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.

Top chefs know that exceptional produce is where flavor begins. More produce choices equates to more chances to shine. That’s why citrus is something to celebrate.

Courtesy of The Culinary Institute of America

The citrus world has several notable newcomers—specialty varieties that used to be rare are now poised for takeoff. Growers have expanded plantings of citrus that once seemed exotic, like Meyer lemons, Cara Cara oranges and Moro oranges. And they’re devoting more acreage to the truly unusual, like Zebra™ (pink variegated) lemons and pummelos.

These up-and-coming citrus are clearly fruits with a future, and chefs who embrace them have a competitive edge. A cocktail garnished with a Zebra lemon slice makes a cutting-edge impression; a mundane roast chicken makes a fashion statement with grilled Cara Cara oranges (pictured).

The new International Council on Hotel, Restaurant, and Institutional Education Penn State Research Report, entitled “University Lodging Demand: An Analysis of its Stability and Guidance for Estimating its Growth Potential at the Market Level,” reveals the demand for college and university lodging is more stable than the typical lodging demand, and that markets dominated by a college are more stable in terms of not only occupancy rates, but also average room rates.

“At many recent hotel-investment conferences and in recent issues of hotel-trade magazines, hotel developers have proposed that a hot prospective location for hotel development is near colleges and universities,” said School of Hospitality Management director John O’Neill, who conducted the study. “The primary reason often cited for this optimism is the relative stability of lodging demand generated by colleges. However, until now, this proposition has never been empirically tested, and no empirical research has shown hotel developers what variables about colleges they should study to determine the feasibility of hotel development in any given college marketplace.”