By Dr. Fred Mayo, CHE, CHT

In a large class, it can become very easy for us to lecture and not invite questions or discussion. Here’s how to engage all students.

Last month, we discussed using peer evaluations when students are working in teams on course projects. One great advantage of using project teams is the connection that students can make with each other, the realism of having to work in teams whose members may not be best friends, and the value of learning self regulation of a team. It also decreases the intimidation of being in a large class.

Realistically, for some of us—most culinary laboratory classes being the exception—class sizes have been growing as pressures increase on budgets. Luckily, we can still make the learning experience interactive.

By Wendy Gay, CHE

Hosting meetings where food and beverages are the stars can provide great learning opportunities for students.

An important group will be meeting at your facility. While there, they will need breakfasts, lunches, snacks, a dinner and even a “happy hour” mixer along the way. What to do? Simple buffet service would be easiest for each of these, so that is suggested. But this visit can provide great opportunity to expand the skills of your students. What other choices might you have?

By Colin Roche, MBA, CEC, CCE, FMP, CHE

Teaching the vast range of salts helps students in product-identification, nutrition and many other classes.

Universally, the most common seasoning used on food is the mineral sodium chloride (NaCl), or salt, which comes in a wide variety of forms. Salt heightens flavor by enhancing natural base ingredients and has a stronger taste on cooler foods than on hot foods. It must be added carefully, though, because the taste of saltiness cannot be removed, and it does not burn off during the cooking process.

By Christopher Koetke, CEC, CCE

Sharing your best ideas can be rewarding.

Hard to believe that the first decade of the new millennium is behind us. It certainly wasn’t an easy one, but it was momentous. And in one aspect, it was stellar—sustainability, once dubbed the “wave of the future,” has definitely gone mainstream. And as we move forward, it is our graduates who will be the catalyst for change that will propel the industry on our collective sustainability journey.

The International Culinary Center, home of the world-renowned French Culinary Institute and The Italian Culinary Academy, is pleased to announce it will assume ownership and operation of The Professional Culinary Institute in Campbell, Calif., creating a new branch campus for the New York-based culinary institution. As a result of this agreement, the new branch campus will be known as The French Culinary Institute of The International Culinary Center in California.

The Culinary Trust, the International Association of Culinary Professionals’ (IACP) philanthropic foundation for 26 years, will accept scholarship applications for formal culinary education and independent study now through March 1, 2011. The 23 scholarships offer an assortment of funding opportunities from accredited culinary schools and organizations worldwide, including two grants named in honor of founding trustee Julia Child.

The Culinary Trust has awarded more than $1 million since 1992, improving the careers of students and professionals alike. Chef Tessa Lieberman says, “Everyone is amazed, as I was, that there are even grants for chefs!”

Culinary Nutrition Publishing, LLC, has released Essentials of Nutrition for Chefs, a ground-breaking textbook designed for use in culinary programs and by food writers. Co-authors Catharine Powers, MS, RD, LD, and Mary Abbott Hess, LHD, MS, RD, LDN, FADA, are well respected educators known for their commitment to bridging the gap between culinary art and nutrition science.

Essentials of Nutrition for Chefs (416 pages, $65.00), which presents a unique look at nutrition through the lens of food, is designed to help chefs prepare food that is as healthful as it is delicious. In addition to providing practical applications of nutrition principles, the book showcases working chefs around the country and real-life scenarios from a variety of operational perspectives, including schools, healthcare, restaurants, and business and industry. The book features advice, charts, best-practice tips and guidance from 65 food and nutrition experts.

Professor Albert Schmid, chair of Sullivan University’s Hotel-Restaurant Management, Beverage Management and Hospitality Management Departments, has won a Gourmand Award for his book, The Kentucky Bourbon Cookbook. The awards committee, headed by Edouard Cointreau, president of the Gourmand World Cookbook Awards, announced that Schmid won in the category of Best Book on Cooking with Wines, Beers and Spirits for the United States. The award makes Schmid’s book eligible to win the category in the international level of the competition. The awards will be presented at a ceremony in Paris, France, on March 2 as part of the opening of the Paris Cookbook Fair.

“I was hoping that the Kentucky Bourbon Cookbook would be a finalist in the competition so I could help increase awareness of the great culinary culture of Kentucky,” said Schmid. “I was so surprised and thrilled to win for the U.S.!”

The National Restaurant Association’s “What’s Hot” survey of more than 1,500 professional chefs—members of the American Culinary Federation (ACF)—reveals that local and hyper-local sourcing, healthy children’s meals, sustainable seafood, and gluten-free cuisine will be among the hottest trends on restaurant menus in 2011. In addition, the chefs said that mobile food trucks and pop-up restaurants will be the top operational trend in restaurants next year.

By Kirk T. Bachmann, M.Ed., CEC, AAC

In culinary and pâtisserie arts, assessment should be structured so that the emphasis in practical, hands-on skill development is on cooking and baking skills and their respective applications. Here, Chef Bachmann uses the proper teaching of the classical mother sauces and their derivates to illustrate.

Before students fully grasp the specific techniques involved in cooking and baking, it is imperative that they first develop a thorough understanding of fundamental skills or techniques. In developing meaningful learning activities that leverage behavioral learning principles, dynamic educators focus on increasing the frequency of their students correctly achieving their assigned task or tasks. The goal of any robust learning activity is to facilitate an observable change in behavior.

As a long-time educator with Le Cordon Bleu, I take great pride in developing learning activities for adult learners enrolled in our various culinary-arts and pâtisserie and baking programs. A percentage of our students are cooking enthusiasts, many are career changers, but most are recent high-school graduates. Adult learners are unique. They are interested in academic application that is interdisciplinary in nature and incorporates previously learned proficiencies. “Adults are autonomous and self-directed. They need to be free to direct themselves. Their teachers must actively involve student participation in the learning process and serve as facilitators for them” (Lieb, 1991).