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.

Following the recommendations identified by the acronym, WARM, you can inspire students to reach for ultimate success from the moment they return to or begin their training.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed honoring and celebrating differences; this month, we will talk about ways to begin a semester by making our students feel special—not always something we think about it, given all the other tasks that face us in September, the time most U.S. colleges begin the year again. There are four major strategies: welcoming, asking, reminding and mixing it up, or WARM. Now might be a good time to consider adopting one or all of them.

Welcoming
Welcoming people has always been a fundamental principle of hospitality. As chefs, we welcome people by feeding them or otherwise offering them food. As teachers, we think about the first class of the term, and we do it well.

This year might be a useful time to think about welcoming them back to the institution, however. As your students come back to the campus after a summer break or an internship/coop/apprentice/work experience, how do you greet them? Do you look for ways to welcome them back to school? Do you invite them to notice all the changes that have been made over the summer? Do you focus on providing each of them with a compliment? Or ask about accomplishments?  Have you reviewed the organization of your office and considered rearranging it to be more welcoming to new and returning students? These and other questions will help you think about how to welcome your new and returning students to the campus.

Students in teams don’t necessarily have to like each other, says Chef Weiner. They won’t have the luxury of choosing their teammates in the real world, after all. But they do have to learn to work together to execute a successful meal. Here are proven tips to teach them how.

By Adam Weiner, CFSE

At the recent CAFÉ Leadership Conference in Miami I had the privilege of attending a seminar by Paul Sorgule of Harvest America Ventures. Paul said something that was a proverbial slap in the face for me. He stated that all culinary instructors teach with teams, but we don’t really understand how teams work, nor do we specifically teach our students how to work in teams.

One of the key items he covered is that there are four phases in each team project:

Testing

Infighting

Organization

Mature Closeness

The first thing people do when assigned to a team is to test out the other team members and themselves in the team. How much do the other team members know? How much can I assert myself in the team? Will I be able to ride on other people’s coattails?

Dr. Tso-Cheng Chang was a pioneer of “no pesticides or herbicides” farming in the United States. His farm, which grows vegetables for his award-winning restaurant in Amherst, Mass., not only is one of the largest bean-spout producers in the nation, it also grows schizandra berries—which might be the ginseng of this decade.

Long before “shop local, buy local” became something Americans came to value, Dr. Tso-Cheng Chang grew his own Chinese vegetables to serve at his award-winning restaurant, Amherst Chinese Food, on Main Street in downtown Amherst, Mass. So when in 1983 he converted his farm in nearby Whatley into a small factory designed to mass-produce bean sprouts, it barely caused a ripple on the local business scene.

That same factory on Dr. Chang’s Farm recently celebrated its 30^th anniversary with the distinction of being one of the largest soybean- and mung-bean-sprout facilities in the United States.

“You would say from the success of his restaurant and the sprout farm that Dr. Chang epitomizes the American dream, but his story goes beyond that,” says Steven V. Dubin, spokesperson for Dr. Chang Naturals, which grows and wholesales the company’s certified schizandra berries. “In fact, it’s quite fitting that his farm is in a region known as Pioneer Valley because Dr. Chang has pioneered a number of things, most notably ‘no herbicides or pesticides’ farming.” 

Chang’s journey began in a small town in Shandong Province, China, where he was born in the late 1920s. He earned an undergraduate degree in agronomy from Taiwan University in 1953 and later emigrated to the United States, where he earned an M.S. in crop science from Michigan State University in 1966.

A new video from the American Meat Institute featuring a noted animal-welfare expert is part of the Glass Walls Project to increase transparency in the meat-and-poultry industry.

The American Meat Institute (AMI) recently released a video tour of a pork-slaughter plant hosted by leading animal-welfare expert Temple Grandin, Ph.D., professor of animal science at Colorado State University. The video is available on the institute’s dedicated animal-welfare website, www.AnimalHandling.org.

Also released with the video was a print companion brochure that may be downloaded. Single copies also are available upon request from the AMI. The pork-plant video tour and brochure augment the beef-plant video tour, also hosted by Grandin, which was released in August 2012. Since its release, the beef-plant video has been viewed nearly 50,000 times online and in countless classrooms and other settings.