“Gold Medal Classroom” readers who answer a survey (see link below) will receive a special code for a $200 discount on Worlds of Flavor® 2013 registration. Also, all names will be placed into a drawing for one free Worlds of Flavor registration, and three respondents will receive a choice of one of three CIA books.

By Jan Stuebing Smyth

To be a chef today means to be plugged into local communities, national networks and global conversations. Information technologies are changing foodservice in profound ways in the kitchen, dining room and classroom, particularly since the current  generation of Millennial diners grew up with an unprecedented access to 24/7 connectivity.

Any curriculum for aspiring culinarians that does not include a nod to technology in the kitchen—from immersion circulators for new cooking techniques to tablets for access to their curriculum—is incomplete. A single YouTube video, real-time webcast or even an Instagram photo can transport a chef or student to a restaurant or village kitchen thousands of miles away and alter his or her culinary aspirations in an instant, turning the world into a classroom.

Culinary philosophies are being incubated in highly personal, globally conscious ways that could only happen in this hyper-connected age of information and social-networking technologies. Chefs in Spain look to the kitchens of Japan as part of re-imagining their regional traditions. Chefs from New York to California exchange ideas over the web as they re-invent Moroccan and Southeast Asian flavors. Chefs from Lima and Lisbon, Sydney and Shanghai gather at international conferences—like MAD in Copenhagen, Mesamérica in Mexico City and Worlds of Flavor in Napa Valley—to forge new professional bonds that expand the creative space in which they work.

Whereas previously, influential food critics at city and national publications controlled the destiny of ambitious chefs and restaurants, chefs today can build their own communities of support. A four-star review from The New York Times or a top Michelin rating still yields considerable weight in a restaurant’s ability to attract and retain customers, but they are no longer the only game in town. Crowd-sourced reviews from Yelp, Zagat and others, along with social media juggernauts like Twitter and Facebook and the commenting sections of blogs, have undercut the established critics who used to have the power to make or break a restaurant. Not having to court the favor of high-profile critics means not having to skew one’s cooking or dining concepts to the expectations of a small handful of gatekeepers.

Culinary instructors from across the nation recently participated in Emmi Roth USA culinary-externship program and American Cheese Society conference events.

Emmi Roth USA, a subsidiary of Switzerland-based Emmi Group and a leading provider of specialty cheeses and premium fresh dairy products, recently welcomed six culinary instructors to participate in a Wisconsin Cheese Immersion at the company’s creamery and Culinary Education Center in Monroe, Wis. Admission to the program was supported by partner CAFÉ.

From July 30 to Aug. 3, the instructors experienced a comprehensive cheese immersion though hands-on cheesemaking, working alongside Emmi Roth USA corporate chefs and educational sessions. The externship coincided with the 30^th Annual American Cheese Society (ACS) Conference & Competition in Madison, Wis. This national conference drew cheesemakers, specialty retailers and other industry professionals from around the country and offered additional opportunities for the externship participants.

Culinary instructors who participated in the program were Daryl Nosek, FMP, curriculum chair of culinary arts at Westchester Community College in Valhalla, N.Y.; Chris Bugher, CEC, of  Mountwest Community College in Huntington, W.V.; Colin Roche, Ph.D., CEC, FMP, CHE, of Johnson & Wales University in North Miami, Fla.; Michelle Gaw of Cuyahoga Community College in Highland Hills, Ohio; J. Claire Menck, Ph.D., culinary director of The Art Institute of Wisconsin in Milwaukee; and Todd Barrios, CEC, of Stephan F. Austin State University in Nacogdoches, Texas.

Advanced planning, organization, preparation, creativity, flexibility and solid content knowledge are all necessary to challenge students and let them know what is expected of them.

By Bradley J. Ware, Ph.D., and C. Lévesque Ware, Ph.D.

Effective classroom management is possible when strategies that facilitate learning and reduce disciplinary problems are implemented. Solutions that can positively contribute to reaching this goal include:  preparing a well-thought-out syllabus that carefully delineates student accountability; using a system of evaluation that de-emphasizes individual grading; and including course work that is both relevant and challenging.

The Course Syllabus
A syllabus is a document that explains a course in detail. It provides students with precise information concerning what must be done to successfully complete a course. An organized syllabus sets the tone of the course and relays that the instructor is prepared and in control. A good syllabus clearly spells out the instructor’s expectations and should therefore be presented on the first day of class. When reviewing the syllabus with students it is important to make sure that they understand the rationale behind each rule, regulation and policy, and the reasons why these are critical to the overall success of the lab/class. A well-worded, clear syllabus can greatly reduce the occurrence of disciplinary problems.

De-emphasizing Individual Grades
In most colleges and university courses, instructors use quizzes, midterms and final exams as their primary evaluative criteria. Unfortunately, individual graded exams often cause fear and anxiety among students and create a competitive atmosphere that divides excellent students and marginal students. Using hybrid forms of these instruments can reduce test anxiety and provide greater opportunities for student success. A midterm or final exam might include a section that contains essay questions that are prepared at home prior to the in-class portion of the exam. “Take home” exams allow students to plan, prepare and organize their essays in advance, reducing the pressure of time constraints. The inclusion of a collection of essays from which students select a predetermined number and develop these is another option. Students might be asked to select and develop three essays from the five presented.

At the 9th-annual CAFÉ Leadership Conference, four educators earned recognition and professional development for unleashing creativity in the culinary classroom.

The Idaho Potato Commission (IPC) recognized four educators in the 2013 CAFÉ-Idaho Potato Commission Innovation Awards at the 9^th-annual Leadership Conference of the Center for the Advancement of Foodservice Education (CAFÉ) in Miami, Fla., in June.

“From making farm-to-table a reality to harnessing technology as a teaching tool, thinking ‘outside the box’ leads to new ways of learning, greater understanding of fundamentals, and breakthroughs in process and application,” says Don Odiorne, IPC vice president-foodservice. “The Idaho Potato Commission is proud to support these extraordinary educators.”

Two educators from Johnson & Wales University’s College of Culinary Arts, North Miami campus, received the top award. Dr. Colin Roche, CEC, CCE, CHE, FMP, department chair and assistant professor, and Bruce Ozga, CEC, CCE, CHE, dean of culinary education, won with the Edible Landscape Project. The first phase of the project, which launched in 2010, replaced existing campus landscaping with various edible plants and spice and fruit trees such as cinnamon, mango, banana and citrus. Phase two, to launch this autumn, will erect a community greenhouse and garden. The project not only exposes culinary students to foods in their natural forms, but also supports the growing global farm-to-fork movement.

Two students’ winning dishes featuring Mexican avocado were enjoyed by attendees of CAFÉ’s 9^th-annual Leadership Conference.

Mexico is the leading source of fresh avocados in the United States. To celebrate the versatility and goodness of Mexican avocados in foodservice, Avocados From Mexico (AFM) hosted a recipe competition among students enrolled in the two schools that served as sites for CAFÉ’s 2013 Leadership Conference in Miami, Fla., in June: Johnson & Wales University, N. Miami campus, and Miami Culinary Institute at Miami Dade College.

Dilia Capuzzo, representing Miami Culinary Institute, won with her Avocado Crème Brûlée. Her goal was to create something tropical, summery and cool to say “Miami.”

Ruben Santa-Robles, representing Johnson & Wales University, wowed judges with his Mediterranean Avocado Flatbread, which paired creamy avocado with the complementary tastes of salt from prosciutto and brine from capers.

Both dishes were served at the welcome reception on June 20, eliciting delight from conference guests. (Recipes with accompanying photos may be downloaded using the links below.)

AFM is a wholly owned subsidiary of the Mexican Hass Avocado Importers Association (MHAIA), formed for the purpose of advertising, promotion, public relations and research for all stakeholders of avocados from Mexico. Under agreements, MHAIA and the Mexican Avocado Producers & Packers (APEAM A.C.) have combined resources to fund and manage AFM, with the intent to provide a focused, highly effective and efficient marketing program in the United States. AFM is headquartered in Denver.

Photo:Students Dilia Capuzzo from Miami Culinary Institute and Ruben Santa-Robles from Johnson & Wales University won the recipe contest sponsored by Avocados From Mexico at CAFÉ’s 9^th-annual Leadership Conference in Miami, Fla., June 20-22.

DOWNLOAD, Avocado Crème Brûlée

DOWNLOAD, Mediterranean Avocado Flatbread