consumer acceptability of gluten-free cookies containing raw, cooked and germinated pinto bean flours. Food Sci. Nutr. 6(1), 77–84. 
10. Simons, C. W., Hall, C. and Biswas, A. 2017. Characterization of pinto bean high-starch fraction after air-classification and extrusion. J Food Process Preserv. 41(6).  
11. Simons, C. W., Hunt-Schmidt, E., Simsek., Hall, and C. Biswas, A. 2014. Texturized pinto bean protein fortification in straight dough bread formulation. Plant Foods Hum Nutr. 69(1). 
12. Simons, C. W., Hall, C., Tulbek, M., Mendis, M., Heck, T., and Ogunyemi, S. 2014. Characterization and acceptability of extruded pinto, navy and black beans. Journal of the Science of Food and Agriculture. 95(11), 2287–2291.
13. Simons, C. W., Hall, C. and Tulbek, M. 2012. Effect of extruder screw speed on physical properties and in vitro starch hydrolysis of pinto, navy, red and black bean extrudates. Cereal Chem. 89(3):176–181.

1. Simons, C. W., Simsek, S., Young, H. D., and Ciampaglio, C. 2024. Identification of high-starch and high-protein fractions of pinto bean flour by centrifugal milling and sieve fractionation. Cereals and Grains Association International Conference. October 2024.    
2. Simons, C.W. and Ciampaglio, C. Simpler Method to Compare Starch Hydrolysis Rate and In Vitro Expected Glycemic Index of Flours. Cereal and Grains Conference (Online). October 2020.
3. Simons, C. W., Osorno, J. M. and Fuelling, L. Color Does Not Predict Anthocyanin Content in Canned Black Beans. Cereal and Grains Conference (Online). October 2020. 
4. Simons, C. W. and Nathan, H. Effect of Pinto Bean Starch Fortification on Bread Texture and Glycemic Index. AACC International Conference, London, UK. October 2018.
5. Simons, C. W. and Nathan, H. Process for Making Resistant Starch from Pinto Beans. AACC International Conference, London, UK. October 2018.
6. Simons, C. W. and Hall C. Production of resistant starch (RS3) from edible bean starches. AACC International Conference, San Diego, California. October 2017.
7. Simons, C. W. and Hall, C. Sensory Evaluation of Gluten-Free Cookies Made with Pinto Beans. Savannah Georgia. October 2016.
8.  Simons, C. W., Hall, C. and Osorno, J. Growing location of Lariat pinto beans and effect on lipoxygenase activity and grassy flavors. AACC International Conference, Albuquerque, New Mexico. October 2013.
9. Simons, C. W., Hunt-Schmidt, E., Simsek, S. and Hall, C. Texturized pinto bean protein optimization in straight dough bread formulation. Institute of Food Technologists (IFT) Conference, Las Vegas, NV. June 2012. 
10. Simons, C. W. Properties of edible bean flours and their application in food processing. The 9th Canadian Pulse Research Workshop, Ontario, Canada. November 2012. 
11. Simons, C. W., Hall, C., and Tulbek, M. Composition and properties of pinto bean flour subjected to air classification and extrusion. AACC International Conference, Hollywood, Fl. October 2012.
12. Simons, C. W., Hall, C., Tulbek, M. Characterization and acceptability of pinto, navy and black bean extrudates. AACC International Conference, Palm Springs, CA. October 2011.
13. Simons, C. W., Jeradechachai, T., Manthey, F. A. and Hall, C. Effect of additives on yellow pea gluten-free pasta processing parameters and product quality. AACC International Conference, Palm Springs, CA. October 2011. 
14. Simons, C. W., Hall, C. and Tulbek, M. Effects of extruder speeds on physical properties and in vitro starch digestibility of pre-cooked edible beans. AACC International Conference, Savannah, GA. October 2010.

1. How does milling speed influence fractionation of dry bean flour across multiple market classes?
2. What are the functional properties of high-yielding dry bean flour fractions, and how do they affect bread quality?
3. How does the incorporation of malted dry bean flour affect fermentation rates and bread quality?
4. How do germination-induced enzymatic changes in dry beans influence starch digestibility and glycemic response?
5. How does the dehulling of dry beans before milling affect their nutritional, functional, and sensory properties?
6. What processing conditions minimize anthocyanin loss in black beans during canning?

Our laboratory supports advanced research in food science and technology, with a primary focus on pulse processing. We are equipped with instrumentation for color, texture, viscosity, and water activity analysis, as well as facilities for moisture, lipid, starch, and other chemical and functional characterizations. Additional processing equipment enables grinding, sieving, and thermal treatments, while our product development kitchen provides space for small-scale formulation and testing. Sensory evaluation is conducted using structured protocols to assess product quality and consumer acceptability. We welcome opportunities for academic and industry collaboration. Please contact me at courtney.simons@wright.edu to explore potential partnerships.

Effective teaching requires breaking down complex information into simple, meaningful, and practical concepts. The more deeply a teacher understands the content, the more clearly they can explain it. For students to learn effectively, instruction must be free from distractions that interfere with focus, engagement, and comprehension. A well-prepared, confident, and organized approach—paired with clear communication and structured content—creates an optimal learning environment.

To maintain student engagement, lessons should be structured in manageable segments, ideally no longer than 50 minutes. Providing students with adequate time to consolidate learning is essential, and this is best achieved by incorporating opportunities for practice, feedback, and interaction. Creating a respectful, supportive environment where students feel safe to ask questions and make mistakes further enhances learning and encourages intellectual curiosity.

True teaching excellence requires ongoing learning—not only of subject matter but also of scientifically tested instructional best practices. However, effective teaching is context-dependent. Strategies that work in one setting may require refinement in another. A successful teacher must be willing to test, reflect, adjust, and test again. Ultimately, the measure of great teaching is the transformation it makes in the student.

FAS 1100 Kitchen Science: This course uses everyday kitchen experiences to explore core scientific principles through the study of food. Students learn the science behind common cooking processes—like why bread rises or why apples turn brown—and apply this knowledge to improve food quality, challenge popular food myths, and make healthier, evidence-based decisions about what we eat.

Bio 1050 Biology of Food/Lab: This course explores the biological makeup of food, including macronutrients, micronutrients, and phytochemicals, and how they affect the human body. Students learn how the body digests and uses food, how to read food labels, and recognize safe food handling practices. The goal is to help students make informed decisions about what they eat to support better health.

BIO 1070 Health and Disease/Lab: This course introduces students to the anatomy and function of major systems in the human body. Building on this foundational knowledge, students examine how various diseases affect these systems by exploring their causes, symptoms, treatment options, and methods of prevention or management. Throughout the course, students are encouraged to apply what they learn to make informed decisions about their personal health.

CS 1000 Technology and Society: Students examine the personal, societal, and environmental impacts of technology, using real-world examples such as food delivery apps, AI in agriculture, and digital health tools. Through engaging case studies and real-world scenarios, students develop critical thinking skills and learn how to thoughtfully evaluate both the benefits and challenges of living in a technology-driven world. 

BIO 2110 Principles of Molecular and Classical Genetics: This course explores how genetic information is stored, transmitted, and expressed in living organisms, with a focus on real-world applications in food and agriculture. Students learn how traits are inherited, how DNA directs the production of proteins, and how modern genetic tools are used to improve crops, prevent foodborne illness, and develop biotechnology solutions. The goal is to help students understand the science behind genetic technologies and make informed decisions about their use in food, health, and society.