By Samuel Glass, M.Ed., CEC, CCE, AAC

One of the more unique benefits of using case studies in teaching is the “investment of mental energy,” which ultimately results in enhancing critical-thinking skills.

As an educator, I have found that too often there is a perceived difference between the theory being taught in the classroom and the reality of industry. One way to address that gap is the use of case studies. In using case studies, the lessons learned from reality can be used as part of a theoretical approach to learning that focuses not only on the concept of learning from mistakes, but the application of best practices, as well.

Dr. Peter Szende, from Boston University, is the author of Case Scenarios in Hospitality Supervision (Delmar Cengage Learning, 2010). At the recent CAFÉ Leadership Conference, Szende facilitated a breakout session titled “Using Case Studies to Bridge the Gap between Classroom and Industry” in support of his recently published book. The book is based on the journaling of his experiences and personal challenges during his hospitality career prior to academia.

Courtesy of The Perishables Group

Berries, now available year-round, are the largest-selling item in the produce department of grocery stores, and the tomato category has been transformed by newly introduced varieties and innovations in packaging. And then there’s “living” lettuce.

The fresh-produce industry has changed tremendously in recent years, most notably with the growth of value-added options, new varieties and the proliferation of branding. The Perishables Group, an industry-leading consulting firm in the fresh-foods business, identified five produce items to watch in 2010. These items are evolving and appealing because they capitalize on current trends such as health, convenience and sustainability. Here are the fresh produce items to watch:

By Lynn Schwartz

At CAFÉ’s 2010 Leadership Conference, the president of The Culinary Institute of America revealed a food democracy afoot: an endless variety of great foods served quickly, anywhere, anytime to anyone.

From the helm of The Culinary Institute of America, Dr. Timothy Ryan, CMC, has a unique vantage point—an overview of a rapidly diversifying hospitality industry. A 1977 graduate of the prestigious CIA, Ryan is the first alumnus and first faculty member to become president. Throughout his career, he has received numerous gold medals in international competitions and captained the team that won the World Championship at the 1988 “Culinary Olympics.” He was also among the youngest chefs to become a Certified Master Chef and the youngest president of the American Culinary Federation.

By Christopher Koetke, CEC, CCE

Technology Center of DuPage wins the second-annual CAFÉ/Kendall Green Award.

As instructors, we plant seeds of knowledge each day that we hope bloom in our students. And once in a while, they do the same for us. So it was with Faith Jennetta, program coordinator and baking instructor for a high-school program, the Technology Center of DuPage (TCD) based in Addison, Ill., and recipient of this year’s CAFÉ/Kendall Green Award.

The award was presented at the CAFÉ Leadership Conference held in Baltimore at the end of June. Peggy Ryan, chef instructor and executive chef of The Dining Room at Kendall College, presented the award, which consisted of a plaque and a $1,000 cash prize provided by Kendall College. In presenting the award, Ryan said, “Faith is such an inspiration to her students and I know that she will also inspire educators with her successes in sustainability.”

By Dr. Fred Mayo, CHE, CHT

The task of departmental leaders involves educating faculty members in the need for change and in the changes to be undertaken. As part of that process, it can be helpful to try out new ideas.

Last month, we reviewed the process of developing curriculum by identifying and involving the key stakeholders in the curriculum. The next task in the process of making significant curriculum change involves developing a sense of the goals for the curriculum and the overall vision for the new curriculum. However, the most difficult task can be the third step—making changes in individual courses.