An understanding of “putting in place” is one of the most important skills for culinary students to learn and practice in becoming professionals. Says Dr. Mayo, proper mise en place is actually composed of three parts—all of which do double duty in the kitchen and dining room.

By Dr. Fred Mayo, CHE, CHT

In the last “Mayo’s Clinic,” we completed a three-part series on using out-of-class learning experiences such as interviewing, structured observation and shadowing. This month, we will talk about a core issue in culinary education: mise en place.

Mise en place—literally, the phrase in French means “putting in place”—has become a personal and professional discipline for chefs. It structures the way they work in kitchens and, for many of them, how they organize and structure their lives. There are even articles such as “For A More Ordered Life, Organize Like A Chef”published in the NPR blog, “The Salt,” that point out how useful the discipline can be in life.

As we teach our students to learn and practice mise en place, it might be useful to remember the three dimensionsof mise en place: physical, intellectual and emotional.

Physical Mise en Place
One of the primary foundation skills we teach new culinary students involves the practice and importance of organizing their stations in a kitchen before they start to prepare food. It is a matter of both arranging the equipment and the ingredients since both are critical to successful cooking.

Telling people to be the best they can be allows them to quit striving whenever they want. To be the best in your field, however, one must always strive for the next level. This is the generations-long American Dream that we, as teachers, offer our students.

By Adam Weiner, CFSE

I would like to dedicate this article to my two mentors and instructors for my California Teaching Credential: Susan Clark and the recently passed Lee Clark.

In this article I would like to revisit two previously published articles.

The first article is “Assessing Culinary Math Skills,” September 2011. This article has received more than 3,500 hits, and is one of the most popular articles that I have written. It is a culinary-math assessment test that I believe should be utilized by all instructors within the first week of a student starting your class.

Sadly, I have noticed that in the four years since I first wrote this assessment, scores are dropping. Today, I had a new student ask me how to triple the first ingredient in a recipe. The first ingredient was “one cup of water.”

What can the graduate do for the school? Says Chef Sorgule, the proper question should be, What can the school do for the graduate?

By Paul Sorgule, MS, AAC

Considering the ongoing questions about the value of a degree and the ever-changing landscape of the food business, I am constantly giving thought to how administrators of culinary programs can increase the perceived and real value of an education in food.

Everyone is certainly aware of the pressure pertaining to value being passed on to institutions from accrediting bodies, especially those preparing students for technical trades. The answer moving forward might very well be in shifting how we look at a degree.

For far too long, earning a college education was a two- or four-year process that students went through in pursuit of a degree. In other words, students passed through the college experience, incurring significant debt, with closure coming on graduation day.

The connections that continue to exist between the college and the graduate are limited to alumni newsletters, reunions and gift requests from the Institutional Advancement Office. We might invite an occasional graduate back to speak to a class or provide a demonstration, but, for the most part, the theme is: “What can the graduate do for the school, rather than what can the school do for the graduate.”

High-school culinary-arts programs in Grand Rapids, Mich., and Batavia, N.Y., earn honors for exemplary practices in—and innovative teaching of—ecological sustainability.

Kendall College, Chicago, and the Annapolis, Md.-based Center for the Advancement of Foodservice Education (CAFÉ) presented 2015 CAFÉ/Kendall College Green Awards to two secondary hospitality programs during a June 18 reception at CAFÉ’s 11th-annual Leadership Conference for foodservice educators at Niagara Falls Culinary Institute, Niagara Falls, N.Y.

Among dozens of submissions from secondary and postsecondary programs nationwide, Kent Career Technical Center in Grand Rapids, Mich., received this year’s top award. According to chef-instructor Sarah Waller, who teaches advanced baking and pastries at Kent, the $1,000 grant from Kendall College will help fund the high school’s goal to become the first water-bottle-free secondary school in Michigan.

Say a menu item doesn’t sell. Is it overpriced, poorly described, not satisfying to the customer or a combination of these? To understand the basics of restaurant-performance management systems, here are three key teachings that would be part of any 101-level course on the topic.

By Dave Bennett

In the restaurant business, competition is fierce and plenty. Owners use various types of operational strategies to stay ahead of the curve and keep profits streaming in. Measuring restaurant performance is a critical ongoing activity—to see how operations are going today, and to reveal opportunities to improve customer satisfaction and unit profitability in the future.

Strong restaurant performance-measurement systems require vast amounts of data. Your data tells you how things are going, and you, in turn, use that data to make decisions. For instance, let’s imagine that your data is telling you that customers aren’t ordering a certain menu item. Is it overpriced? How does it taste? How is it described on the menu? Armed with that knowledge, you can decide how to respond: Remove that item from the menu, which will also streamline your inventory; offer it as a limited-time offering with a new menu description; or lower its selling price to see if that boosts sales.