Although they represent nearly a quarter of all restaurant visits among Americans, Millennials’ visits and dollars spent are down considerably from several years ago. Why? Chiefly, they find it’s cheaper and healthier (and enjoyable) to cook at home. So, what can operators do to earn greater patronage from this highly desired demographic?

Millennials are the chosen generation for many marketers because of their sheer number and perceived buying power, but they are not a homogenous group. Depending on their age and lifestyles, they use restaurants differently, according to a recently released report by The NPD Group, a leading global information company.

For U.S. restaurants and foodservice outlets, Millennials as a group currently represent about 14.5 billion visits and $96 billion in spending, which is 23% of total restaurant spend. But the group has cut back in both visits and spending, finds the NPD report.

Many students are not used to conducing structured observations and might not know what to look for and how often to record behaviors. The more explicit you are about how they should conduct the observation, the more likely it will be an effective learning experience.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed the art of using interviews as an out-of-class activity, and this month we will examine using structured observations as an outside-the-classroom activity, as well.

Good chef-instructors provide carefully developed demonstrations of everything from culinary fundamentals to complex technical skills. While these in-class activities are valuable—even essential—to a good culinary education, there are a range of ways to learn from observation.

Reasons for Using Observations
Encouraging students to learn from watching demonstrations and observing professionals has been part of the hospitality industry for decades, if not centuries. In the culinary arts, students learn a great deal from observing chefs in action and noticing the way in which they practice their particular skills. There is also magic in demonstrations set up on the spot to teach something that students clearly have not learned and need to review. However, demonstrations outside of class have value, too.

On a recent trip to Hawaii, Chef Weiner had an epiphany: Teaching our students how to cook isn’t good enough. To better prepare them for the real world, we also need to introduce students to the different formats of serving. Here are 10 effective ideas that fit nicely within a shorter class timeframe.

By Adam Weiner, CFSE

One of the beauties of being active with CAFÉ is that you get to meet fellow culinary instructors, culinarians, students and chefs from around the country. I joke around that every time I return from the Leadership Conference I have to buy a larger business-card holder.

(Speaking of the Leadership Conference in June, I will be giving a presentation entitled “Teaching the Basic Cooking Principles in 50 Minutes.” It is designed specifically for high-school teachers. I hope you can attend, because I would love to have participation from a broad range of instructors.)

There is another way that being active in CAFÉ expands your network: You use CAFÉ to find others in the field in places where you will be travelling. Several months ago I mentioned to Mary Petersen, the president of CAFÉ, that my wife and I were going to Kauai. She introduced us via e-mail to Martina Hilldorfer, culinary-program coordinator and chef at the Culinary Institute of the Pacific at the Kauai Community College.

As their career paths become clear, students will inevitably emulate what they’ve experienced in our classrooms and kitchens. Thus, our responsibility is great. Which attitudes, aptitudes and beliefs do we want graduates to portray throughout their careers as a result of our actions?

By Paul Sorgule, MS, AAC

As many schools head into the final stretch of an academic year, I thought that it might be an opportune time to reflect on the responsibility we share as a catalyst for positive change in the food industry.

Each student who walks across that commencement stage in 2015 and beyond could be a person who helps to make our industry that much better; a person who may very well define what it means to be a successful restaurateur, chef, research chef, pastry chef, teacher, author or advocate for food integrity in America.

As educators we have an obligation and a wonderful opportunity to set the stage for this to take place. Students will inevitably emulate what they experience in classrooms and kitchens as their career paths become clear. You can, and do, make a difference every day and should never lose sight of the power and responsibility that coexist.

Here’s a valuable education-resources fact sheet to help educators effectively teach seafood sustainability.

Courtesy of the Monterey Bay Aquarium Foundation

Education is the key to the future development and management of sustainable fisheries and aquaculture. Available below as a .pdf file for download, educators will find descriptions of helpful web sites linking them to an array of educational materials so they can develop an appropriate curriculum for their classes.

Begin by visiting Monterey Bay Aquarium’s SeafoodWatch website at www.seafoodwatch.org. This site provides downloadable pocket guides as well as important information on seafood species, fishery and aquaculture issues and much more.