Culinary Arts. Curriculum Validation Program Renewal. Interim Report July Submitted to:

Transcription

1 Culinary Arts Curriculum Validation Program Renewal Interim Report July 2014 Submitted to: Estuardo Toledo, Chair School of Hospitality and Culinary Arts Red River Submitted by: Robert Cordingley & Lorna Smith, Curriculum Consultants Program and Curriculum Development Centre for Teaching Excellence, Innovation & Research Red River

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3 Acknowledgements The Culinary Arts Program at Red River wishes to express its appreciation for the support and commitment shown throughout this Curriculum Validation Process by the following: Representatives From the Community Shawn Brandson Mandel Hitzer Melissa Hryb Jeremy Langemann Brent Prockert Jamie Snow Alexander Svenne Promenade Café and Wine, Gibraltar Dining Corp Deer + Almond Bridges Golf Course Fairmont Hotel All Seasons Catering Niakwa Golf and Country Club Bistro 7 ¼ The Culinary Arts Advisory Committee Trevor Bailey Coop Ed Coordinator, Red River Michael Dacquisto (Chair) Executive Chef, Los Chico s Ron Dobrinsky CCFCC Terry Gereta Chef Owner, Gereta Custom Catering & Mise Jeff Gill Acting Chair, Red River Kelly Houston-Sorokowski Admin. Assistant, Hospitality, Red River Krista Mask Coop Ed Coordinator, Red River Geoff Mackay Apprenticeship Trng. Coor., Competitiveness, Trng. & Trade Keith Müller Dean, Red River Bernard Mirlycourtois Chef, Mirlycourtois Takashi Murakami, CM Executive Chef, St. Charles Country Club Louis Rodriguez Executive Chef Joseph Wojakowski Executive Chef, Fort Garry Hotel The Culinary Arts Faculty Tim Appleton Jeff Brandt Terry Gereta Chantalle Noschese Warren Pendree Stephen Yurkiw Trevor Bailey Lylah Erkau Brad Gray Karl Oman Tom Pitt Scott Ball Michael Fitzhenry Luc Jean Don Pattie Cameron Tait Curriculum Validation Program Renewal Project Team Robert Cordingley Lorna Smith Craig Edwards Stephen Yurkiw Arlene Petkau Curriculum Consultant Curriculum Consultant Curriculum Consultant Curriculum Validation Facilitator Web portion of Environmental Scan

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5 Table of Contents Introduction... 1 Outcomes from the Deliverables... 2 Environmental Scan and Key Findings (Appendix A)... 2 Industry Occupational Analysis (DACUM) Chart (Appendix B) Graduate Skills and Abilities and Gap Analysis Chart (Appendix C) Graduate Profile (Appendix D) Focus Group Summaries (Appendix E) Program Renewal Vision, Goals and Actions (Appendix F) Year Program Renewal Plan Draft (Appendix G) Appendices: Appendix A Environmental Scan and Key Findings Appendix B Industry Occupational Analysis (DACUM) Chart Appendix C Graduate Skills and Abilities and Gap Analysis Chart Appendix D Graduate Profile Appendix E Focus Group Summaries Appendix F Program Renewal Vision, Goals and Actions Appendix G Five (5) Year Program Renewal Plan (Draft)

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7 Culinary Arts Curriculum Validation Final Report Introduction The Culinary Arts program is one (1) of three (3) programs offered by the School of Hospitality and Culinary Arts. It is a two (2) year diploma program that has an optional exit, with a certificate, after one (1) year. There are two (2) work practicums and some student course work takes place in the two (2) outlets operated by the school. The program has recently moved to new college facilities, the Paterson Global Foods Institute, in downtown Winnipeg. The program is accredited by Apprenticeship Manitoba. The Dean of Hospitality and Culinary Arts nominated the Culinary Arts program, along with the other two (2) programs in the school, for Curriculum Validation Program Renewal. The Culinary Arts program had last undergone a program renewal in The intent of the Curriculum Validation process is to analyze the status of the program and to chart a course for program renewal. The process uses a structured format resulting in a five (5) year renewal plan. Curriculum Validation Deliverables The Culinary Arts Curriculum Validation process involved eight (8) interrelated deliverables: 1. Environmental Scan and Analysis of the key findings of similar programs across Canada 2. Industry Occupational Analysis (DACUM) 3. Graduate Skills and Abilities and Gap Analysis Chart 4. Graduate Profile 5. Focus Group Summaries both Current Students and Graduates 6. Program Renewal Visions, Goals and Actions 7. A Five (5) Year Program Renewal Plan in Gantt Chart format 8. Final Report Interim Report This report is designated as Interim because deliverable seven, A Five (5) Year Program Renewal Plan in Gantt Chart format, is not yet completed. The renewal plan goals and actions have been developed but timelines have not been assigned. The program Chair has indicated that timelines will be assigned at a future time, when resources are identified for implementation of the plan. 1

8 Outcomes from the Deliverables Environmental Scan and Key Findings (Appendix A) The Environmental Scan provides the faculty and Dean with information about similar programs that are offered in s locally and nationally. The Curriculum Validation facilitator gathered information on similar programs and trends influencing their development and direction. The information was gathered by the Curriculum Validation Facilitator through web sites, and telephone contact. The scan gathered information under the following categories: Name of Institution, Location, Contact Person Size of Program, Intakes and Student Demographics Faculty size, Qualifications, Contact time Credential Issued Program Features Work Placements and Outlets Curriculum Model Curriculum Content Student Assessment Current and Coming Challenges Unique Courses & Features Curriculum Renewal Partnerships Additional Information (Other and Comments) 2

9 For the Culinary Arts Program Renewal, ten (10) programs were scanned. Institution Location Program(s)/ Credentials Years Other Programs Offered 1. Red River Winnipeg, MB Culinary Arts Diploma 2 years 1. Culinary Arts Certificate (1-year certificate; 1 st year of Diploma program) 2. Professional Baking and Patisserie (1-year certificate) 2. Algonquin Ottawa, ON Culinary Management Diploma 2 years 1. Culinary Skills Certificate (1-yr) 2. Culinary Skills Chef Training (1-yr certificate) 3. Culinary Skills Chef Training (Online 1-yr cert) 4. Baking & Pastry Arts (1-yr certificate) 5. Bartending (15 weeks) 6. Cook Apprenticeship (1-yr certificate) 7. Assistant Cook (Level 1 Apprentice) 8. Institutional Cook (Level 1 Apprentice) 3. Assiniboine Community (ACC) 4. Conestoga Brandon, MB Waterloo, ON Culinary Arts Diploma 2 years 1. Professional Cooking Certificate (1-yr certificate; 1 st yr of Diploma program) Culinary Management Diploma 2 years 1. Certificate (1-yr certificate; 1 st yr of Diploma) 5. Georgian Barrie, ON Culinary Management (Co-op) Diploma 2 years 1. Culinary Skills Certificate (1-yr certificate; 1 st yr of Diploma) 6. Holland 7. Nova Scotia Community (NSCC) 8. St. Clair Charlottetown, PEI Culinary Arts Diploma 2 years 1. Applied Culinary Operations Degree (follows Diploma plus experience) - 2 additional years 2. Pastry Arts (1-yr certificate) Sydney, NS Culinary Arts Diploma 2 years 1. Cooking Certificate (1-yr certificate; grads can apply to 2 nd yr of Culinary Arts Diploma) Windsor, ON Culinary Management Diploma FASTRACK 2 year in 11 mo. 9. Southern Alberta Institute of Technology (SAIT) Calgary, AB Professional Cooking Diploma 2 years 1. Baking and Pastry Arts (2 years, 5 semesters) 2. Meat Operations and Management (15 weeks + 4-week practicum) 3. Baker Apprentice 4. Cook Apprentice 5. Certified Chef de Cuisine (Part-Time Continuing Education Courses) 10. Vancouver Community (VCC) Vancouver, BC Culinary Arts Certificate 1 year 1. Asian Culinary Arts (5-month certificate) 2. Baking and Pastry Arts Artisan Baking (11 month-certificate) 3. Baking and Pastry Arts Artisan Baking for International Students (13-month certificate) 4. Baking and Pastry Arts Pastry (11-mo. Cert) 5. Baking and Pastry Arts Pastry ESL (13-month certificate) 6. Cooking ESL (10-month certificate) 7. Cooking Foundation High School 8. Culinary Arts (Cook) Apprentice (Three 5-week sessions over 3 years) 9. Culinary Management (8-month certificate) 3

10 Key Findings from the Environmental Scan 1. Most Common Credential Awarded 9 of 10 programs offer a 2-year diploma (VCC offers a 1-year certificate only) 6 of these 9 programs offer an exit point after 1-year with a certificate 1 program (St. Clair) currently delivers the 2-year diploma in 11 months but is planning to go to a 2-year delivery 2. Program Intakes 6 of 10 programs have only a fall intake Algonquin and Georgian have 2 intakes/year fall & winter RRC has 3 intakes/year Algonquin may pilot a 3 rd intake in the spring Vancouver Community has monthly intakes 3. Class Size / Capacity / Graduates Yearly intake ranges from 24 to 270, with RRC being in about the middle of the colleges scanned with a yearly intake of 120 Yearly number of graduates ranges from 16 to 254 Typical number of RRC graduates for 3 intakes has yet to be determined Fall intake RRC Algonquin Winter intake Spring intake Monthly intake Year 1 intake Year 2 capacity Grads / year considering (see note1) VCC SAIT Georgian Holland St. Clair Conestoga NA (+40 for cert pgm) (see note 2) NSCC ACC Note 1 - there were 127 grads from the last intake of 135; about 20 drop out but some transfer into year 2 from the 1 year Culinary Skills Program. Note 2 - includes some students who have transferred in from the 1 year certificate program 4

11 4. Student Demographics RRC, with 75%, has the second highest % of students working part-time while attending the program and is well above the average of 44% RRC, with 35%, has the second lowest % of students coming directly from high school and is well below the average of 61% RRC, with a 45:55 female: male ratio, is close to the typical ratio of 50:50 RRC, with 25%, has the highest % of international students and is well above the average of 9% (excluding VCC, which has 3 separate international cohorts) % working part-time % direct from high school % mature (2 nd career) (see note 1) % female % male % international RRC 75% 35% 20% 45% 55% 25% Algonquin 50% 25% 50% 50% 15% increasing ACC 50% 30% 70% 67% 33% 0% Conestoga Georgian Holland 80% 65% 27% have other postsecondary experience 44% 56% 4% 28% 60% 40% 50% 50% 10% 25% 80% 13% increasing 50% 50% 5% don t actively recruit NSCC 25% 75% 15% 50% 50% 10% St. Clair 30% 90% 10% 50% 50% 4% SAIT 30% 70% 25% have other postsecondary 70% 30% 10% experience VCC 50% 50% 25% 40% 60% 3 separate cohorts Average 44% 61% 52% 48% 9% Note 1 Some colleges may have indicated the % not direct from high school rather than indicating the % mature (2 nd career). In particular, this may be the case where the sum of the % direct from high school and the % mature (2 nd career) is 100%. 5

12 5. Faculty Numbers & Contact Hours All programs, except for Algonquin, Georgian and St. Clair, have more full-time faculty than part-time faculty RRC faculty, with 26 to 28 hrs/wk contact time, is at the top end of the range s fall into two clusters in terms of faculty contact time: o o 22 to 28 hrs/week -- RRC, ACC, Holland and VCC 14 to 19 hrs/wk -- Algonquin, Conestoga, Georgian, NSCC and St. Clair SAIT identifies 2 different faculty contact hours 26 hours for labs or 19.5 hours for classroom Of the 6 programs reporting about courses taught by faculty from other departments, only Holland indicates that all courses are taught by faculty in the Culinary Arts department. RRC and Conestoga both report that some courses are taught by other faculty in the Hospitality School RRC, Algonquin, Georgian and NSCC report that business related courses are taught by faculty from outside the school RRC Algonquin ACC Conestoga Georgian Holland NSCC St. Clair SAIT VCC Number of full-time faculty Number of parttime faculty Courses taught by faculty from other departments 13 Communication, Computer Applications Human Resources and Restaurant Service taught by Hospitality faculty Typical faculty contact hours Communications (+ 1 E.A.) 0 Not stated 25 2 (+ 5 technologists who run labs) 0 Business courses taught by Hospitality faculty 5 8 Management, Communications and Accounting 11 for coordinator 14 for new faculty (+2 business 0 None instructors) 9 0 Business courses (+3 techs who supervise labs) 52 (+10 cooks assist in outlets) 23 (+3 auxiliary instructtors, 5 assistant instructors, 2 instructors for ESL, etc.) Not stated 18 0 Not stated 26 for lab 0 (1 auxiliary instructor) 19.5 for classroom Not stated 25 6

13 6. Faculty Qualifications The colleges scanned require a wide range of faculty qualifications A Red Seal is the only consistent requirement Red Seal Diploma / Degree Industry Teaching Other criteria experience experience RRC yes Preferred CAE after hired Algonquin yes From recognized culinary school 5 yrs management ACC yes Conestoga yes Master s required for last posting yes yes forward thinking Georgian yes yes CCC benefit Holland yes CAE within 3 years or degree yrs in variety of settings NSCC yes degree preferred St. Clair journeyperson SAIT 30% have bachelor degrees 15% have masters degrees Adult Education diploma after hired VCC yes High school 10 yrs post Red Seal 3 yrs management several are CCC number and types of competitions entered 7

14 7. Student Workload RRC students, with hrs/wk in class, spend more time in class than students at any of the other colleges Overall, time in class ranges from hrs/wk with an average of about 28 hrs/wk RRC, with 75% of overall time devoted to practical, has the 3 rd most time devoted to practical The % of time devoted to practical ranges from 40% to 83% with an average of about 68% RRC, NSCC and SAIT, with 5 courses/term, are at the low end of the range of 5 8 courses/term (VCC excluded) Terms Weeks / Term Student hrs/wk in class Student number of courses/term RRC % Algonquin % of overall time devoted to practical % comprised of: 60% in 1 st year 40% in 2 nd year ACC % Conestoga Georgian in fall of 2 nd year work term in fall of 2 nd year Holland 4 15 fall winter NSCC in fall of 2 nd year St. Clair 3 (11 months) SAIT 5 15 (courses in 3 week blocks) in 1 st 3 or 4 weeks % comprised of: 60% in 1 st year 40% in 2 nd year % is 70% college range 20 5 Not stated 15 / 15 / % % VCC % 8. Entrance Requirements 8 of 10 programs require a high school diploma SAIT requires 35 high school credits VCC requires completion of grade 10 Some colleges have additional recommended or required criteria: a. RRC Accounting 30S & 40S suggested b. Algonquin St. John Ambulance First Aid strongly recommended c. ACC First Aid & Foodsafe required d. Conestoga minimum math and English grades required e. Holland ability to perform physically challenging tasks & resume required f. SAIT resume, 2 reference letters & Culinary Investigation Report required g. VCC 100 hours of industry related experience & Foodsafe certificate required Algonquin and SAIT state that they do or may rank applicants 8

15 9. Continuation & Graduation Requirements Continuation requirements vary widely, but typically require a GPA over a specified period of time Some colleges require failed courses to be repeated before proceeding in the program and some require that they be repeated before graduation Holland was the only college that included attendance in continuation requirements All programs, with the exception of Algonquin, ACC and SAIT, specify required achievement levels above 50% to graduate RRC, Holland and VCC require 70% in some or all courses to graduate Continuation requirements Graduation requirements RRC 2.0 GPA in each term Pass all practical exams or courses to be eligible for co-op 70% in Culinary-related courses 60% in Computer Applications 50% in general business courses Algonquin Successfully complete all courses to be eligible for field placement 50% in each course (increase to 60% or 70% under discussion) ACC 2.0 cumulative GPA; if not, students only allowed to audit courses for the 50% in each course Conestoga Georgian Holland rest of the year to build skills 2.5 cumulative GPA; if more than 3 courses/year failed, put on probation; if 5 courses failed, exited from program 50% in each course in each semester Students exited if more than 20% of classes missed Students placed on probation and not placed in an internship if more than 1 lab course failed Students exited if 3-4 lab courses are failed 55% is college standard The passing weighted average for promotion through each semester, from year to year and to graduate is 60% 70 75% for courses leading to industry certifications 60% for other courses NSCC Must pass all courses 60% in each course St. Clair Successfully complete all courses in term and have a career GPA of 2.00 Warning if 1% to 15% of the Career credit hrs in a term are failed (may be required to pass failed courses before proceeding) Probation when Career semester GPA falls below 2.00, or if 16 to 32% of the Career credit hrs are failed (may be required to pass failed courses before proceeding) Dismissal if three or more courses failed; 33% or more of the Career credit hours failed; Career GPA less than 2.00 for 2 consecutive semesters; the same course failed twice; on probation following re-admission to a Career and fails to achieve a semester GPA of 2.00 by the next evaluation period Pass all required courses and achieve a 2.00 GPA in the courses related to the program. 9

16 SAIT VCC 2.2 GPA must be maintained or students are withdrawn 2.67 GPA to continue to next term Failed courses have to be retaken/passed at a later date in order to graduate Currently 70% minimum required to pass a course. Starting September 2013, changed to a 50% standard 70% 10. Work Placements 7 of 10 programs have required work placements ACC and St. Clair do not have work placements VCC has an optional work placement that is unpaid RCC, with 800 hours, has the longest work placement Compulsory work placements range from 320 to 800 hours with an average of 624 hours Of the 7 programs with required work placements, 5 report that students are paid Conestoga does not state if students are paid Algonquin states that students may be either paid or unpaid RRC Algonquin ACC Conestoga Georgian Holland NSCC # of work placements Length of work placements Paid / unpaid Additional Information hrs (32 wks) paid hrs paid or Students currently employed in a facility (125 hrs in each unpaid are required to complete a placement of the 4 terms) but may obtain partial or full credit. 0 1 ~750hrs (30 wks) Not stated The cannot guarantee co-op employment. Students conduct an independent job search in addition to the supports provided by the Co-op Office hrs paid hrs (15 wks) paid Students find own placement. Students complete a portfolio of their placement experience. Students must be supervised by a Red Seal chef or CIC approved recognized equivalent. 1 ~500 hrs (5 mo) paid St. Clair SAIT VCC hrs (10 wks) paid Students find a placement approved by the program coordinator. Students must be supervised by a journeyperson who will evaluate performance. Students will be required to complete a daily journal and a comprehensive report on their experience. 1 (optional) ~100 hrs (1 mo) unpaid 10

17 11. Student participation in Outlets The data in this summary is not yet complete for all colleges All of the colleges have outlets typically 1 or 2 outlets Fine dining ranges from seats Months of operation for outlets range from 1 to 12 months / year Months of operation are not stated for Georgian, NSCC and VCC At least 1 outlet at RRC, Algonquin, Conestoga, Holland and SAIT operates 12 months / year Of the five colleges that operate outlets 12 months / year, Algonquin and Conestoga are the only ones that do not hire paid staff for the summer months Holland hires recent graduates for the summer months Outlets Seats RRC Jane's (Fine dining) Culinary Exchange (Cafeteria) 75 Hours / days / months of operation Dinner Tues - Fri Sept - April Lunch Tues - Fri 12 mos / yr 7 am - 7pm Mondays after 2 pm Tuesday - Friday Saturday & Sunday 10 am - 6 pm 12 mos / yr Breakfast & Lunch Tuesday - Friday May - Aug Breakfast & Lunch Tuesday - Friday Sept - April Student involvement Yes Yes None None Yes Hired staff None None Yes Yes None How is student learning balanced with running outlets? How are theory classes scheduled in conjunction with lab classes / outlets? Theory classes are: Mondays when Jane's is closed, at the end of the day or just before evening labs begin. Students usually have two theory courses per term in addition to their lab courses. 11

18 Algonquin ACC Restaurant International Savoir Fare Gourmet Store Grey Owl Dining Room (less if student groups are smaller) 9-5 Mon - Sat 12 mos / yr 9-5 Mon - Sat 12 mos / yr 5:45 - Mon - Fri mid Jan - mid Feb Yes Supplied by Culinary Arts & Baking students Students split into: prep team 8:30-4:30 service team 3:30-11:00 or so 2 part-time 2 casual dishwashers 1 casual front of house Drawn from curriculum. (e.g. items produced in Quantity Cooking supply Savoir Fare outlet) All events must be tied directly to the learning outcomes. Multiple sections of labs enables students to modify their lab schedules to best fit with other courses. No other courses are scheduled during this time. Conestoga bloom. (Fine dining) 45 4 lunches btwn Monday - Friday 3 dinners btwn Monday - Thurs Fall Semester 5 lunches Monday - Friday 3 dinners btwn Mon - Thurs Winter Semester lunch only Wed & Thurs Spring Semester (May - August) Yes Full time Maitre'd / sommelier Yes " Yes " 1st year students do 2 courses in Restaurant Operations 2nd year students do an A La Carte course Cohort is divided into 4 groups that cycle through the outlet. Classes take place either before or after the lab. At times there are no classes scheduled other than the lab. 12

19 Georgian Georgian Dining Room 120 Max. Varies by student numbers / abilities so as to not stress out students and interfere with their learning. Menu based on curriculum being studied. Dinner is eventsbased to correspond with 2 nd year curriculum. Scheduled around lab times dining room is a lab course. Holland Lucy Maud Dining Room (fine dining) Montgomery Cafeteria CIC Banquet & Catering (70 events/yr including 25 weddings) Fine dining Usually 60 for lunch 70 (50-55 avg) 300 Offsite (largest 3000 pax) Onsite - 2 rooms 70 sit / 120 stand 300 sit / 400 stand 80 Lunch & dinnertues SatOct June Dinner only Tues Sat June Oct Breakfast (250) & lunch (400) Mon Fri Sept - June Oct - June 2nd yr Culinary Arts None 1 st yr Culinary Arts 2nd yr Culinary Arts (banquet & catering class rotation) Managed by Foodservice Operations Manager Grads hired Managed by Foodservice Operations Manager Managed by Foodservice Operations Manager June - Oct None Grads hired Menus are strictly skills driven. Faculty monitor this to avoid students feeling like they are slave labour. All outside functions must align with what is currently being studied. If someone is booking a wedding and students are studying buffets, the client is aware that their function will be a buffet no deviation from this. Culinary theory is taught in conjunction with lab classes. Business courses are taken in a separate rotation when no labs are scheduled. NSCC Café Cafeteria Outlets St. Clair Campus restaurant 100 Final term 13

20 SAIT Highwood Dining Room (fine dining) 49's (dining centre) served in all outlets at lunch Lunch & dinner (6-10) Mon - Fri Sept - April 7:30-1:30 Sept - April 7:30-1:30 May - June yes yes none 3 cooks for both outlets 3 cooks for both outlets paid staff 1 hour of class time is scheduled both before and after each practical lab. VCC Dining Rm 1 80 Dining Rm 2 75 Meets program focus of hands-on production. Classes scheduled around labs and hours of service. 12. Challenges s identified a wide range of challenges with only a few of the challenges identified by more than one college. Challenges identified are related to: Student demographics Needs of international students change in pace of delivery due to language skills and cultural differences Different learning styles Increasing demands on students from work, family, etc. Student retention To meet the needs of a changing learner demographic, SAIT has started a group that does not receive any lectures, but who learn content via personal learning and exploration Program structure Standardizing curriculum across instructors or campuses Increasing hands-on courses / lab time Increasing program to 2 years (St. Clair ) Developing interesting blended courses Meeting industry needs Social media skills for business Soft skills teamwork, time management, work in stressful situations, uniforms, appropriate, language, professional attitude, independence, flexible, continuous learner Teaching students to use technology to learn Communication and math skills Use of local products Creativity Nutrition, dietary needs, allergies Menu development, costing, inventory, marketing Ensuring program teaches students how to cook and not just trying to follow the latest fads Resources Aging or too few facilities Government wanting greater role in determining what is taught 14

21 13. Unique Courses Course(s) Description Algonquin Chefs of the Region Each week an executive chef, chef de cuisine or chef/owner from a hotel or restaurant in the Ottawa/Gatineau area demonstrates selected recipes. ACC Cuisine and Trends Students explore the flavours and recipes of international Conestoga Georgian Holland St. Clair SAIT Marketing for Hospitality Contemporary Food Presentation Introduction to Marketing Culinary Trends Trends in Industry Culinary Perspectives cuisine, as well as trends in cooking. Equips students with marketing tools to understand consumer behaviour, analyze market conditions and trends, and apply marketing strategies to create a marketing plan for a business in the hospitality and tourism industry. Provides a practical understanding of artistic food presentations with emphasis on culinary and economic principles to achieve maximum effect by simple means. An overview course with a focus on marketing products and services to the ultimate consumer. Emphasis is placed on the basic marketing premise that customer needs must be satisfied in order to achieve company objectives. The student gains insight into the complex and interdependent variables involved in developing successful marketing strategies. The strategic marketing planning process is introduced, along with the specific concepts and principles of the four key components of the marketing plan - Product, Price, Distribution, and Promotion Strategies. Culinary trends reflect a shift in taste and cultural practices over time, combined with advances in technology and culinary techniques. In this course students will identify current culinary trends and will gain an understanding of the factors that influence trends. Additionally, students will have the opportunity to apply their knowledge through practical applications. This course provides the student with a general understanding of culinary trends and their value to the hospitality industry. Through interactive lectures, research, statistical analysis, offcampus field study, and guest speakers, the student will see how culinary trends develop and how to respond and utilize the information to advance hospitality business. Trends in Culinary Tourism, Hospitality Career Development, Institutional Certifications, Agri-tourism, and Technology will be studied. Students are led through a review of classical French cuisine as a foundation for the exploration of ethnic and contemporary cuisines. Students then explore and experiment with elements of international cuisines such as Asian, Mediterranean, North and South American, Regional and Middle Eastern. Culinary trends are examined. 15

22 14. Unique Features Feature(s) Description Algonquin Georgian Holland NSCC SAIT Culinary Skills Chef Training Online Optional semester at Schiller International University in Strasbourg, France Internship assessment Portfolio Development Program Test Drive Career Investigation Report Culinary Campus Jackson s Culinary Garden Culinary Campus on Twitter Level 1 courses are offered online followed by the practical inkitchen component on campus. Some hands-on classes are held during the evenings or weekends in the s Restaurant International. Students submit a Student Learning Portfolio based on the guidelines outlined in the Culinary Institute of Canada portfolio package. You are expected to develop a portfolio of your work as part of your study at NSCC. A portfolio is a powerful and convincing way to demonstrate your achievements to future employers over and above the standard résumé. A portfolio is also a good way to observe the development of your skills and abilities throughout your working life. Offers potential students the chance to experience programs first-hand to help them to decide if the program is the right fit Applicants must complete a special report (8 questions) detailing their decision-making process for becoming a member of the profession. This is SAIT s new downtown cooking school. During the weekday, students prepare breakfast and lunch for downtown patrons and in the afternoons, evenings and weekends, chef instructors offer courses to the general public in food preparation. The Culinary Campus features a continuing education Rush Hour series, a 45-minute class where students will be shown how to cook a meal, pick up the ingredients at The Market, head home, then cook it in 15 minutes while avoiding the rush hour of traffic. It also offers Team Building courses and is a venue for social events such as bridal showers and birthday parties. A living agro-literacy center allowing students to plant, grow and harvest their own herbs and vegetables for use in their daily studies. The garden teaches students about agriculture and sustainability by teaching how to grow the produce we eat and the effort required to grow and maintain crops. Fresh, new and regular updates appear on SAIT s Culinary Campus Twitter account. 16

23 15. Articulation agreements 5 of the 10 colleges, including RRC, have articulation agreements to degree programs SAIT also has an articulation agreement to Humber s advanced diploma program Holland is the only college with a degree program identified for articulation The other degree programs identified for articulation are at universities A number of the degree programs appear to be directly related to the hospitality field diploma program graduates typically receive about 2 years of credit toward a degree program and are typically required to have an average of 70% 75% in their diploma program to be eligible for entry into a degree program RRC Articulation Agreement(s) RRC, Winnipeg, MB Culinary Arts graduates wishing to enter the Hospitality and Restaurant Management program are eligible for credit in courses common to both programs. Ryerson University, Toronto, ON Some Culinary Arts courses are eligible for credit at Ryerson University. Algonquin ACC Conestoga Georgian Entering Graduates of the RRC Commercial Cooking, Chef Training or Cook Apprenticeship programs wishing to enter the Culinary Arts Diploma program may receive credit for equivalent courses completed in these former programs. Wilfred Laurier University, Waterloo, ON Bachelor s Degree in Culinary Management -- Graduates with a minimum of 75% grade average are eligible to receive 6/20 credits. Davenport University, Grand Rapids, Michigan Bachelor of Business Administration - Management (4-yr), or BBA/MBA Strategic -- Graduates are eligible to receive advanced standing of 60 credit hours. Entering Several high schools have agreements for students to receive advanced standing. Not stated Holland, Culinary Institute of Canada, PEI Applied Degree in Culinary Operations (4-yr) Graduates must complete 60+/120 credits (2 years). University of New Brunswick, Saint John, NB Bachelor of Applied Management in Hospitality and Tourism (4-yr) -- Graduates with a minimum of 70% GPA must complete 60+/120 credits (2+ yrs). Bachelor of Applied Management (4-yr) -- Graduates with a minimum of 70% GPA must complete 60/120 credits (2 years). Royal Roads University, Victoria, BC Bachelor of Arts Degree with Honours - International Hotel Management (4-yr) -- Graduates with a minimum of 75% GPA and specific courses must complete 60/120 credits (2 years). Ryerson University, Toronto, ON Bachelor of Commerce-Hospitality and Tourism Management -- Graduates with a minimum of 75% GPA and additional courses must complete 90/120 credits (3 years) 17

24 University of Ontario Institute of Technology Bachelor of Commerce (Honours) (4-yr) - Graduates with a minimum of 73% GPA must complete 75/120 credits (2 years of full-time study) Davenport University, Grand Rapids, Michigan BBA (Majors available in Management, Strategic Management or Marketing) (4-yr) must complete 60/120 credits (2 years of full-time study); courses available online Holland Griffith University, Australia Bachelor of Business (Hotel Management) -- Graduates must complete 120/240 credit points (1.5 years) Ryerson University, Toronto, ON Bachelor of Commerce in Hospitality and Tourism Graduates receive up to 2 yrs credit University of New Brunswick Saint John, Saint John, NB Bachelor of Applied Management in Hospitality and Tourism Graduates receive up to 2 yrs credit University of Prince Edward Island, Charlottetown, PEI Bachelor of Business in Tourism and Hospitality -- Graduates receive 60 credit hours credit Memorial University of Newfoundland, St. John s, NL Bachelor of Applied Management Graduates receive up to 2 yrs credit Johnson & Wales University, Providence, Rhode Island Bachelor of Science Degree in Culinary Arts/Food Service Management -- Graduates with a minimum of 60% in courses will be eligible for transfer credit leaving 2.5 yrs to complete NSCC St. Clair SAIT Florida International University, North Miami, FL Bachelor of Commerce in Hospitality and Tourism Graduates receive up to 2 yrs credit Not stated No articulation to university degree programs Humber, Institute of Technology & Advanced Learning, Toronto, ON Professional Cooking Advanced Diploma program -- Graduates are eligible to enter year 3 of Humber s Professional Cooking Advanced Diploma program. Graduates of the Humber program articulate straight into year 4 of Holland degree program University of New Brunswick, Saint John, NB Bachelor of Applied Management -- Graduates with an overall average of 70% are eligible to enter year 3 Entering NAIT, Edmonton, AB Graduates from NAIT s 1-year Culinary Arts Certificate may receive credit for 10 courses towards SAIT s Professional Cooking Diploma program VCC Yukon, Whitehorse, YT Graduates of Yukon s Culinary Arts Certificate program with an minimum average of 70% are eligible for admission to the 2 nd year of SAIT s Professional Cooking Diploma program Not stated 18

25 16. Accreditation RRC, ACC, NSCC and SAIT report that program graduates receive credit in their respective provincial apprenticeship programs St. Clair states that apprenticeship may be available and VCC states that graduates are recognized by the Industry Training Authority 17. Partnership Arrangements Some partnership highlights include: Georgian Holland NSCC SAIT Partnerships Student membership in the junior chapter of the regional Professional Chefs' Association Student participation in Georgian 's award-winning culinary team Regular industry experiential opportunities to take part in events held both at the college and on location at some of the top resorts and facilities in the region Semester Abroad option with Schiller International University in Strasbourg, France option in the first term of 2 nd year Welcomes American students and is approved by the US Federal Aid for the processing of student loans Nova Scotia Department of Education s Options and Opportunities (O2) offers high school students more hands-on learning experiences with a career focus at NSCC Horizon Milling provides product for use in SAIT s Culinary Arts classes and makes financial contributions towards capital equipment and facility upgrading. SAIT s baking facilities are used to test new products and to carry out product promotion to its clients. This partnership has been in effect since Hospitality 100 Club was inaugurated in 1990 as a unique partnership between industry and education. For an annual membership fee, up to 100 representatives of the hospitality industry and their guests attend two exclusive gourmet events. The Club provides assistance to students to attend competitions, to secure educational discounts on equipment and the opportunity to participate in domestic and international Culinary Arts study tours. The Club also provides opportunities for Alberta manufacturers to profile new food products to peers, faculty and students. The Club provides a setting that encourages an informal exchange of ideas between hospitality professionals and educators for the benefit of both students and the industry. The baking equipment manufacturer MIWE, provides SAIT with a significant discount on its latest baking ovens. SAIT has become the test site and demonstration center for the German company, Aromat and Deck Ovens. VCC Partners with several Metro Vancouver school districts to provide career exploration and skill training programs to secondary school students. Students receive training in Foundations Cooking Level 1, high school and college credits, 1,000 hours of workbased training credits towards an apprenticeship and the opportunity to write the Level 1 technical exam. 19

26 Industry Occupational Analysis (DACUM) Chart (Appendix B) The Industry Occupational Analysis using the DACUM process is a familiar component of the curriculum development process at Red River and provides the program with a description of regional occupational needs. Included in the process is the identification of emerging and retiring industry trends. The Industry Occupational Analysis for the Culinary Arts program was held on April 8 & 15, 2013, facilitated by Robert Cordingley, Lorna Smith and Craig Edwards. Seven (7) expert practitioners in the field were asked to identify the major competencies and related skills required by Chefs / Cooks working in: hotels, restaurants, fine dining restaurants, country clubs, chef operated establishments, institutions, chain restaurants, food research / product development and catering in Manitoba, Canada and internationally. As well, they were asked to rate each identified skill to indicate the level of independence, in performing the skill, required of a new hire. To facilitate an in-depth occupational analysis and to enable the program to continue to meet Apprenticeship accreditation requirements, the practitioners were provided with the skills identified in the Red River 2004 Culinary Arts DACUM as well as the Human Resource Development Canada 2011 Task Profile Chart Cook as a reference. The resulting Culinary Arts DACUM identified the following scope, emerging and retiring trends: Scope Chefs / Cooks working in: Hotels Restaurants Fine dining restaurants Country clubs Chef operated establishments Institutions Chain restaurants Food research / product development Catering In Manitoba, Canada and internationally Emerging Industry Trends "Sharing" / sharing menu (with wine) Whole animal approach to cooking / loss of knowledge to take apart whole animal Focus on Manitoban / North American ingredients Awareness of vegetables and herbs Asian cooking Farm to table Cooking outside restaurant Lebanese, East Indian spices - Wpg Use modernist / molecular in new way e.g. xanthan gum as thickener vs. gelatin Eating clean / healthy cooking Gluten-free cooking Specialty diets (dairy free) 20

27 Customization Eating less, but better Cocktails Butchery Fermentation Sustainability Using "written" communications (handwritten notes) Vegetables Using social media to track trends Retiring Industry Trends Whole animal - can get cuts of any part of animal Molecular gastronomy Mini stuff Cold competition / glazing The idea of "fine dining" Please see the detailed Occupational Analysis in Appendix B. Graduate Skills and Abilities and Gap Analysis Chart (Appendix C) During two half-day workshops on May 22 and 24, 2013, faculty used the Industry Occupational Analysis chart to outline their assessment of what would constitute realistic learning expectations of the program. They then compared those expectations to the current instruction in the program to identify any gaps in training. The outcome of this workshop was a single, composite chart that outlines the graduate skills and abilities and gaps. This chart, located in Appendix C, serves as the focus for curriculum renewal and the basis for the development of program learning outcomes. Graduate Profile (Appendix D) Through the use of the Graduate Skills and Abilities Chart, the Graduate Profile Outcome statements were developed by the faculty at a workshop on November 25, A Graduate Profile is a set of outcome statements that describe the essential and enduring knowledge, skills and abilities expected of a graduate of a program. The graduate profile provides the focus for program and course revision to ensure that all learning outcomes and assessments are relevant to the expected learning of students in the program. Please see the detailed Graduate Profile in Appendix D. 21

28 Focus Group Summaries (Appendix E) Focus groups with current students and graduates were conducted on September 23 & October 28, 2013 respectively, to gather information on three (3) key areas: 1. Marketing / Information / Application Process Why did you choose Red River for your Culinary Arts education? Who or what influenced your decision to take the program? How did Red River help you determine if the program (and career) would be a good fit for you? What additional information would have been helpful? How aware were you, before starting the program, of: Demands of the program Working conditions / expectations in this field 2. Program Effectiveness What parts of the program have been most effective in preparing you for the industry? Why? What parts of the program have been least effective in preparing you for the industry? Why? 3. Early Leaving Have you ever considered leaving the program prior to completion? Why? Why did you decide to stay? The ninety (90) minute focus group with current students was conducted by Robert Cordingley and Lorna Smith. Eight (8) students participated six (6) from term 4 and two (2) from term 6. The ninety (90) minute focus group with graduates was conducted by Robert Cordingley. Eight (8) graduates participated all had graduated within the last 5 years. Prior to the start of the focus groups, participants were provided with information about the purpose of the focus groups, how the information would be collected, stored and disseminated and the confidentiality of responses. A summary of the focus group responses is in Appendix E. 22

29 Program Renewal Vision, Goals and Actions (Appendix F) A visioning workshop with the Culinary Arts faculty on December 17, 2013 challenged participants to identify, What should be done over the next 5 years to maintain and enhance program excellence? As part of a three (3) hour pre-visioning meeting on December 16, 2013, participants reviewed a six (6) point goal statement for the school, the Environmental Scan, the Focus group Summaries and the Gap Analysis. The goals identified at the visioning session on December 17, 2013 are articulated in the graphic below. Please see the full set of goals and related action items in Appendix F. 23

30 5 Year Program Renewal Plan Draft (Appendix G) The program renewal plan is the result of the former Dean translating the preceding five deliverables into a coherent plan for the renewal of the program. The Program Renewal Plan will serve as the basis for future improvement of the Culinary Arts program. This report is designated as Interim because timelines have not yet been assigned for implementing the goals and actions. The program Chair has indicated that timelines will be assigned at a future time, when resources are identified for implementation of the plan. Please see the draft Renewal Plan in Appendix G. 24

31 Appendix A Environmental Scan and Key Findings 25

32 26

33 A1: ENVIRONMENTAL SCAN Culinary Arts Full Name, Address Scanned Red River (RRC) Red River Paterson Global Foods Institute 504 Main Street Winnipeg MB R3B 1B8 Keith Muller, Dean School of Hospitality and Culinary Arts (204) Algonquin Algonquin School of Hospitality and Tourism 1385 Woodroffe Avenue Ottawa, Ontario, K2G 1V8 Wes Wilkinson, Program Coordinator (613) Ext: Assiniboine Community (ACC) Assiniboine Community Manitoba Institute of Culinary Arts (MICA) 1430 Victoria Avenue East Brandon, Manitoba, R7A 2A9 Dave Perkins, Chair (204) Ext: Conestoga Conestoga Waterloo Campus 108 University Avenue East Waterloo Ontario, N2J 2W2 Diane Cudney, Chair Hospitality (519) ext:

34 Georgian Georgian One Georgian Drive, Barrie, Ontario, L4M 3X9 Philip Leach (705) Holland Holland The Culinary Institute of Canada Tourism and Culinary Centre 140 Weymouth St. Charlottetown, PE, C1A 4Z1 Austin Clement, Program Manager (Elaine Black, Administrative Assistant) (902) Nova Scotia Community (NSCC) Nova Scotia Community Program available at: Akerley Campus, Dartmouth Kingstec Campus, Kentville Lunenburg Campus, Bridgewater Marconi Campus, Sydney Strait Area Campus, Port Hawkesbury Ted Grant, Hospitality Academic Chair Located at Akerley Campus (902) St. Clair St. Clair South Campus 2000 Talbot Road West Windsor, ON, N9A 6S4 Marc Johnston, Coordinator (519) , ext

35 Southern Alberta Institute of Technology (SAIT) Polytechnic Vancouver Community (VCC) Scanned RRC Algonquin ACC Conestoga Georgian Holland NSCC St. Clair SAIT Southern Alberta Institute of Technology (SAIT) Polytechnic E179 John Ware Building th Ave. NW Calgary, AB T2M 0L4 Estuardo Toledo, Academic Chair, Professional Cooking (403) Vancouver Community Downtown Campus 250 West Pender Street Vancouver, BC V6B 1S9 John-Carlo (J.C.) Felicella, Department Head (604) URL F-DP&RegionCode=WPG linary-management/ spx rts/ g=cula&pln=culinarts

36 VCC Scanned Red River (RRC) Program Size Number of students Intake 120 (40 for each of 3 intakes September, January and June) Capacity 70 in 1 st year; 50 in 2 nd year with 2 intakes (prior to 2013) Graduates 36 (with 2 intakes) Features contributing to retention orientation sessions, Paths to Success program Student Demographics % working P/T 75% % direct from high school 35% % mature (2 nd career) 20% Ratio male to female 55:45 % international 25% Number of Faculty # f/t 8 #p/t 2 (1 shared; 1 contract for Nutrition) Teaching into program for general business courses Communication, Computer Applications, Human Behavior Shared with Hotel Restaurant management Program Human Resources, Restaurant Service Qualifications Red Seal Chef, diploma or degree preferred Typical faculty contact hours 26 to 28 hrs./wk. Algonquin Number of students Intake 270 (135 for each of 2 intakes September & January / May pilot an additional intake in the spring) Capacity 270 (about 20 drop out but some transfer in from one (1) year Culinary Skills program) Graduates 127 for last intake of 135 Features contributing to retention student advisors, call home if absent for several days, tap into parents to support & encourage students Student Demographics % working P/T None stated % direct from high school 50% % mature (2 nd career) 25% (increasing) Ratio male to female 50:50 % international 15% 30

37 Number of Faculty # f/t 23 #p/t 80 contract faculty (high number due to hour ceiling) Teaching into program Only Communications courses taught outside of department Qualifications min 5 years management experience; Red Seal; graduate of recognized culinary school Typical faculty contact hours 16 to 18 hrs./wk. Assiniboine Community (ACC) Number of students Intake 24 (September intake) Capacity 24 Graduates 16 average Features contributing to retention Events in Grey Owl Restaurant; competitions Student Demographics % working P/T 50% % direct from high school 30% % mature (2 nd career) 70% non-sequential Ratio male to female 1:2 % international 0% Number of Faculty # f/t 2 (plus 1 educational assistant) #p/t None stated Teaching into program None stated Qualifications Red Seal Typical faculty contact hours 25 hrs./wk. (approximate) Conestoga Number of students Intake 40 (September intake); another 40 enter the one (1) year certificate program that is the first year of the diploma Capacity approximately 30, includes some who have transferred over from the certificate program; popular courses like International Cuisine Graduates 28 to 30 Features contributing to retention great faculty; added more practical elements to 2 nd year; enticing courses like International Cuisine and Menu Planning, Development and Implementation Student Demographics % working P/T 75% to 85% % direct from high school 65% % mature (2 nd career) 27% come from other post-secondary programs; 1 or 2 applicants per year come from another career (this number is low since economy improved) Ratio male to female 56:44 this year; 58:42 last year 31

38 % international 3 students out of the 80 first year students (3.75%); this number is growing Number of Faculty # f/t 2 (plus 5 chef technologists who run the labs) #p/t None stated Teaching into program business courses taught by faculty from Hospitality department Qualifications Red Seal; industry experience; teaching experience; forward thinking / contemporary; for the last position hired, the required a Master s Typical faculty contact hours 11 hrs./wk. plus coordinator duties; 14hrs/wk. for new faculty member Georgian Number of students Intake 135 (115 September; 20 January) Capacity 135 in 1 st year; 75 in 2 nd year Graduates 35% of those entering 2 nd year Features contributing to retention semester abroad attracts students; co-op keeps students motivated Student Demographics % working P/T 20 to 25% work in industry; another 5% in unrelated % direct from high school 60% % mature (2 nd career) 40% Ratio male to female 50:50 % international 10% Number of Faculty # f/t 5 #p/t 8 Teaching into program for management, communications & accounting Qualifications Red Seal mandatory; CCC benefit; relevant experience Typical faculty contact hours 16 to 19 hrs./wk. Holland Number of students Intake 120 (September intake) Capacity 120 in 1 st year; 100 in 2 nd year Graduates 85 to 90% of 2 nd year students Features contributing to retention - recruitment sessions stress the realities of working in the industry; student services provides academic support; assist out of province candidates with accommodation, etc. Student Demographics % working P/T 20 to 30 % % direct from high school 80% 32

39 % mature (2 nd career) 10 to 15% and growing Ratio male to female 50:50 % international 5% Nova Scotia Community (NSCC) Number of Faculty # f/t 21 Chef instructors; 2 business instructors #p/t none stated Teaching into program none Qualifications Red Seal; years experience in a variety of settings; CAE or degree (if not, then complete CAE within 3 years) Typical faculty contact hours 22 to 25 hrs./wk. (not unionized) Number of students Intake 70 (September intake) combined for all campuses Capacity 70 in 1 st year; 55 in 2 nd year Graduates 55 Features contributing to retention is an engaging program; retention is better when there is a lower student / teacher ratio more individualized attention Student Demographics % working P/T 25% % direct from high school 75% % mature (2 nd career) 15% Ratio male to female 50:50 % international 10% Number of Faculty # f/t 9 # p/t 0 Teaching into program faculty from other departments for business courses Qualifications undergraduate degree, Red Seal, teaching experience preferred Typical faculty contact hours 18 hrs./wk. St. Clair Number of students Intake 120 (September intake) Capacity none stated Graduates slightly more than 50% of intake Features contributing to retention Just started a mid-semester review meeting with individual students who appear to be experiencing challenges; paid student mentors work with individual students to help them with issues such as math, English skills, etc. Student Demographics % working P/T 30% % direct from high school 90% % mature (2 nd career) 10% 33

40 Ratio male to female 50:50 % international 4% Number of Faculty # f/t 3 # p/t 4 (plus 3 technologists who take over lab classes after the first couple of hours of instructor demos, supervise practical portion of lab) Teaching into program none stated Qualifications several Certified Chef de Cuisine; all journeypersons Typical faculty contact hours 18 hrs./wk. Southern Alberta Institute of Technology (SAIT) Polytechnic Number of students Intake 200 (September intake) Capacity 200 in 1 st year; 130 in 2 nd year Graduates 125 Features contributing to retention Mentor (students) assigned for each home room for the year. They meet with students one-on-one once a month and also during internship. They help direct students to the most appropriate supports. Have noticed a 25% decrease in attrition since implementing this strategy. Student Demographics % working P/T 30% (Significant funding available in Alberta, making it unnecessary for many students to work part time. School hires about 15 students.) % direct from high school 70% % mature (2 nd career) 25% come with post-secondary degree Ratio male to female 30:70 % international 10% Number of Faculty # f/t 52 (plus 10 cooks assist with work in outlets) # p/t 0 Teaching into program none stated Qualifications Number & types of competitions international; 30% hold bachelor degrees; 15% hold master degrees; Adult Education Diplomas are completed after hired Typical faculty contact hours 784 hrs./yr. (26 hrs./wk.) for lab instructors; 584 hrs./yr. (19.5 hrs./wk.) for classroom instructors Vancouver Community (VCC) Number of students Intake 240 (monthly intake of 20) Capacity 240 (is 1 year program) Graduates 216 (90%) Features contributing to retention Industry asks for credential from new employees industry suggests VCC; entrance requirement is at least 100 industry hours already have some commitment to industry 34

41 Student Demographics % working P/T over 50% % direct from high school 50% % mature (2 nd career) 25% Ratio male to female 60:40 % international 3 separate cohorts of international students for different culinary programs offered by VCC - not part of domestic cohorts Number of Faculty # f/t 23 F/T Faculty; 3 Auxiliary instructors; 5 Assistant instructors; 2 F/T instructors for other needs ESL, etc. # p/t 1 Auxiliary instructor Teaching into program none stated Qualifications 10 years post Red Seal, 3 years minimum management in industry, minimum of high school diploma Typical faculty contact hours 25 hrs./wk. Credentials Scanned RRC Algonquin ACC Conestoga Georgian Holland NSCC St. Clair SAIT Certificate, Diploma or Applied Degree Culinary Skills Certificate (exit point at the end of 1 st year) Culinary Management Diploma Culinary Skills Certificate (exit point at the end of 1 st year) Culinary Management Diploma Professional Cooking Certificate (exit point at the end of 1 st year) Culinary Arts Diploma Certificate (exit point at the end of 1 st year) Culinary Management (Co-op) Diploma Culinary Skills Certificate (exit point at the end of 1 st year) Culinary Management (Co-op) Diploma Culinary Arts Diploma Cooking Certificate (grads can apply to 2 nd year of Culinary Arts) Culinary Arts Diploma Culinary Management Diploma Professional Cooking Diploma 35

42 VCC Culinary Arts Certificate Program Features Scanned Red River (RRC) Length, Division of Academic Year, Entrance Requirements, PLAR, Special Selection Process, Graduation Requirements Length # of years 1 yr. Culinary Skills Certificate; 2 yr. Culinary Management Diploma # of terms 4 # of weeks/term (including exams) - 16 # hrs./wk. students in class (max/min) 36 to 38 # of courses taken/term (min/max) 5 Ratio theory to practical hrs. 1:3 Division of academic year Fall Term: September December Winter Term: January April Summer Term: May August If a student starts the program in September, the student will complete the final academic courses in Term 5 and final co-op work term in Term 6. If a student starts the program in January, the student will complete the final co-op work term in Term 5 and the final academic courses in Term 6. Entrance requirements Requirements o Due to high demand, is open to Manitoba residents only o Regular Admission Requirements Grade 12 Manitoba High School Diploma Suggested: Accounting 30S and 40S o Special Admission Requirements If 19 years or older on or before September 30 in your year of registration, or have been out of high school for a minimum of one year and do not meet the regular admission requirements, applicants must have successfully completed the following: o RRC Introduction to Business o OR o English 40S and Math 40S Math & English specifics for Special Admission (see above) Interview none Selection criteria first qualified, first in 36

43 Continuation requirements Minimum 2.0 GPA average in each term Must pass all practical exams or courses in order to be eligible for coop work placement Graduation requirements 70% pass for all Culinary-related courses 60% pass for Computer Applications course 50% pass for general business courses RPL (Recognition of Prior Learning) Available Algonquin Length # of years 2 years # of terms 4 terms # of weeks/term (including exams) 15 # hrs./wk. students in class (max/min) 28 to 35 # of courses taken/term (min/max) 6 Ratio theory to practical hrs. 40:60 in 1 st year; 60:40 in 2 nd year Division of academic year Fall Term: September December Winter Term: January April Entrance requirements Requirements o Ontario Secondary School Diploma (OSSD) or equivalent o Applicants with an OSSD showing Senior English and/or Math courses at the Basic Level, or with Workplace or Open courses, will be tested to determine their eligibility for admission; o OR GED certificate; o OR Mature Student status (19 years of age or older and without a high school diploma at the start of the program). Eligibility may be determined by academic achievement testing o St. John Ambulance First Aid is strongly recommended Math & English specifics grade 12 ENG 4C or equivalent Interview none Selection criteria Applications for Fall Term and Winter Term admission received by February 1 will be given equal consideration; applications received after February 1 will be processed on a firstcome, first-served basis as long as places are available; if number of qualified applicants exceeds the number of available places, applicants are selected on the basis of their proficiency in English 37

44 Continuation requirements All courses must be successfully completed to be eligible for field placement Graduation requirements 50% pass requirement. Source of some contention as they have wanted to move this up to more closely match the Red Seal standard of 70%. Have suggested a compromise of 60%. Still under discussion RPL (Recognition of Prior Learning) Available Assiniboine Community (ACC) Length # of years 1 yr. Professional Cooking Certificate; 2 yr. Culinary Arts Diploma # of terms 4 # of weeks/term (including exams) 16 # hrs./wk. students in class (max/min) 30 # of courses taken/term (min/max) 6 to 7 Ratio theory to practical hrs. 1:5 Division of academic year Fall Term: September - December Winter Term: January April Entrance requirements Requirements o Grade 12 Manitoba High School Diploma; and English 40G/40S or equivalent; and Consumer/Essential Math 40S or equivalent. o Acceptance is pending the successfully completion of: First Aid Standard (HLTH-0044) FoodSafe 1 (COOK-0014) o All applicants educated outside of Canada are expected to meet the English Language Proficiency requirement o A Special Admissions Assessment may be completed if an applicant does not meet the academic program requirements but can demonstrate equivalent skills and knowledge Math & English specifics yes (see above) Interview none Selection criteria none stated Continuation requirements Cumulative GPA of 2.0; if this minimum is not maintained, students are only allowed to audit courses for the rest of the year to build skills Graduation requirements 50% pass for each course 38

45 RPL (Recognition of Prior Learning) Available Conestoga Length # of years 1 yr. Certificate; 2 yr. Culinary Management (Co-op) Diploma # of terms 6 levels # of weeks/term (including exams) 15 wks. except 10 weeks for fall term of 2 nd year (due to continuation of co-op placement) # hrs./wk. students in class (max/min) 25 except for 28 for first 3 or 4 weeks of first term while doing certifications # of courses taken/term (min/max) 8 for 2 terms; 7 for 1 term; 6 for 1 term Ratio theory to practical hours 40:60 in 1 st year; 60:40 in 2 nd year Division of academic year Six (6) levels fall / winter / spring / summer / fall / winter September start Entrance requirements Requirements o Ontario Secondary School Diploma (OSSD), or equivalent, or 19 years of age or older with mature student status o Academic strength is calculated by averaging the submitted marks of required subjects. Ten (10) additional marks are added to each Advanced level, OAC, U, U/C, and postsecondary course used in the calculation of academic strength. Math & English specifics o Grade 12 compulsory English, C or U, or equivalent, OR Conestoga Preparatory Communications (COMM1270) o Grade 11 Mathematics, C, M (U/C), or U, or equivalent, OR Conestoga Preparatory Mathematics (MATH1420) Interview none Selection criteria a sound mathematical and English background is important for success in this program and is considered during the admission selection process. Minimum cutoffs apply Continuation requirements 2.5 cumulative GPA; if student fails more than 3 courses in a year, are put on probation; 5 failed courses results in an exit from the program. Graduation requirements 55% - standard Conestoga requirement 39

46 RPL (Recognition of Prior Learning) Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Challenge exams and portfolio development are the primary methods of assessment. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program. Georgian Length # of years 1 year Culinary Skills Certificate 2 year Culinary Management (Co-op) Diploma # of terms 4 terms plus 1 work term # of weeks/term (including exams) 14 weeks except 10 weeks for fall term of 2 nd year (due to continuation of co-op placement) # hrs./wk. students in class (max/min) 26 # of courses taken/term (min/max) 7 Ratio theory to practical hours 50:50 Division of academic year Fall term / winter term / spring summer term Entrance requirements Requirements o OSSD or equivalent, with Grade 12 English (C) or (U) (ENG4C, ENG4U) o Non-Secondary school applicants (19 years or older): Any credit Communication course taken at Georgian preparatory programs including those taken at Georgian : Hospitality Skills and General Arts and Science Equivalent courses in English taken through secondary school or Independent Learning Centres (at the general, advanced, college or university level) Academic and Career Entrance Certificate (ACE) program with communications Mature student testing in English that meets the minimum standards for admission Ontario High School Equivalency Certificate (GED) English, Literature or Communication credit courses from accredited colleges/universities o Home school applicants: Applicants write the mature student testing in English that meets the minimum standards for admission 40

47 Math & English specifics see above Interview none Selection criteria none stated Continuation requirements 50% or letter grade of P (Pass) or S (Satisfactory) in each course in each semester Graduation requirements To graduate from this program, the passing weighted average for promotion through each semester, from year to year and to graduate is 60%. RPL (Recognition of Prior Learning) Applicants who have taken courses from a recognized and accredited post-secondary institution and/or have relevant life/learning experience may be eligible for credit transfer/course exemptions. Courses / experience must match at least 80% of the learning outcomes of a Georgian course with a minimum grade of 60% or C achieved in previous coursework; some program exceptions apply. Holland Length # of years 2 # of terms 4 # of weeks/term (including exams) 15 weeks in fall term; 18 to 19 weeks in the winter term # hrs./wk. students in class (max/min) 25 to 30 # of courses taken/term (min/max) none stated (college is 5 to 7) Ratio theory to practical hrs. 30:70 Division of academic year Fall Semester: September - December Winter Semester: January May Entrance requirements Requirements o Grade 12 or equivalent with credits at or above the general level and; o Ability to perform physically challenging tasks and; o Resume including work and volunteer experience with applicable dates, any group or association memberships, awards or distinctions, and any other information relevant to the program Math & English specifics none Interview none Selection criteria none stated 41

48 Continuation requirements Student is exited if more than 20% of classes missed Failure of more than one lab course will result in student being placed on probation and not being placed in an internship Student is exited if 3-4 lab courses are failed Graduation requirements 60% except for courses that lead to industry certifications. Those are typically 70 75% RPL (Recognition of Prior Learning) Available Nova Scotia Community (NSCC) Length # of years 2 # of terms 4 # of weeks/term (including exams) 15 weeks except 10 weeks for fall term of 2 nd year (due to continuation of co-op placement) # hrs./wk. students in class (max/min) 20 # of courses taken/term (min/max) 5 Ratio theory to practical hrs. none stated Division of academic year Fall Term: September December Winter Term: January April Entrance requirements Requirements o Grade 12 High School Diploma or equivalent o or GED o If a student does not have a high school graduation diploma, NSCC offers a number of bridging programs through its School of Access Math & English specifics none Interview none Selection criteria NSCC is committed to improving access to postsecondary education and to fostering a diverse college culture and community; one seat is designated in each program section for an Aboriginal/First Nations resident of Nova Scotia and; one seat is designated in each program section for an African Canadian/Black Person of African Descent resident of Nova Scotia; members of either of these diversity groups are encouraged to self-identify on the NSCC application form; seats for the are only available until May 1, 2013 Program Test Drive This program offers potential students the chance to experience NSCC s programs first-hand and help them decide if the program is the right fit. 42

49 Continuation requirements Must pass all courses Graduation requirements 60% in each course RPL (Recognition of Prior Learning) Available St. Clair Length # of years 11 months to deliver 2 year diploma Working towards a return to a full 2 year program. Plan to implement this in the next year # of terms 3 # of weeks/term (including exams) 15 wks. / 15 wks. / 12 wks. # hrs. /wk. students in class (max/min) 15 lab hrs.; 12 classroom hrs. # of courses taken/term (min/max) 7 Ratio theory to practical hrs. 4:5 Division of academic year Fall / winter / spring (to July) Entrance requirements Requirements o Applicants who started High School in Ontario in September 1999 or later (OSS): Ontario Secondary School Diploma (OSSD) with a majority of credits at the (C), University (U), /University (M), or Open (O) level or equivalent OR Mature Student status (nineteen years of age or older as of the first day of classes and do not have an OSSD or equivalent) Applicants who started High School in Ontario prior to September 1999 (OSIS): Ontario Secondary Diploma (OSSD) with a majority of credits at the General or Advanced level or equivalent OR Mature student status (nineteen years of age or older as of the first day of classes and do not have an OSSD or equivalent) Mature Students If you are a Mature Student, you will be required to write an Admissions Test (Math and/or English) for all programs EXCEPT those that are oversubscribed OR if you can demonstrate the competency of the established required courses. Math & English specifics none stated Interview none stated 43

50 Selection criteria none stated Continuation requirements In cases of sub-standard performance, students will receive one of the following standings: academic warning, academic probation, or academic dismissal. A student on academic warning or probation may be required to successfully complete failed courses before proceeding in the program. Academic Standing: Good: A student will receive academic good standing at the end of a semester when the student has successfully completed all courses and maintained a Career Grade Point Average (GPA) of 2.00 or greater. Academic Standing: Warning: A student will receive an academic warning at the end of a semester if 1% to 15% of the career credit hours within a term have been failed. Academic Standing: Probation: A student will be placed on academic probation at the end of a semester when the Career semester GPA falls below 2.00 or if 16 to 32% of the Career credit hours have been failed. Academic Standing: Dismissal: Academic dismissal may be imposed if: three or more courses are failed; fails 33% or more of the Career credit hours; has a Career Grade Point Average less than 2.00 for two consecutive semesters; fails the same course twice; is on probation following re-admission to a Career and fails to achieve a semester GPA of 2.00 by the next evaluation period. Graduation requirements To be academically eligible to graduate from a program at St. Clair a student must pass all required courses and achieve a 2.00 grade point average in the courses related to that program. RPL (Recognition of Prior Learning) None stated Southern Alberta Institute of Technology (SAIT) Polytechnic Length # of years 2 years # of terms 5 # of weeks/term (including exams) 15 wks. (courses taught in 3 week blocks throughout) # hrs./wk. students in class (max/min) 25 # of courses taken/term (min/max) 5 Ratio theory to practical hrs. 1:4 44

51 Division of academic year Semester 1 and 2 are taken in succession September April Semester 3 consists of a 10-week professional internship involving 8 weeks of industry experience Semester 4 and 5 follow immediately after Semester 3 September April Entrance requirements Requirements o Minimum of 35 Alberta high school o Qualified SAIT applicants are sent a selection package and are required to provide the following to the Professional Cooking program: A current resume/personal history and 2 letters of reference; AND A complete Culinary Investigation Report (a SAIT document detailing why the applicant wants to become a member of the culinary profession) o All applicants must demonstrate English Language Proficiency prior to admission, including students educated in Canada Math & English specifics at least 50% in the following courses or their equivalents: o English Language Arts 10-1 or English Language Arts 10-2 or a Humanities 10; AND o Pure Math 10 or Applied Math 10 or Math 10C or Math 10-3 Interview no Selection criteria Selection starts on November 15 and will occur every two weeks until the program is full. Selection is based on an evaluation of the supporting documents and the applicant s suitability for the program. Based on the application criteria (resume, Culinary Investigation Report), applicants will be ranked and offered seats accordingly Continuation requirements Students must maintain a 2.2 grade point average or they are withdrawn from the program. Graduation requirements Currently 70% minimum required to pass a course. Starting this September, are required to move to a 50% standard. RPL (Recognition of Prior Learning) Credit transfer requirements: transcripts submitted; minimum grade of 65%; courses must have been completed within the past 5-7 years; course outlines may be required. 45

52 Vancouver Community (VCC) Length # of years 1 # of terms 2 # of weeks/term (including exams) see Division of academic year below # hrs./wk. students in class (max/min) 30 # of courses taken/term (min/max) 15 Ratio theory to practical hrs. 30:70 Division of academic year There are 11 blocks of instruction. Each block is one month long. Not all blocks start or finish at the same time, but below is an example of a standard schedule: o Block 1: 7 am 1 pm o Bock 2: 7:30 am 1:30 pm o Block 3: 7 am 1 pm o Block 4: 1:45 pm 7:45 pm o Block 5: 7 am 1 pm o Block 6: 7 am 1:30 pm o Block 7: 7 am 1 pm o Block 8: 8:30 am 3 pm or 2:30 8 pm (One group for 2 weeks, the other for 2 weeks, then they switch) o Block 9: 2 8 pm o Block 10: 8 am 2 pm o Block 11: 2 8 pm o 1 optional block for unpaid internship Entrance requirements Requirements o Grade 10 graduation or equivalent. (Applicants who do not have Grade 10 may complete the VCC adult basic education reading, writing and math assessments); AND o 100 hours of industry-related experience; AND o Foodsafe Certificate Level 1 o Applicants for whom English is a second language should write an English language assessment. This program is Canadian Language Benchmarked at Listening, Speaking and Reading 7 and Writing 6 Math & English specifics Academic Math 10 and English 10 are strongly recommended. Interview none Selection criteria first-qualified, first-served 46

53 Curriculum Model Continuation requirements Minimum GPA of 2.67 to continue to next term. If a course is not passed, student will have to retake it at a later date and pass in order to graduate. Graduation requirements 70% RPL (Recognition of Prior Learning) Yes Scanned Red River (RRC) Experiential Component, Program Majors/Streams, Delivery Options (e.g. full-time and/or part-time, Distance Education, Online) Experiential component # of work placements Two co-op placements; encouraged to select 2 different placements; 1 can be out of province Length of work placements 400 hrs. each Are work placements paid? yes Does the program run outlets? Jane s and Culinary Exchange How balance student learning with running outlets? Students usually only have two theory-based courses per term in addition to the labbased courses they are taking How are theory classes scheduled in conjunction with lab classes / outlets? Outlets closed on Mondays so many theory courses scheduled then. Otherwise scheduled at the end of the day or just before labs begin if these are scheduled for the evening What are student expectations of portion of program time devoted to lab classes / outlets? -- Students expect as many opportunities to develop their practical skills as possible. Outlets are often seen as another lab class and the expectation of skill development remains the same. There is an added benefit that their efforts get to be appreciated by actual customers What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 75 Any retail operations? Some products sold out of Culinary Exchange Program majors / streams None stated Delivery options Full-time 47

54 Algonquin Experiential component # of work placements one Length of work placements 500 hours, with 125 hours completed in each of the 4 terms. Those students who are currently employed in a facility are also required to complete a placement but may obtain partial or full credit upon approval from the department Are work placements paid? may be paid or volunteer position Does the program run outlets? Some hands-on classes are held during the evenings or weekends in the s Restaurant International How balance student learning with running outlets? Practical requirements drawn from curriculum. For example, items produced in Quantity Cooking supply Savoir Fare outlet. How are theory classes scheduled in conjunction with lab classes / outlets? Multiple sections for each semester allow students to modify their schedules What are student expectations of portion of program time devoted to lab classes / outlets? Practical work in outlets directly related to curriculum being studied. Students see the benefit of this since this gives them more opportunity to have hands on experiences with a wide variety of products What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 100 Any retail operations? Savoir Fare Program majors / streams None stated Assiniboine Community (ACC) Delivery options Full time only Experiential component # of work placements none Length of work placements n/a Are work placements paid? n/a Does the program run outlets? Grey Owl Dining Room How balance student learning with running outlets? All events that are accepted must be tied directly to the learning outcomes being studied by students How are theory classes scheduled in conjunction with lab classes / outlets? Students are split into two teams AM and PM and alternate week by week. No other courses are scheduled during this time What are student expectations of portion of program time devoted to lab classes / outlets? What are public expectations of outlet hours? -- Only open 1 month per year. Public would like more (sold out in 3-4 hours) but they just cannot make this fit their program delivery model What are public expectations of menu (fast food, etc.)? 48

55 # of seats for fine dining? seats max; less if student groups are smaller Any retail operations? No Program majors / streams None stated Delivery options Full-time Conestoga Experiential component # of work placements One The cannot guarantee co-op employment. All co-op students are required to conduct an independent co-op job search in addition to the supports and services provided by the Co-op Office Length of work placements Spring & summer (level / term 3 & 4) Are work placements paid? none stated Does the program run outlets? bloom. fine dining How balance student learning with running outlets? Cohort is divided into 4 groups and they cycle through the outlet How are theory classes scheduled in conjunction with lab classes / outlets? theory classes take place either before or after the lab; At times there are no classes scheduled other than the lab What are student expectations of portion of program time devoted to lab classes / outlets? none stated What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 45 Any retail operations? none stated Program majors / streams None stated Delivery options None stated Georgian Experiential component # of work placements One Length of work placements 700 hours Are work placements paid? Paid Does the program run outlets? Georgian Dining Room How balance student learning with running outlets? Geared towards curriculum being studied. Number of customers served is not meant to exceed student numbers/abilities so as to not stress out students and interfere with their learning How are theory classes scheduled in conjunction with lab classes / outlets? Scheduled around lab times; dining room is a lab course What are student expectations of portion of program time devoted to 49

56 lab classes / outlets? What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? maximum, but only take as many as student numbers can handle; usually around 60 people for lunch; dinner is more of an events-based setting to correspond with curriculum being studied in second year Any retail operations? none stated Program majors / streams None stated Delivery options None stated Holland Experiential component # of work placements One Students are responsible for obtaining their own placement. Each student will complete a personal portfolio of their experience during the internship period. Students must work in an establishment under the direction of a Canadian Red Seal Certified chef or CIC approved recognized equivalent. Length of work placements 600 hours = 15 weeks Are work placements paid? Paid Does the program run outlets? Lucy Maud Dining Room; Montgomery Cafeteria; CIC Banquet & Catering How balance student learning with running outlets? Menus in operations are strictly skills-driven. Faculty monitor this and provide feedback if menus start to deviate from this mandate in order to avoid students feeling like they are slave labour. All outside functions accepted must fall into whatever is currently being studied. I.e., if someone wants to book a wedding and students are studying buffets, client is aware that their function will be a buffet no deviation from this How are theory classes scheduled in conjunction with lab classes / outlets? Theory taught in conjunction with lab classes being taken. Business courses are taken in a separate rotation when no labs are scheduled What are student expectations of portion of program time devoted to lab classes / outlets? Students seem happy with the balance that the college has achieved What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? # of seats for fine dining? 50 to 55 on average; maximum 70, but quite cramped Any retail operations? No; assist with private farmers markets but no outlets on college premises 50

57 Program majors / streams None stated Delivery options None stated Nova Scotia Community (NSCC) Experiential component # of work placements One Full handbook for students and employers is available at: Length of work placements 5 months between first and second year Are work placements paid? Paid Does the program run outlets? Fine dining, café, and cafeteria outlets How balance student learning with running outlets? Everyone just makes it work How are theory classes scheduled in conjunction with lab classes / outlets? none stated What are student expectations of portion of program time devoted to lab classes / outlets? none stated What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 80 Any retail operations? none stated Program majors / streams None stated Delivery options None stated St. Clair Experiential component # of work placements none Length of work placements n/a Are work placements paid? n/a Does the program run outlets? On campus restaurant How balance student learning with running outlets? Restaurant is only operated during the final term How are theory classes scheduled in conjunction with lab classes / outlets? none stated What are student expectations of portion of program time devoted to lab classes / outlets? none stated What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 100 Any retail operations? none stated 51

58 Program majors / streams None stated Delivery options Full time Southern Alberta Institute of Technology (SAIT) Polytechnic Experiential component # of work placements one mandatory Length of work placements 10 weeks (320 hours) Students are responsible for finding a suitable placement which has been approved by the program coordinator. Students will work under the supervision of a Journeyman Cook who will evaluate the student s performance. The students will be required to complete a daily journal and complete a comprehensive report on their experience Are work placements paid? Paid Does the program run outlets? Highwood Dining Room; 49 s (dining centre) How balance student learning with running outlets? none stated How are theory classes scheduled in conjunction with lab classes / outlets? 1 hour of class time is scheduled both before and after each practical lab What are student expectations of portion of program time devoted to lab classes / outlets? Students have indicated they are satisfied with the expectations of outlet work; do not feel like they are being used as a cheap source of labour What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 100 seat; 700 people are served on average in all outlets for lunch Any retail operations? Yes; version of the McEwan s concept in Toronto Program majors / streams None stated Vancouver Community (VCC) Delivery options Full time Experiential component # of work placements one optional Length of work placements 1 month Are work placements paid? Unpaid Does the program run outlets? two dining rooms How balance student learning with running outlets? Focus of the program is on hands-on production. This meets those requirements How are theory classes scheduled in conjunction with lab classes / outlets? Classes scheduled around lab hours/hours of service What are student expectations of portion of program time devoted to lab classes / outlets? -- Gradual increase in demands on students as they work through the program in terms of level of difficulty and 52

59 quantity of production. Students appreciate the hands-on focus What are public expectations of outlet hours? none stated What are public expectations of menu (fast food, etc.)? none stated # of seats for fine dining? 2 dining rooms 80 seats and 75 seats Any retail operations? Yes Program majors / streams None stated Delivery options None stated Curriculum Content Scanned Red River (RRC) Course titles, Course hours (credit and/or contact, Link to syllabus and/or course outlines if they are available Course titles & hours Year 1 Term 1 Communication 4 CR Garde Manger 6 CR Basic Food Preparation 6 CR Culinary Computer Applications 4 CR Introduction to Culinary Arts 3 CR WHMIS Workshop 0 CR Certified Food Handler Training Program Level 1 0 CR Emergency First Aid 0 CR Fire Safety 0 CR Term 2 Nutrition for Culinary Professionals 3 CR Patisserie 1 5 CR Charcuterie & Buffets 5 CR Restaurant Cooking 5 CR Human Behaviour-Hospitality 3 CR Co-operative Education Preparation 0 CR Term 3 Co-operation Education 1 9 CR Year 2 Term 4 Advanced Culinary Skills 1 6 CR Canadian Regional and Seasonal Cuisine 6 CR Restaurant Service Theory and Simulation 2 CR Menu Development 4 CR Inventory Management 4 CR 53

60 Term 5 Restaurant Service 4 CR Patisserie 2 5 CR Advanced Culinary Skills 2 5 CR Kitchen Layout & Design 2 CR Serving It Safe 0 CR Human Resource Management 4 CR Accreditation for Level 1 and 2 Apprentice Cook 0 CR Co-operative Education 2 9 CR Term 6 Restaurant Service 4 CR Patisserie 2 5 CR Advanced Culinary Skills 2 5 CR Kitchen Layout & Design 2 CR Serving It Safe 0 CR Human Resource Management 4 CR Accreditation for Level 1 and 2 Apprentice Cook 0 CR Co-operative Education 2 9 CR Link to syllabus and / or course outlines CULAF-DP&RegionCode=WPG Unique / innovative courses Restaurant Service Theory and Simulation, Term 4 Students learn professional dining room service including sanitation and safety procedures, use of a POS system, preparation for service and serving food and beverages to customers. Restaurant Service, Term 5 Students apply the knowledge and skills learned in the Restaurant Service Theory and Simulation course with a minimum of five weeks of practical experience serving dinner in Jane s Restaurant. Canadian Regional and Seasonal Cuisine, Term 4 Students will study effective use of regional and seasonal ingredients and various food preparation and service concepts. Students will prepare a variety of Canadian products in an open kitchen setting, featuring exhibition cooking. What constitutes a credit hour? 3 classroom hours = 1 credit hour 1 lab hour = credit hour 54

61 Algonquin Course titles & hours Level 1 Communications I 45 hrs. Food Theory I 75 hrs. Food Demonstration I 75 hrs. Work Placement for Culinary Management 125 hrs. Quantity Food Production 60 hrs. Introduction to Baking and Pastry 45 hrs. Dimensions of Tourism 45 hrs. Level 2 Communications II 45 hrs. Work Placement for Culinary Management 125 hrs. Food Theory II 45 hrs. Food Demonstration II 75 hrs. Nutrition and Food Preparation 30 hrs. Food Practical I 135 hrs. Level 3 Food Service Information System 60 hrs. Work Placement for Culinary Management 125 hrs. Food Practical II 135 hrs. Chefs of the Region 30 hrs. Food and Beverage Management 45 hrs. Core: Select in alternate terms Plated Desserts 45 hrs. Restaurant Service 45 hrs. One General Education Elective 45 hrs. Level 4 Work Placement for Culinary Management 125 hrs. International Cuisine 45 hrs. Food Practical II 135 hrs. Menu Planning 45 hrs. Management Applications for Chefs 30 hrs. Core: Select in alternate terms Plated Desserts 45 hrs. Restaurant Service 45 hrs. Link to syllabus and / or course outlines linary-management/ 55

62 Unique / innovative courses Chefs of the Region, Level 3 Each week an executive chef, chef de cuisine or chef/owner from a hotel or restaurant in the Ottawa/Gatineau area demonstrates selected recipes. What constitutes a credit hour? None stated Assiniboine Community (ACC) Course titles & hours To graduate with a Culinary Arts Diploma, students must successfully complete 135 credits. To graduate with a Professional Cooking Certificate you must complete 66 credits Year 1 Breakfast Cookery 3 CR Cooking Fundamentals 6 CR Cooking Principles 3 CR Culinary Applications 1 6 CR Culinary Skills 3 CR Fire Safety 0 CR Garde Manger 1 6 CR Hospitality 1 3 CR Job Skills Development 3 CR Level 1 Final Practical Cook 0 CR Level 1 Final Theory Cook 0 CR Meats and Poultry 1 6 CR Menu Planning and Food Costing 6 CR Patisserie 1 6 CR Serving It Safe 0 CR Stocks, Soups, and Sauces 1 6 CR Vegetables/Fruits/Starches 1 6 CR WHMIS 1 0 CR Word Processing Skills 3 CR Year 2 Computer Applications 3 CR Cuisine and Trends 6 CR Culinary Applications 2 6 CR Foodservice Management 6 CR Garde Manger 2 6 CR Level 2 Final Practical Cook 0 CR Level 2 Final Theory Cook 0 CR Meats and Poultry 2 6 CR Nutritional Cooking 3 CR Patisserie 2 6 CR Patisserie 3 6 CR Seafood Cookery 6 CR Special Culinary Projects 9 CR Stocks, Soups and Sauces 2 3 CR 56

63 Vegetables/Fruits/Starches 2 3 CR Link to syllabus and / or course outlines Unique / innovative courses None stated Conestoga What constitutes a credit hour? 40 hours = 3 credit hours Course titles & hours Level One CDEV1020 Co-op and Career Preparation 16 hrs. / 1 credit COMP1006 Software Applications I 30 hrs. / 2 credits CUL1130 Applied Culinary Techniques I 75 hrs. / 4 credits CUL1145 Applied Baking Techniques 45 hrs. / 2 credits CUL1150 Kitchen Production I 90 hrs. / 5 credits CUL1195 Culinary and Baking Theory 60 hrs. / 4 credits HOSP1040 Sanitation and Safety 16 hrs. / 1 credit HOSP1090 Restaurant Operations 45 hrs. / 2 credits Level Two COMM1100 Communication Skills 45 hrs. / 3 credits CUL1010 Nutrition and Healthy Lifestyle 21 hrs. / 2 credits CUL1160 Applied Culinary Techniques 40 hrs. / 2 credits CUL1170 Applied Baking Techniques 45 hrs. / 2 credits CUL1180 Kitchen Production II 90 hrs. / 5 credits CUL1200 Culinary Theory II 45 hrs. / 3 credits HOSP1330 Restaurant Operations II 45 hrs. / 2 credits MGMT1050 Kitchen management I 30 hrs. / 2 credits Level Three COOP1510 Co-op Work Term I 360 hrs. / 12 credits Level Four COOP2270 Co-op Work Term II 360 hrs. / 12 credits Level Five CUL2000 Advanced Garde Manger 30 hrs. / 2 credits CUL2010 Applied Baking Techniques III 30 hrs. / 2 credits ENTR2000 Small business Management 40 hrs. / 3 credits HOSP2000 Menu Planning Development and Implementation 40 hrs. / 3 credits HOSP2160 Event Planning and Catering 40 hrs. / 3 credits HOSP2230 Cultural History of World Cuisine 40 hrs. / 3 credits Level Six COMM1030 Interpersonal and Group Dynamics 45 hrs. / 3 credits 57

64 CUL2100 Cuisine a la Carte I 75 hrs. / 4 credits CUL2115 International Cuisine 60 hrs. / 4 credits HOSP2225 Wine and Food Pairing 30 hrs. / 2 credits LIBS1370 The Dynamics of the Tourism Industry 45 hrs. / 3 credits MGMT2100 Advanced Kitchen Management 45 hrs. / 3 credits MKT2120 Marketing for Hospitality 30 hrs. / 2 credits Link to syllabus and / or course outlines Unique / innovative courses Marketing for Hospitality Equips students with marketing tools to understand consumer behaviour, analyze market conditions and trends, and apply marketing strategies to create a marketing plan for a business in the hospitality and tourism industry. What constitutes a credit hour? None stated Georgian Course titles & hours Mandatory Courses ACCT1013 Accounting Fundamentals 42 hrs. BUSI2007 Entrepreneurship and Small Business 42 hrs. FOSR1000 Introduction to Baking 56 hrs. FOSR1001 Introduction to Small Quantity Techniques 56 hrs. FOSR1002 Kitchen Management 56 hrs. FOSR1003 Introduction to Food Theory and Nutrition 56 hrs. FOSR1004 Introduction to Large Quantity Techniques 70 hrs. FOSR1006 Advanced Large Quantity Techniques 70 hrs. FOSR1007 Advanced Kitchen Management 56 hrs. FOSR1008 Advanced Food Theory 42 hrs. FOSR1009 Advanced Small Quantity Techniques 70 hrs. FOSR1013 Advanced Baking Techniques 56 hrs. FOSR 2001 Food and Beverage Management 42 hrs. FOSR2002 Contemporary Food Presentation 42 hrs. FOSR2003 Wine, Beer and Spirits 42 hrs. FOSR2004 Patisserie 56 hrs. FOSR2005 International Food Preparation 56 hrs. MKTG1000 Introduction to Marketing 42 hrs. TOUR2001 Supervision in the Hospitality and Tourism Industry 42 hrs. Communications Courses To be selected at time of registration from the list, as determined by testing. 58

65 Optional Course FOSR2001 Food and Beverage Management LAWS2001 Hospitality Law and Security 42 hrs. MGMT2003 Human Resources Management 42 hrs. MGMT2007 Leadership Skills for Hospitality and Tourism Management 42 hrs. MKTG2014 Career Marketing 42 hrs. TOUR2003 Convention and Event Services 42 hrs. General Education Courses To be selected from list Co-op Work Term COOP1004 Culinary Work Term Link to syllabus and / or course outlines Unique / innovative courses Contemporary Food Presentation Provides a practical understanding of artistic food presentations with emphasis on culinary and economic principles to achieve maximum effect by simple means. Introduction to Marketing An overview course with a focus on marketing products and services to the ultimate consumer. Emphasis is placed on the basic marketing premise that customer needs must be satisfied in order to achieve company objectives. The student gains insight into the complex and interdependent variables involved in developing successful marketing strategies. The strategic marketing planning process is introduced, along with the specific concepts and principles of the four key components of the marketing plan - Product, Price, Distribution, and Promotion Strategies. Holland What constitutes a credit hour? None stated Course titles & hours Computer Essentials 45 hours Food Math 45 hours Culinary Industry Essentials 45 hours Entremetier 45 hours Baking 45 hours Business Communications 45 hours Cold Cuisine I 45 hours Stocks, Soups and Sauces 45 hours Breakfast Cookery 15 hours Meat and Seafood Identification and Fabrication 45 hours Culinary Industry Certifications 45 hours 59

66 Food Production and Service 45 hours Nutrition for the Culinary Professional 45 hours Culinary Arts Internship 600 hours Food and Beverage Service 45 hours Food, Beverage and Labour Cost Control 45 hours Human Resource Management 45 hours Regional Cuisine 45 hours Evolution of Classical Cuisine 45 hours Culinary Trends 45 hours Modern Charcuterie 45 hours Banquet and Catering Operations 45 hours Cold Cuisine II 45 hours International Cuisine 45 hours Meat, Game, Poultry and Seafood 45 hours A la carte Service Practical 130 hours Wine Theory and Analysis 45 hours Canadian Hospitality Law 45 hours Occupational Health and Safety 0 hours Link to syllabus and / or course outlines ary_arts/ Very detailed course outlines for each CA class can be found at: Display&WCU=CRSCNT&ENTRY_ID=CD66C7049E1F4960ACA01 714AB44C518 Unique / innovative courses Culinary Trends Culinary trends reflect a shift in taste and cultural practices over time, combined with advances in technology and culinary techniques. In this course students will identify current culinary trends and will gain an understanding of the factors that influence trends. Additionally, students will have the opportunity to apply their knowledge through practical applications. What constitutes a credit hour? None stated 60

67 Nova Scotia Community (NSCC) Course titles & hours Courses may Include: Communications I Computer Essentials I Computer Essentials II Safety & Sanitation/Tools & Equipment Basic Cooking Principles Vegetables, Fruit & Starches I Cold Kitchen/Pantry I Baking Nutrition Eggs & Breakfast Cookery Meat, Poultry & Game I Stocks, Sauces and Soups Wine & Food: Perfect Pairings Introduction to Human Relations Fish & Seafood Vegetables, Fruit & Starches II Cold Kitchen/Pantry II Patisserie & Plated Desserts Meat, Poultry & Game II Co-operative Education A Co-operative Education B Kitchen Management I Garde Manger/Buffet Modern Cookery I/II Kitchen Management II Advanced Cookery I/II Restaurant Service I Restaurant Service II Introduction to WHMIS Introduction to NS OH & S Act Additional Graduation Requirements: Basic Food Safety Training Advanced Food Safety Training Emergency First Aid, CPR Level A Portfolio Development Workplace Mentoring Link to syllabus and / or course outlines 61

68 Unique / innovative courses Introduction to Human Relations Students cover the essentials of interacting with individuals and groups from the standpoint of an employee. What constitutes a credit hour? None stated St. Clair Course titles & hours Code Course Name Credit Semester 1 FSA13 Kitchen Management I 3 FSA185 Culinary Skills & Techniques I 6 FSA189 Culinary Practices I 6 FSA187 Baking & Pastry Arts I 6 ELEC1030 General Education Elective 3 MIC111 Computer Applications I 2 FSA129 Food Safety 1 FSA146 Understanding Nutrition 1 FSA168 Understanding Hospitality 1 Semester 2 FSA281 Kitchen Operations II 2 FSA239 Kitchen Management II 4 FSA285 Culinary Skills & Techniques II 5 FSA287 Baking & Pastry Arts II 5 ELEC1030 General Education Elective 3 FSA220 Culinary Practices Level II 5 FSA216 Culinary Communications 2 Semester 3 FSA307 Hospitality Services 5 FSA418 Trends in Industry 3 FSA315 Wines, Spirits and Foods 4 FSA319 Culinary Internship 8 FSA389 Culinary Practices III 6 HOS108G Cuisine and Culture 3 Link to syllabus and / or course outlines Click on course codes Unique / innovative courses Trends in Industry This course provides the student with a general understanding of culinary trends and their value to the hospitality industry. Through interactive lectures, research, statistical analysis, off-campus field 62

69 study, and guest speakers, the student will see how culinary trends develop and how to respond and utilize the information to advance hospitality business. Trends in Culinary Tourism, Hospitality Career Development, Institutional Certifications, Agri-tourism, and Technology will be studied. What constitutes a credit hour? None stated Southern Alberta Institute of Technology (SAIT) Polytechnic Course titles & hours Semester 1 Culinary Fundamentals 3 CR Soups and Sauces 3 CR Dinner Cookery 3 CR Meat Preparation 3 CR Baking and Yeast Goods 3 CR Semester 2 Breakfast Cookery 3 CR Vegetables and Starches 3 CR Cold Kitchen 3 CR Lunch Cookery 3 CR Line Cook 3 CR Semester 3 Professional Internship 3 CR, 320 hours (10 weeks) Semester 4 Workplace Communication Skills 1.5 CR Lunch à la Carte 3 CR Patisserie 3 CR Food and Wine Pairing 3 CR Food and Beverage Service 3 CR Nutrition and HMR Logistics 1.5 CR Semester 5 Dinner à la Carte 3 CR Garde Manger 3 CR Culinary Perspectives 3 CR Purchasing, Receiving and Cost Control 3 CR Supervision and Event Planning 3 CR Students must attain a GPA of 2.0 or better in each semester and pass the necessary prerequisite courses to progress through the program. To qualify for graduation, students must pass ALL courses and attain a GPA of 2.0 or better and complete course requirements within the prescribed timelines. 63

70 Link to syllabus and / or course outlines Unique / innovative courses Culinary Perspectives Students are led through a review of classical French cuisine as a foundation for the exploration of ethnic and contemporary cuisines. Students then explore and experiment with elements of international cuisines such as Asian, Mediterranean, North and South American, Regional and Middle Eastern. Culinary trends are examined. Vancouver Community (VCC) What constitutes a credit hour? None stated Course titles & hours Term 1 Baking and Desserts 1 4 CR Basic Kitchen Skills 2 CR Cold Kitchen 1 CR Hot & Cold Breakfast Cooking 2 CR Hot & Cold Sandwich Prep. 2 CR Kitchen Management & Health Care 1 CR Meat and Poultry Cooking 1 CR Meat, Poultry, Seafood Cooking 2 CR Meat, Poultry, Seafood Cutting 4 CR Safety, Sanitation & Equipment 2 CR Seafood Cooking 1 CR Stock, Soup & Sauce Cooking 2 CR Vegetable and Starch Cooking 1 CR Vegetable, Egg, Starch, Pasta 2 CR Vegetarian Entrees, Past & Soup 1 CR Term 2 Alcoholic Beverage Service - 2 CR Appetizers and Hors d oeuvres 1 CR Appetizers and Salads 1 CR Appetizers, Salads, Buffet Prep. 1 CR Baking and Dessert 2 1 CR Baking and Dessert 3 1 CR Dining Room Service Procedures 2 CR Entrees and Sauces 1 1 CR Entrees and Sauces 2 1 CR Kitchen Management & Nutrition 0.5 CR Meat, Poultry, Seafood Entrees 1 CR Soups, Vegetables, Starches & Salads 0.5 CR Specialty Desserts 1 CR Vegetables, Starches & Soups 1 1 CR 64

71 Vegetables, Starches & Soups 2 1 CR Link to syllabus and / or course outlines Unique / innovative courses What constitutes a credit hour? 25 lab hours = 1 credit hour Curriculum Renewal Scanned RRC Algonquin ACC Conestoga Process, Frequency Process Complete program renewal Frequency 5 years Process Review course outlines for alignment, faculty surveys, industry stakeholders review program, student surveys. All combined to create recommendations for future development Also examine numbers enrollment, attrition, graduation Frequency 5 years Process Advisory committee appraisals ongoing Revisions to match Apprenticeship curriculum as needed Major review involves consultations with industry, current students, graduates, and faculty Not enough resources to do a full-fledged DACUM process Frequency 5 years Process Program Advisory Committee composed of employers, practitioners and recent program graduates. representatives (students, faculty, and administrators) are resource persons. Each committee advises the Board on the development of new programs, the monitoring of existing programs and community acceptance of programs Frequency New process being implemented at college should be done every 5 7 years 65

72 Georgian Holland NSCC St. Clair SAIT VCC Process Work with college department that specializes in Georgian standards for renewal faculty planning, feedback forms sent to industry, ministry objectives all combined to determine direction Frequency 5 years Process Each year get input from advisory committee Every second year examine content with faculty Every three years review content with industry Frequency Ongoing Process None stated Frequency None stated Process Answer a list of questions regarding program Program mapping Set goals for where would like the program to be in 2 years Frequency 2 years Process Internal 12 step process validated by provincial Advanced Education Ministry Frequency 5 years Process Bring in external reviewer, scans of other colleges Advisory committee meets twice every year for ongoing input Frequency 2 years Student Assessment Scanned RRC Content theory assessment, Skills assessment (e.g. Labs), Assessment practices for any experiential components (practicum, clinical, work experience, Co-op education) Theory / content assessment Assignments, case studies, student presentations, tests Practical skills / labs assessment Practical assignments, daily practical work, final practical exams Employability / essential / soft skills assessment Some of this is evaluated in daily practical work reliability, team work, punctuality, professionalism Experiential component assessment Student must complete requisite assignments for credit. Also submits 66

73 self and employer evaluations of work experience. Coop Coordinator completes a site visit and interviews both student and employer If student quits a placement or is fired, they fail the coop term and must repeat it to graduate Trends Authentic assessment, increased emphasis on soft skills Algonquin ACC Conestoga Theory / content assessment Short theory tests daily Practical skills / labs assessment Practical assignments related to work in labs. Mid-term and final practical exams as well as chef of the day responsibilities Employability / essential / soft skills assessment Chef of the day leadership and ability to provide direction to rest of kitchen. Chef report done after provides an opportunity for reflection on the experience Experiential component assessment Evaluation completed by the employer. provides a standard form Trends Finding evaluation of practical work to be very subjective looking to incorporate more objectivity into practical aspects of assessment Theory / content assessment Assignments, quizzes, exams Practical skills / labs assessment Practical assessments Employability / essential / soft skills assessment Use Conference Board of Canada Essential Skills Team work evaluated in labs Experiential component assessment Trends Authentic assessment geared to work requirements Theory / content assessment Quizzes and tests some computer marked, others consist of longer written answers Mid-term and final exams Presentation projects are given in second year Practical skills / labs assessment Weekly practical evaluations rubric with standards getting more strict as students progress through the term Employability / essential / soft skills assessment Professionalism evaluated on an ongoing basis in lab courses More teamwork incorporated into second year courses often incorporate student self-assessments 67

74 Experiential component assessment Site visit by college Student self-assessment Employer evaluation Trends Incorporating more presentations, assignments, projects into courses Using D2L for testing Georgian Holland NSCC Theory / content assessment Tests usually 3 per course Project-based assignments usually 2 per course Practical skills / labs assessment Rubrics used to evaluate practical skills Employability / essential / soft skills assessment Professionalism is assessed in labs Group assignments in theory courses to develop interpersonal skills Experiential component assessment Employers evaluate. Students provide overview of their experiences. Coop department synthesizes these and provides a feedback session to each student upon completion of work experience Theory / content assessment Tests, assignments Practical skills / labs assessment Practical tests, black box tests Employability / essential / soft skills assessment Team activities, group projects, role playing especially in business courses Brigade system in practical labs Experiential component assessment Students develop a portfolio to document learning on the job. Employer also evaluates no only number of hours but quality of student work Students must complete and submit a Student Learning Portfolio based on the guidelines outlined in the Culinary Institute of Canada portfolio package Trends None stated Theory / content assessment None stated Practical skills / labs assessment None stated Employability / essential / soft skills assessment None stated Experiential component assessment None stated Trends None stated 68

75 St. Clair SAIT VCC Theory / content assessment Midterm and final exams. Some theory courses have unit testing. Each course has a project Practical skills / labs assessment Practical evaluations of work as students are learning skills. Midterm and final practical exams in each lab course Employability / essential / soft skills assessment None stated Experiential component assessment None stated Trends Flipped classrooms Theory / content assessment Assignments, tests Practical skills / labs assessment Practical testing Employability / essential / soft skills assessment None stated Experiential component assessment At the end of the internship, employers complete an evaluation form and discuss their comments with the student If the overall level of performance of the intern is considered marginal or unsatisfactory, a representative of the internship program will contact the employer for clarification and specific understanding of the issues The student must complete the required number of hours and achieve an acceptable level of performance to receive credit for their practicum. Additional information for employers is available at: Trends Have moved away from paper testing and exam week. All assessments done digitally Theory / content assessment Weekly tests, assignments Practical skills / labs assessment Evaluation of daily practical work Employability / essential / soft skills assessment Not much done more in apprentice programs; evaluation of professional attitude Experiential component assessment Done by employer short form evaluating students punctuality, attitude, skill set, and employability Trends more of a focus on the development of professional attitudes of graduates by industry 69

76 Current and Coming Challenges Scanned RRC Algonquin ACC Conestoga Georgian Content, Delivery of program, Changes to Industry requirements Growing international population often requires change in pace of delivery/more time due to combination of language skills and cultural differences Student time outside of program to do reading and homework is constantly shrinking due to choice or need to hold down part time work, family obligations Even greater demand from industry for strong soft skills team work, time management, ability to work in stressful settings. Also starting to look for social media skills but professional focus, not personal style Incorporating blended courses trying to make sure that they develop engaging content to keep students interested Training students how to use technology for success in education and work and not just for pleasure find that students do not enter programs with these types of tech skills Industry still wants professional attitudes with solid skill sets. Making sure that students understand industry standards regarding time management, uniforms, appropriate language, etc. Level of communication and math skills needed for success More emphasis on student retention work more closely with students to ensure they have a fighting chance of passing courses Industry requires more creativity Use of local products Do not book events that are irrelevant to program outcomes anymore Standardizing content being taught by different faculty use of same recipes, demonstrating similar techniques Writing abilities of current students at a lower level than previous generations Grads entering into health care areas require more knowledge of nutrition, special dietary needs, and allergies Increased demand for menu development, costing, inventory and marketing knowledge Students asking for more hands-on courses in second year; once they have done Co-op, they do not just want to spend time in a classroom discussing theory Varying demands. Larger employers looking for better skilled grads who can work independently. Smaller employers looking for grads who are flexible, able to learn, good attitude, fit in team Are examining retention issues to improve these 70

77 Holland NSCC St. Clair SAIT VCC Challenge is to not throw the baby out with the bathwater careful to make sure students learn how to cook and not just trying to follow the latest fads First year used to develop foundational skills / second year focusses more on contemporary styles of cooking Try to make industry understand that change takes time and it is not always productive to focus on the new until it is determined that these changes will actually have staying power in the industry Private restaurants concerned that college will steal their business. Have had to work to reassure businesses that this is not the case. Businesses starting to see the benefit when they get graduates working in their kitchens Standardizing and coordinating content over 6 different campuses Addressing needs of different learning styles Program focuses heavily on practical cooking skills prepares students for job of cook, not necessarily chef. Students have to develop those skills through experience. But industry seems very satisfied with skills students possess when graduating More lab time is needed; students do not get enough experience on the line, especially since there is a lack of an offsite practicum experience Graduation date in July makes it hard for grads to find jobs in local industry since most are already filled by then Working towards a return to a full 2 year program. Plan to implement this in the next year To meet the needs of a changing learner demographic, they have started a group that does not receive any lectures, but who learn content via personal learning and exploration Facilities are aging and maxed out in terms of use all labs being used both day and evening Government wanting to play a greater role in determining program Partnerships Scanned RRC High School, Post-secondary, Business & Industry, Government, Union, International Articulation Red River Some of the courses offered in Culinary Arts are identical to those offered in RRC s Hospitality and Tourism Management program. Culinary students wishing to continue their education in that program are eligible for credit in common sources if successfully completed. Consideration will be given to former students who have completed 71

78 the Commercial Cooking, Chef Training or Cook Apprenticeship programs and wish to return to obtain a Culinary Arts Diploma. Credit will be available for equivalent courses completed in either of these former programs. Ryerson University, Toronto, ON Some Culinary Arts courses are eligible for credit at Ryerson University University of Manitoba, Winnipeg, MB Bachelor of Science (Human Nutritional Studies) Graduates are credited with 60 credits and must complete another 60 credits Accreditation Apprentice Cook Students achieve accreditation for Level 1 and 2 Apprentice Cook when they complete the program. Students have the accelerated ability to write the Red Seal Exam after meeting the practical hours requirement. Certification WHMIS First Aid Serving It Safe Food Handler s Certificate Fire Safety Certification Partnerships High school Graduates of high school vocational programs are eligible for advanced standing in the Culinary Arts Diploma program. Government Program accredited with the Canadian Forces Algonquin Articulation Wilfred Laurier University, Waterloo, ON Graduates with a minimum of 75% grade average are eligible to receive 6 transfer credits towards a 20-credit Bachelor s Degree in Culinary management. Davenport University, Grand Rapids, Michigan Advanced standing of 60 credit hours towards a 4-year Bachelor of Business Administration Management, OR BBA/MBA Strategic Management. Accreditation None stated 72

79 Certification The Sommelier Certificate Algonquin offers the compulsory courses necessary for the Sommelier Certificate and Sommelier pin, an award recognized by the industry and the general public. Courses are open to the public and are taught at the s C.A. Paradis Wine Lab and features tasting of a wide variety of wines from the LCBO s general list and from current Vintages releases. Courses are: o Wine Appreciation Introduction (10 weeks, 30 hours) o Wine Tasting (12 weeks, 36 hours) o Grape Varieties (12 weeks, 36 hours) o Vinification (4 weeks, 30 hours) o Wine and Food Matching (6 weeks, 21 hours) o Old World Wine Regions (16 weeks, 48 hours) o New World Wine Regions (12 weeks, 36 hours) o Sommelier Advanced (16 weeks, 48 hours) o The Beer Course (12 weeks 36 hours) o The Whisky Course (12 weeks, 36 hours) Students can choose between attending one class per week (3 hours) in the evening or on weekends, completing the entire program in 36 months. A compressed stream of study is also available. Students attend one full day per week (7 hours, Monday) and the entire program can be completed in 12 months, September to September. Wine Appreciation Certificate Students must successfully complete one compulsory course and three elective courses. Students can transfer their elective credits to the Sommelier program. The compulsory course is Wine Appreciation Introduction and then students choose 3 electives from the above list of courses. Partnerships None stated ACC Articulation ACC s connections with other post-secondary institutions include the 2+2 program. Students start at ACC and obtain their two-year college diploma. They then further their education at a partnering institution and receive credit towards related degrees/diplomas. Accreditation Apprenticeship Manitoba Entrepreneurship, Training and Trade Graduates of the Cook Apprentice program with a passing grade of 70% or more and who register as apprentices within two years of completing the program, will be granted credit for both Basic & 73

80 Advanced Levels Cook (the technical in-school training required in the Apprenticeship Manitoba Agreements). Certification None stated Conestoga Georgian Partnerships High school Several high schools have agreements with ACC. Hugh School students may receive advanced standing. None stated Articulation Holland o Credential: Applied Degree in Culinary Operations (4 yr.) o Completion: 60+/120 credits (2 years); degree is offered through Holland 's Culinary Institute of Canada o Type: Advanced Standing UNB o Credential: Bachelor of Applied Management in Hospitality and Tourism (4 yr.) o Completion: 60+/120 credits (2+ years) Extra courses may be required. Minimum 70% GPA o Type: Advanced Standing UNB o Credential: Bachelor of Applied Management (4 yr.) o Completion: 60/120 credits (2 years); minimum 70% GPA required for admission o Type: Block Credit Griffith University o Credential: Bachelor of Business (Hotel Management) o Completion: 120/240 credit points (1.5 years) o Type: Block Credit University of Ontario Institute of Technology o Credential: Bachelor of Commerce (Honours) (4 yr.) o Completion: 75/120 credits (2 years of full-time study); minimum 73% GPA required for admission o Type: Advanced Standing Ryerson University o Credential: Bachelor of Commerce Hospitality and Tourism Management o Completion: 90/120 credits (3 years ); minimum 75% GPA and additional courses may be required for admission o Type: Block Credit Davenport University o Credential: BBA (Majors available in Management, Strategic Management) or Marketing (4 yr.) o Completion: 60/120 credits (2 years of full-time study); courses available online 74

81 o Type: Block Transfer Royal Roads University o Credential: Bachelor of Arts Degree with Honours - International Hotel Management (4 yr.) o Completion: 60/120 credits (2 years); 75% GPA and specific courses may be required for admission o Type: Block Credit Accreditation None stated Certification None stated Partnerships Business & industry Our students are given many opportunities to enhance their learning through their involvement in extracurricular activities such as: membership in the junior chapter of the regional Professional Chefs' Association (Muskoka and District Chef's Association); participation in Georgian 's award-winning culinary team; and regular industry experiential opportunities in which the student will take part in events held both at the college and on location at some of the top resorts and facilities in our region. International Semester Abroad option with Schiller International University in Strasbourg, France option in the third semester (first term of second year). Holland Articulation Ryerson University, Toronto, ON Up to two years of credit towards a Bachelor of Commerce in Hospitality and Tourism degree. University of New Brunswick Saint John, Saint John, NB Two years of credit towards a Bachelor of Applied Management in Hospitality and Tourism. University of Prince Edward Island, Charlottetown, PEI 60 credit hours towards a Bachelor of Business in Tourism and Hospitality degree. Memorial University of Newfoundland, St. John s, NL Two years of credit towards a Bachelor of Applied Management degree. Johnson & Wales University, Providence, Rhode Island Courses (grades 60% and above) will be eligible for transfer credit to JWU s Bachelor of Science Degree in Culinary Arts/Food Service Management. Transcripts will be evaluated on an individual basis. Students should be able to complete the degree in 2.5 years. Florida International University, North Miami, FL Two years of credit towards a Bachelor of Commerce in Hospitality and Tourism degree. 75

82 Accreditation None stated Certification None stated Partnerships American Students Holland s Culinary Arts program welcomes American students and is approved by the US Federal Aid for the processing of student loans, both subsidized and unsubsidized. NSCC Articulation None stated Accreditation This program is a first step on the path towards Journeyperson Certification in the Cook trade. Graduates will be eligible for transfer credit upon registration in the Provincial Apprenticeship Program Certification None stated St. Clair Partnerships Nova Scotia Department of Education s Options and Opportunities This initiative offers high school students more hands-on learning experiences with a career focus. Students who choose the O2 option have the opportunity to link their career interests with NSCC programs. Articulation No articulation to university degree programs Accreditation Curriculum is modeled after the Ministry standards and guidelines for cook apprentice. Apprenticeship may be available Certification None stated Partnerships None stated 76

83 SAIT Articulation Humber, Institute of Technology & Advanced Learning, SAIT graduates are eligible to enter the third year of Humber s Professional Cooking Advanced Diploma program. Humber has an agreement where graduates of Humber s Advanced Diploma in Culinary Administration articulate straight into Year 4 of Holland. University of New Brunswick SAIT graduates are eligible to enter the third year of UNB s Bachelor of Applied Management. Overall average must by 70%. NAIT Graduates from NAIT s one-year Culinary Arts Certificate may receive credit for 10 courses towards SAIT s Professional Cooking Diploma. Yukon Yukon graduates of its Culinary Arts Certificate program would be eligible for admission to the second year of SAIT s Professional Cooking Diploma with an average of 70% or higher. Accreditation Alberta Apprenticeship and Industry Training Alberta Apprenticeship has accredited this program for 788 hours towards journeyman certification, including all technical training periods. Certification None stated Partnerships Horizon Milling This food supplier provides product for use in SAIT s Culinary Arts classes and makes financial contributions towards capital equipment and facility upgrading. SAIT s baking facilities are used to test new products and to carry out product promotion to its clients. This partnership has been in effect since Hospitality 100 Club In 1990, this club was inaugurated as a unique partnership between industry and education. For an annual membership fee, up to 100 representatives of the hospitality industry and their guests attend two exclusive gourmet events in The Highwood. The Club provides assistance to students to attend competitions, to secure educational discounts on equipment and the opportunity to participate in domestic and international Culinary Arts study tours. The Club also provides opportunities for Alberta manufacturers to profile new food products to peers, faculty and students. SAIT says that The Club provides a setting that encourages an informal exchange of ideas between hospitality professionals and educators for the benefit of both students and the industry. Lindt Maître Chocolatier Lindt partners with SAIT s Baking and Pastry Arts program and is actively involved in SAIT s bi-annual Lindt Chocolate Competition. 77

84 MIWE, Germany This baking equipment manufacturer provides SAIT with a significant discount on its latest baking ovens. As a result, SAIT has become the test site and demonstration center for the German company, Aromat and Deck Ovens. The Pastry Chef Guild of Alberta This guild works closely with SAIT and the Baking and Pastry Arts program, providing information on industry trends, recipes, events, hospitality jobs and upcoming classes and courses. The Guild s objectives are to promote and maintain the high standards in the industry and to inspire Culinary Arts students across Canada to excel. It provides an annual scholarship to the Baking and Pastry Arts program. Southern Alberta Bakers Association Members are closely involved in the continued development and success of the Baking and Pastry Arts program. It is also responsible for an annual industry fundraiser that generates scholarships for SAIT s Baking and Pastry Arts students. VCC Articulation None stated Accreditation Graduates are recognized by the Industry Training Authority Certification None stated Partnerships High School - Cooking Foundation VCC partners with several Metro Vancouver school districts to provide career exploration and skill training programs to secondary school students and earn both academic and trades training credits. High school students do not apply to VCC directly. They should contact their career program coordinators in their respective school districts. Tuition is $2, ( ). By the time students graduate from high school, they are skilled in the culinary arts and ready to work and start an apprenticeship. Upon successful completion, students receive training in Foundations Cooking Level 1, high school and college credits, 1,000 hours of workbased training credits towards an apprenticeship and the opportunity to write the Level 1 technical exam. Students are required to achieve a minimum of 70% in all courses and exams. Business & industry - Sodexo Canada In 2011, this food and facilities management company donated $30,000 to sponsor Junior Culinary Team Canada, a group of award-winning VCC chefs, as they prepared for the 2012 Junior Culinary Olympics in Germany. 78

85 Scanned RRC Comments Prep courses for domestic or international students (e.g. language courses) Language Training Centre offers preparatory courses for EAL speakers. However, this requires additional time and tuition so not all students are willing to make this investment Other Programs Offered Food Services Management Certificate (one-year certificate) Students develop the skills necessary to oversee an organization s food service operations. Students will participate in a practicum of 150 hours. Outlets Jane s Located in the former Union Bank Tower, Jane s is a student-run urban upscale restaurant in Winnipeg s historical Exchange District. This recently-restored restaurant is staffed by students in RRC s Hospitality and Culinary Arts programs and provides hands-on, practical experience to the students as they prepare to enter the workforce. Jane s is open for lunch and dinner, Tuesday to Friday, and features a full-service menu with soups, salads, entrees, desserts and beverages. Unique Features Laptop Delivery Students are required to purchase a laptop computer and related software for use throughout the program. RRC will provide network access and help desk support if assistance is required. Students will have on-campus access to , networks and the Internet. Off-campus access to the Internet is the responsibility of the student. Algonquin Prep courses for domestic or international students (e.g. language courses) English for International Students recommended option for newcomers Looking at developing prep courses in English and math to help prep students to succeed in program Other programs offered Assistant Cook (Level 1 Apprentice) Baking & Pastry Arts (1-year certificate) Bartending (15 weeks) Cook Apprenticeship (1-year certificate) Culinary Skills Chef Training (Online) (1-year certificate) Culinary Skills Chef Training (1-year certificate) Institutional Cook (Level 1 Apprentice) 79

86 Outlets Restaurant International For over 35 years, this on-campus restaurant is operated by faculty and students of the Culinary and Hotel Management programs and is open to the public and student body. All Algonquin students will receive 25% off their food purchases. The restaurant features events such as a Craft Beer Panel, Tasting & Food Pairing throughout the year. Savoir Fare Gourmet Food at Student Prices This gourmet food store is run by the School of Hospitality and Tourism s culinary department. Culinary and baking students prepare all the food items. Savoir Fare also highlights an exclusive line of La Dolce Vita preserves products researched, developed and produced in-house by the culinary students. Items are conveniently packaged in both individual and family-size portions. The menu changes daily with the course requirements in the culinary and baking classes. It is located in the Student Commons Building. Unique features Culinary Skills Chef Training Online In this modified-delivery format, Level 1 courses are offered online followed by the practical in-kitchen component on campus. Some hands-on classes are held during the evenings or weekends in the s Restaurant International. Laptop Delivery All students entering the program are expected to have and use a laptop or mobile computing device to work with and obtain course materials and participate in collaborative learning environments. ACC Prep courses for domestic or international students (e.g. language courses) None stated Other programs offered Professional Cooking Certificate (one-year certificate) Upon completion of the first year of studies, students may obtain this certificate. Outlets Grey Owl Dining Room Mid-January to Mid-February Located in a heritage building shared with the Hotel Restaurant Management program, students receive hands-on experience by hosting a variety of events open to the community at the end of the term for four weeks. Culinary Arts students present a fine dining menu to members of the public, while Hotel and Restaurant Management students practice their hospitality skills with tableside service. 80

87 Unique features International Beer & Food Festival This annual event has Hotel and Restaurant Management students working with Culinary Arts students to present up to 50 beers from countries around the world, accompanied by food pairings. Students research and present their findings on international beer selections, using creativity to pair each beverage with a food item. Students present their selections and engage the tasting audience with their knowledge. International Wine & Food Festival Both Culinary Arts and Hotel and Restaurant Management students combine their skills to research and prepare up to 50 wines and food pairings from around the world for this once-a-year event. Christmas Festival Evening Buffet Students and faculty host an annual Christmas event for members of the community in this three-night event. Foundation Legacy Gala Dinner Culinary students prepare the menu and the Hotel and Restaurant Management students pair the wines. Funds raised from this evening support the Foundation and benefit the students throughout ACC. Conestoga Georgian Holland None stated None stated Prep courses for domestic or international students (e.g. language courses) None stated Other programs offered Pastry Arts (one-year certificate); Applied Degree in Culinary Operations (two-year applied degree). Outlets Lucy Maud Dining Room (fine dining) Montgomery Cafeteria CIC Banquet & Catering Unique features History The Culinary Institute of Canada in Charlottetown has been training aspiring chefs since Internship (see student assessment) Students must complete and submit a Student Learning Portfolio based on the guidelines outlined in the Culinary Institute of Canada portfolio package. 81

88 American Students (see partnerships) Holland s Culinary Arts program welcomes American students and is approved by the US Federal Aid for the processing of student loans, both subsidized and unsubsidized. NSCC Prep courses for domestic or international students (e.g. language courses) They don t actively recruit international students because of heavy local demand, so no prep provided. Students just need to attain required level on English equivalency exam. Other programs offered Cooking Certificate (one-year certificate) Students spend some time in the classroom learning theory, but most of the students time is spent doing hands-on cooking. This program features small class sizes. Students who complete this certificate are eligible to apply for a limited number of seats in the second year of the Culinary Arts Diploma program. Outlets 80 seat fine dining Unique features Program Test Drive (see entrance requirements) This program offers potential students the chance to experience NSCC s programs first-hand and help them decide if the program is the right fit. Co-operative Education Courses (see program features) Full handbook for students and employers is available at: St. Clair Prep courses for domestic or international students (e.g. language courses) St. Clair has provided English as a Second Language to thousands of international students. The has professionally trained instructors who take the time to ensure you have the necessary skills to move to the next level. The Program o Focus is on conversation, reading, writing, grammar, listening and pronunciation skills; o Small class sizes provide students with ample opportunity for individual attention and participation; o Highly-trained professors and technicians provide supportive, personal instruction, and language labs; o Interaction with English-speaking people; o Availability of computer labs and other facilities such as: a Library, Internet Lab, Learning Centre, Audio-Visual Centre, 82

89 pool, gym, etc. Levels Of English Taught o Pre-Basic o Basic o Intermediate o Advanced Admission Requirements o Open to all students 18 years and older (or high school graduates. Custodian is required for students younger than 18 years old) o Students will take a Placement Test and be assigned to the appropriate level, according to the test results o Advanced students may have the opportunity to take the Institutional TOEFL test if interested in applying for Post- Secondary studies at St. Clair Other programs offered None stated Outlets 100 seat campus restaurant SAIT Unique features (see program length) Working towards a return to a full 2 year program. Plan to implement this in the next year Prep courses for domestic or international students (e.g. language courses) None stated Other Culinary Programs Offered at SAIT Baking and Pastry Arts (2 years, 5 semesters) The first year of studies provides the fundamentals of baking and the second year offers advanced studies in pastry arts. The majority of courses are practical in nature, allowing students to learn in a hands-on environment. Industry experience is not mandatory, but is an asset. Between the first and second year, students are required to complete a 320-hour Professional Internship. Meat Operations and Management (15 weeks + 4-week practicum) Apprenticeship Programs Baker Apprentice Cook Apprentice Part-Time Continuing Education Courses Bar Mixology Certified Chef de Cuisine Fundamentals Continuing Education Series These courses are designed for the kitchen novice. They include: o Knife Skills o Introduction to Cooking 83

90 o Herbs and Spices o Adventure Cooking (various countries featured) o The Art of Entertaining o Baking Outlets The Highwood Dining Room This student-operated, on-campus restaurant offers a live classroom environment to SAIT s students as they provide world-class cuisine and service to its patrons. SAIT s innovative Chefs and Hospitality Management Instructors provide guidance to students in this real-world environment. Lunch and dinner menus are available during the academic year as well as buffet lunches every Thursday at 11 am during the academic year. The restaurant is closed from May to September. Unique features Career Investigation Report All applicants to the Professional Cooking program must complete a special report detailing their decision-making process for becoming a member of the culinary profession. This detailed report includes 8 questions. Culinary Campus 226, th Ave. SW Calgary, AB T2P 1B5 Ph.: The Culinary Campus provides a face for SAIT in a central location for downtown clientele. This is SAIT s new downtown cooking school in the Venator Building in the Stephen Avenue Mall in downtown Calgary. During the weekday, students prepare breakfast and lunch for downtown patrons and in the afternoons, evenings and weekends, chef instructors offer courses to the general public in food preparation. The Culinary Campus features a continuing education Rush Hour series, a 45-minute class where students will be shown how to cook a meal, pick up the ingredients at The Market, head home, then cook it in 15 minutes while avoiding the rush hour of traffic. It also offers Team Building courses and is a venue for social events such as bridal showers and birthday parties. Jackson s Culinary Garden Known as SAIT s outdoor classroom, Jackson s Culinary Garden is a living agro-literacy center allowing students to plant, grow and harvest their own herbs and vegetables for use in the their daily studies. The garden is named after Jackson Henuset, the grandson of Wayne Henuset, a major donor to the SAIT Culinary Arts program. The garden teaches students about agriculture and sustainability by teaching how to grow the produce we eat and the effort required to grow and maintain crops. 84

91 Culinary Campus on Twitter Fresh, new and regular updates appear on SAIT s Culinary Campus Twitter account. Graduate Employment Statistics Detailed statistics are available on SAIT s website. In 2011, 63 of 94 Professional Cooking graduates responded to the employment survey: 63 of 63 respondents found employment; 59 of 63 found employment in the training-related industry; 4 found employment in a non-training-related industry; 6 of 63 are also pursuing education. The annual salary mean in this 2011 survey was $35,213 for training related, full-time employment. The salary range was between $15,600 and $72,800. VCC Prep courses for domestic or international students (e.g. language courses) VCC offers several certificate programs for International Students and ESL Students: Cooking ESL VCC s 10-month certificate program is designed for English as Second Language speakers who wish to receive practical culinary training. It is fully recognized by the Industry Training Authority and students earn apprenticeship qualifications in addition to a VCC credential. Upon completion, students may enroll in Level 2 Apprenticeship. Students learn communication skills and hospitality-related vocabulary from culinary arts and ESL teachers. Students in the program prepare daily breakfast, lunch and dinner in the cafeteria as well as lunch and dinner in JJ s Restaurant at the Downtown Campus. This program welcomes applications from Canadian citizens and permanent residents. Applicants must have completed Grade 10 or equivalent in their own country. They must have proof of completion of VCC Lower Intermediate English, which includes a Canadian Language Benchmark of Listening, Speaking, Reading 5 and Writing 4. Tuition is $3, ( ). Classes are currently held Monday to Friday, 12-7 pm. Baking and Pastry Arts Pastry ESL This program is 13 months in length and for students in the Combined Skills with ESL support program. Students train to become professional bakers while improving their English communication skills. It is designed to help ESL learners connect the theoretical principles of baking with practical application. Tuition is $6, ( ). Baking and Pastry Arts Artisan Baking for International Students This program is also 13 months in length and for students in the Combined Skills with ESL support program. It trains students to become professional bakers. Applicants are encouraged to apply early as a letter of acceptance is sent approx. 4-5 months in advance of the next available start date. A first payment is required to reserve a space in the program. Tuition is $20, ( ). 85

92 Other programs offered Asian Culinary Arts (5-month certificate) Baking and Pastry Arts Artisan Baking (11 month-certificate) Baking and Pastry Arts Artisan Baking for International Students (13- month certificate) Baking and Pastry Arts Pastry (11-month certificate) Baking and Pastry Arts Pastry ESL (13-month certificate) Cooking ESL (10-month certificate) Cooking Foundation High School Culinary Arts (Cook) Apprentice (Three 5-week sessions over 3 years) Culinary Management (8-month certificate) Outlets Two seat dining rooms Unique features Asian Culinary Arts This full-time 5-month certificate program is designed to prepare students for entry-level careers as cooks in the food services industry. There are two intakes each year, every January and July. There is a maximum of 20 students in each class. Students receive training in a modern, well-equipped commercial kitchen as well as in a fully operational public cafeteria. The program is delivered in Cantonese, Mandarin and English. This program was established in VCC is the first and only college in North America to offer an Asian Culinary Arts program. Classes are offered from 8 am 2 pm five days a week. Typically, the first 30 minutes of instruction is provided via lecture format. Then the students go to the kitchen for hands-on training and to apply their newly acquired skills. Midway through class, students provide lunch service to the general public. There are seven different sections in the kitchen. Students rotate their section every second day. New Apprenticeship Model In April, 2012, the BC government launched a new Employment Program. This new integrated system of employment services and supports is delivered through a network of WorkBC Employment Services Centres. The Culinary Arts program at VCC offers a number of added benefits for its students such as: o VCC sponsors and signs up students as apprentices until the end of the program; o Students earn apprentice hours while training at VCC; o VCC can accept previous culinary experience towards apprentice hours; o Students qualify to write Professional Cook 1 and Cook 2 provincial exams which lead to a Red Seal certification. o More information about the changes to Apprentice training is available at: 86

93 Culinary Arts (Cook) Apprentice Students train in classrooms and kitchens at VCC s downtown campus. A major portion of classroom time is devoted to theory. Instruction is provided through lectures and demonstrations to illustrate practical application of that theory. This full-time program runs three five-week training sessions over three years. In order to satisfy the required hours stipulated by the Industry Training Authority, BC s funding authority for Culinary Arts Apprentices, all prospective students must have a proven record of 100 hours of industry-related work experience handling and preparing food, in the capacity of a cook or cook s helper. This pre-admission requirement will assist the student in accumulating the required 400 industry hours required to register for Professional Cook 2 and write the Professional Cook 2 Industry exam. FAQ VCC offers an extensive Frequently Asked Questions section on their website, available at: Graduate Survey Results VCC s Culinary Arts students have completed surveys upon graduation. Detailed results are available at: 87

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95 Appendix B Industry Occupational Analysis (DACUM) Chart 89

96 90

97 DACUM Skill Rating Scale 1 - Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire skill. 2 - Can perform this skill satisfactorily but requires periodic assistance and/or supervision. CULINARY ARTS Facilitated by Robert Cordingley, Lorna Smith, and Craig Edwards April 8 & 15, Can perform this skill competently without assistance or supervision. 4 - Can perform this skill competently with more than acceptable speed and/or quality and can teach the skill to others. WORK SAFELY A Maintain a safe w ork area A1 A2 A3 A4 A5 A6 Use personal protective equipment Avoid crosscontamination w ith allergens Clean knives, pots, pans, utensils, equipment, appliances and facilities Follow labeling practices Demonstrate sanitary practices Follow food handling guidelines Assess and correct unsafe practices Follow proper storage temperature guidelines Choose the right equipment for the job Maintain personal hygiene Apply first aid and CPR A7 A8 A9 A10 A11 A12 Transport food safely Follow legislative / legal requirements Follow HACCP guidelines Follow WHMIS guidelines A13 A14 A15 A

98 PREPARE FOODS B Prepare vegetables Prepare herbs and spices Prepare fruit Prepare salads Prepare sandw iches Prepare stocks B1 B2 B3 B4 B5 B6 Prepare thickening and binding agents Prepare soups Prepare sauces Prepare pulses, grains and nuts Prepare pastas Make pasta dough B7 B8 B9 B10 B11 B12 Prepare batters Prepare cheese and dairy related dishes Prepare eggs and egg related dishes Make dairy products (e.g. cheese, yogurt) Prepare hors d'oeuvres Prepare foods from a variety of ethnicities B13 B14 B15 B16 B17 B18 Prepare condiments and accompaniments Fabricate fish Butcher poultry and game birds Butcher meat and game meat Prepare fish Prepare shellfish B19 B20 B21 B22 B23 B24 Prepare poultry and game birds Prepare meat and game meat Prepare variety meats Prepare pates and terrines Prepare aspics, jellies and glazes Prepare marinades and brines B25 B26 B27 B28 B29 B30 Identify product quality Maintain consistent levels of quality (temperature, presentation, etc.) Reheat food B31 B32 B33 B34 Use pre-packaged (convenience) foods

99 USE EQUIPMENT C Use a dishw asher Use a variety of knives Use a variety of small w ares and gadgets Use a broiler / salamander Use a steam table Use a grill / barbeque C1 C2 C3 C4 C5 C6 Use a griddle / flat top Use a proofer Use a conventional oven Use range top Use a convection oven Use a deep fryer C7 C8 C9 C10 C11 C12 Use a steam kettle Use a pressure cooker Use a steamer Use a variety of small appliances Use a mixer Use a slicer C13 C14 C15 C16 C17 C18 Use an immersion blender Use vacuum sealer Use immersion circulator Use an induction top Assemble a variety of equipment Troubleshoot basic equipment failures (e.g. light pilot lights) C19 C20 C21 C22 C23 C24 Conduct preventative maintenance Use a smoker Use a dehydrator Use a w ok C25 C26 C27 C

100 APPLY COOKING METHODS D Follow internal temperatures Sear Sauté Grill Broil D1 D2 D3 D4 D5 D6 Barbeque Bake Roast Pan fry Deep fry Blanch Boil D7 D8 D9 D10 D11 D12 Poach Stew Braise Steam Combi Confit D13 D14 D15 D16 D17 D18 Sous vide Marinate Cure Ferment Pickle Preserve D19 D20 D21 D22 D23 D24 Smoke Rethermalize food Flambé D25 D26 D27 94

101 PREPARE PASTRY E Prepare creams, mousses, fillings Prepare dessert sauces Prepare doughs e.g. bread, cookie Prepare chocolate Prepare frozen desserts Prepare pastries and pies E1 E2 E3 E4 E5 E6 Prepare cakes Assemble cakes / pastries Decorate cakes Prepare icings Prepare petite fors Prepare sugar w orks E7 E8 E9 E10 E11 E12 USE TASTE / SMELL F Taste individual ingredients Taste food Identify sw eet, savoury, salty, spicy, acidic, bitter, umami factor F1 F2 F3 F4 F5 F6 Develop an acute sense of smell Develop flavour memory Identify flavour profile Use flavour profiles / pairings Balance flavours Develop personal palette Adjust seasoning Adjust flavour for clientele F7 F8 F9 F10 F

102 COMMUNICATE G Read and follow recipes Follow instructions (e.g. prep list) Listen Demonstrate manners / etiquette Communicate verbally Interpret non-verbal communication G1 G2 G3 G4 G5 G6 Develop / maintain interpersonal skills Spell Write Write instructions Create a prep list Use w ord processing G7 G8 G9 G10 G11 G12 Use communication technologies ( , phone, text, fax, scan) G13 Use terminology G Ask for help Explain ideas Accept / learn from feedback G14 Select medium for greatest impact (e.g. hand w ritten note) G20 Give constructive feedback G15 G16 G17 G18 Resolve conflict WORK IN TEAMS H Respect others Demonstrate reliability Accept responsibility for ow n and team's actions / mistakes Support others Demonstrate flexibility Work independently (w ithin a team) H1 H2 H3 H4 H5 H6 Compromise Exhibit patience (w ith self and others) Demonstrate appropriate sense of humour H7 H8 H9 96

103 DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE I Display strong w ork ethic Maintain a positive attitude Display pride in w ork Demonstrate personal integrity Work w ith a sense of urgency I1 I2 I3 I4 I5 I6 Maintain consistency Learn continuously Improve continuously Practice skills to improve speed and accuracy Demonstrate organization (mise-enplace) Display initiative Lead by example I7 I8 I9 I10 I11 I12 Demonstrate commitment to excellence Employ all senses w hen cooking Read and research Display confidence Show humility Identify strengths and limitations I13 I14 I15 I16 I17 I18 Identify / reflect on successes / failures Prioritize Manage time Solve problems / troubleshoot Manage change Manage stress I19 I20 I21 I22 I23 I24 Adapt to new situations Work w ithin a hierarchy Identify and explain nutritional values Write a professional resume Maintain healthy w ork / life balance Situate self w ithin culinary history I25 I26 I27 I28 I29 I30 97

104 DEMONSTRATE CREATIVITY J Arrange / design plate presentations Utilize surplus Experiment Improvise Create a menu and / or special / feature J1 J2 J3 J4 J5 J6 Document recipes Use flavours, colours, textures, etc. Arrange / design platters Arrange / design buffet presentations Apply modernist cuisine (hydro colides enzymes) Create recipes Develop unconventional approaches / methods ("think outside the box") J7 J8 J9 J10 Think critically Follow and create trends Look for and implement efficiencies Formulate menus / foods for people w ith dietary restrictions J11 J12 J13 J14 J15 J DEMONSTRATE SUSTAINABILITY K Implement / follow "green" (environmental) practices and procedures Identify sustainable seafood Source local producers Source fair trade products Garden Source ethical producers Use seasonal products K1 K2 K3 K4 K5 K6 Apply sustainable w aste management practices K7 K

105 APPLY MATH SKILLS L Calculate conversions (fractions, %, decimals, metric, imperial, etc.) Calculate yields Use units of measure Work w ith fractions / ratios Estimate Work w ith percentages L1 L2 L3 L4 L5 L6 MANAGE INVENTORY M Rotate product / stock Receive products and supplies Perform portion control Order products and supplies Maintain stock sheets Inventory M1 M2 M3 M4 M5 M6 Use inventory programs Manage suppliers M7 M

106 SERVE PATRONS N Set a table Take orders Clarify customer allergies Serve tables Clear tables Enhance customer experience N1 N2 N3 N4 N5 N6 Serve beverages Pair food and beverages (e.g. w ine, beer, cocktails, tea, etc.) N7 N8 N9 N10 N11 N12 Use P.O.S. (point of sale) systems Store beverages Demonstrate a variety of service styles (French, Russian, etc.) Maintain room Take reservations N BUILD COMMUNITY O Volunteer Build relationships Demonstrate social responsibility (e.g. donate product / time / money) Use social media Interact w ith media Cook for co-w orkers O1 O2 O3 O4 O5 O6 Act as an ambassador Capture images O7 O

107 DESIGN FACILITIES P Design kitchen Design restaurant / front of house Obtain quotes Purchase equipment and furnishings Match menu to kitchen / kitchen to menu Analyze w orkflow P1 P2 P3 P4 P5 P6 Enhance w orkflow Design / assemble a field kitchen Prepare for special (offsite) events P7 P8 P9 MANAGE HUMAN RESOURCES Q Recruit staff Orient staff Apply employment standards Train staff Manage performance Q1 Q2 Q3 Q4 Q5 Q6 Conduct performance review s Discipline staff Work w ith unions Administer employee benefits Recognize employees Build team Match task to talent Q7 Q8 Q9 Q10 Q11 Q12 Manage volunteers Terminate staff Q13 Q

108 Use spreadsheets Calculate food costs Sell Calculate labour costs Schedule staff Budget MANAGE FINANCES R R1 R2 R3 R4 R5 R6 Manage government remittances Manage cash flow Manage payroll Pay invoices Analyze profit and loss statements R7 R8 R9 R10 R11 R12 Contribute to the development of a marketing plan Organize contractors Negotiate contracts Develop a business plan R13 R14 R15 102

109 Appendix C Graduate Skills and Abilities and Gap Analysis Chart 103

110 104

111 CULINARY ARTS Graduate Skills and Abilities (GSA) & Gap Analysis Chart Facilitated by: Robert Cordingley & Lorna Smith May 22 & 24, 2013 DACUM Skill Rating Scale: Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire 1 skill. 2 Can perform this skill satisfactorily but requires periodic assistance and/or supervision. 3 4 Can perform this skill competently w ithout assistance or supervision. Can perform this skill competently w ithout assistance, w ith more than acceptable quality, and w ith initiative/adaptability to unique situations. General Area of Competency (GAC) Skill rating Occupational Skill deleted Skill or Competency added by Faculty or Occupational w ording changed Unshaded Box= Specific Skill w ithin GAC Gap or overlap betw een Faculty Expectations and Current Content in Courses Industry DACUM Faculty Expectations Current Content in Courses WORK SAFELY A WORK SAFELY A WORK SAFELY A Maintain a safe w ork area A1 Maintain a safe w ork area A1 Introduction to Culinary Arts WHMIS Workshop Certified Food Handler Training Program Level 1 Fire Safety all lab courses Clean knives, pots, pans, utensils, equipment, appliances and facilities A2 Clean knives, pots, pans, utensils, equipment, appliances and facilities A2 all lab courses (Note: Consider bringing company back in to teach students how to tear dow n a dishw asher) Demonstrate sanitary practices A3 Demonstrate sanitary practices A3 Introduction to Culinary Arts Certified Food Handler Training Program Level 1 all lab courses 105

112 Assess and correct unsafe practices A4 Assess and correct unsafe practices A4 Introduction to Culinary Arts WHMIS Workshop Emergency First Aid Fire Safety Serving it Safe all lab courses Choose the right equipment for the job A5 Use personal protective equipment Choose the right equipment for the job A5 Use personal protective equipment Introduction to Culinary Arts WHIMIS Workshop Emergency First Aid Fire Safety Serving it Safe all lab courses all lab courses A6 Avoid cross-contamination w ith allergens A7 Follow labeling practices A8 Follow food handling guidelines A9 Follow labeling and dating practices in the kitchen A8 Follow food handling guidelines A9 Introduction to Culinary Arts all lab courses Certified Food Handler Training Program Level 1 Introduction to Culinary Arts Inventory Management all lab courses Follow proper storage temperature guidelines A10 Follow proper storage temperature guidelines A10 Menu Development all lab courses Maintain personal hygiene A11 Maintain personal hygiene A11 Certified Food Handler Training Program Level 1 Menu Development all lab courses Apply first aid and CPR A6 Avoid cross-contamination w ith allergens (Note: Impossible to teach all because of the huge number/variety of allergens) A7 Apply first aid and CPR Introduction to Culinary Arts Nutrition for Culinary Professionals Patisserie 2 Menu Development all lab courses Emergency First Aid A12 A12 106

113 Transport food safely Transport food safely A13 Follow legislative / legal requirements A14 Follow HACCP guidelines A13 Follow legislative / legal requirements (WHIMIS, Food handlers, Serving it Safe, Human Rights, Employment regulations) A14 Follow HACCP guidelines WHMIS Workshop Certified Food Handler Training Program Level 1 Serving It Safe Human Resource Management Introduction to Culinary Arts A15 Follow WHMIS guidelines A16 A15 Follow WHMIS guidelines A16 Introduction to Culinary Arts WHMIS Workshop PREPARE FOODS B PREPARE FOODS B PREPARE FOODS B Prepare vegetables B1 Prepare vegetables B1 Garde Manger Basic Food Preparation all lab courses (not a lot in Patisserie) Prepare herbs and spices B2 Prepare fruit B3 Prepare salads B4 Prepare herbs and spices B2 Prepare fruit B3 Prepare salads B4 Garde Manger Basic Food Preparation all lab courses Garde Manger Patisserie 1 Restaurant Service all lab courses Advanced Culinary Skills 1 Garde Manger Canadian Regional and Seasonal Cuisine Charcuterie & Buffets Restaurant Cooking 107

114 Prepare sandw iches B5 Prepare stocks B6 Prepare thickening and binding agents B7 Prepare stocks B6 Advanced Culinary Skills 1 Basic Food Preparation Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Prepare soups B8 Prepare thickening and binding agents B7 Basic Food Preparation all lab courses Prepare sauces B9 Prepare sandw iches B5 Prepare soups B8 Advanced Culinary Skills 1 Garde Manger Restaurant Cooking Advanced Culinary Skills 1 Basic Food Preparation Restaurant Cooking Canadian Regional and Seasonal Cuisine Charcuterie & Buffets Prepare pulses, grains and nuts B10 Prepare sauces B9 Advanced Culinary Skills 1 Patisserie 1 Basic Food Preparation Patisserie 2 Restaurant Cooking Patisserie 2 Advanced Culinary Skills 2 Prepare pastas B11 Prepare pulses, grains and nuts B10 Prepare pastas B11 Advanced Culinary Skills 1 Garde Manger Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 (Note: Identified by faculty previously; emphasis in program has been increasing) Advanced Culinary Skills 1 Garde Manger Basic Food Preparation Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 108

115 Make pasta dough B12 Prepare batters Make pasta dough B12 Prepare batters Basic Food Preparation Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 all lab courses B13 Prepare cheese and dairy related dishes B14 Prepare eggs and egg related dishes B15 B13 Make dairy products (e.g. cheese, yogurt) B16 Make dairy products (e.g. cheese, yogurt) B16 Prepare hors d'oeuvres B17 Prepare hors d'oeuvres B17 Garde Manger Charcuterie & Buffets Prepare foods from a variety of ethnicities B18 Prepare cheese and dairy related dishes B14 Prepare eggs and egg related dishes B15 Restaurant Cooking all lab courses Restaurant Cooking all lab courses Prepare condiments and accompaniments B19 Fabricate fish B20 Prepare foods from a variety of ethnicities B18 Prepare condiments and accompaniments B19 Fabricate fish B20 Advanced Culinary Skills 1 all lab courses Canadian Regional and Seasonal Cuisine (Note: Review relationship betw een name and w hat is taught) Advanced Culinary Skills 1 Garde Manger Charcuterie & Buffets Advanced Culinary Skills 2 Garde Manger - (exposure only, limited practice) Basic Food Preparation Charcuterie & Buffets 109

116 Butcher poultry and game birds B21 Butcher poultry B21a Butcher game birds Advanced Culinary Skills 1 Garde Manger Basic Food Preparation Charcuterie & Buffets - (limited practice) Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Butcher meat and game meat B22 B21b Butcher meat B22a Butcher game meat Advanced Culinary Skills 1 Garde Manger Basic Food Preparation Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 - (exposure only) B22b Prepare fish Prepare fish all cooking lab courses B23 B23 Prepare shellfish B24 Prepare poultry and game birds Prepare shellfish B24 Prepare poultry all cooking lab courses (exposure, limited practice) all cooking lab courses B25 B25a Prepare game birds B25b Advanced Culinary Skills 1 Charcuterie & Buffets Advanced Culinary Skills 2 (limited exposure) 110

117 Prepare meat and game meat Prepare meat all cooking lab courses B26 Prepare variety meats B26a Prepare game meat B26b Prepare variety meats Advanced Culinary Skills 1 Charcuterie & Buffets Advanced Culinary Skills 2 (limited exposure) B27 Prepare pates and terrines B28 Prepare aspics, jellies and glazes B29 Prepare aspics, jellies and glazes B29 Garde Manger Basic Food Preparation Charcuterie & Buffets (limited exposure/practice, especially aspics) Prepare marinades and brines B27 Prepare pates and terrines B28 Prepare marinades and brines Charcuterie & Buffets Advanced Culinary Skills 2 all cooking lab courses B30 B30 Identify product quality B31 Maintain consistent levels of quality (temperature, presentation, etc.) B32 Reheat food Identify product quality B31 Maintain consistent levels of quality (temperature, presentation, etc.) B32 Meaning not clear Inventory Management all lab courses all lab courses B33 B33 Use pre-packaged (convenience) foods B34 Use pre-packaged (convenience) foods B34 Patisserie 1 all cooking lab courses 111

118 USE EQUIPMENT C USE EQUIPMENT C USE EQUIPMENT C Use a dishw asher Use a dishw asher all lab courses C1 Use a variety of knives C2 Use a variety of small w ares and gadgets C3 Use a broiler / salamander C4 Use a steam table C5 Use a grill / barbeque C6 Use a griddle / flat top C7 Use a proofer C8 C1 Use a variety of knives C2 Use a variety of small w ares and gadgets C3 Use a broiler / salamander C4 Use a steam table C5 Use a grill / barbeque C6 Use a griddle / flat top C7 Use a proofer C8 Basic Food Preparation all lab courses all lab courses Advanced Culinary Skills 1 Restaurant Cooking Advanced Culinary Skills 2 Advanced Culinary Skills 1 Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Advanced Culinary Skills 1 Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Advanced Culinary Skills 1 Garde Manger Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Advanced Culinary Skills 1 Patisserie 1 Patisserie 2 Advanced Culinary Skills 2 112

119 Use a conventional oven Use a conventional oven Advanced Culinary Skills 1 Basic Food Preparation Charcuterie & Buffets Canadian Regional and Seasonal C9 C9 Cuisine C 2 S 3 4 Use range top Use range top all lab courses C10 C10 Use a convection oven Use a convection oven all lab courses (Note: There are many brands and types) C C Use a deep fryer C12 Use a steam kettle Use a steam kettle Advanced Culinary Skills 1 Basic Food Preparation Restaurant Cooking Canadian Regional and Seasonal Cuisine C13 C13 Patisserie 2 Advanced Culinary Skills 2 Use a pressure cooker Use a deep fryer C12 Use a pressure cooker Advanced Culinary Skills 1 Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills C14 C14 Use a steamer C15 Do not have steamers, is a feature on a combi C15 Use a variety of small appliances Use a variety of small appliances all lab courses C16 C16 Use a mixer Use a mixer all lab courses C17 C17 113

120 Use a slicer Use a slicer all cooking lab courses except Basic Food Preparation C18 C18 Use an immersion blender Use an immersion blender all lab courses C19 Use vacuum sealer C20 Use immersion circulator C19 Use vacuum sealer C20 Use immersion circulator Advanced Culinary Skills Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Advanced Culinary Skills 2 C21 Use an induction top C22 Assemble a variety of equipment C23 Troubleshoot basic equipment failures (e.g. light pilot lights) C24 Conduct preventative maintenance C25 Use a smoker C26 C21 Use an induction top C22 Assemble a variety of equipment (grinder, Robo-coupe, mixer, etc.) C23 (Note: There are many regulation and liability issues) C24 (Note: Equipment sent out; most not serviceable by user) C25 Use a smoker C26 Garde Manger Patisserie 1 Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Patisserie 2 all lab courses Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 114

121 Use a dehydrator C27 Use a w ok C28 Use a dehydrator C27 Use a w ok C28 Use a Tandoori oven Advanced Culinary Skills 1 Garde Manger Patisserie 2 Advanced Culinary Skills 2 (little exposure; introduction only) Canadian Regional and Seasonal Cuisine Canadian Regional and Seasonal Cuisine Use a pizza oven Canadian Regional and Seasonal Cuisine Use a blast chiller Canadian Regional and Seasonal Cuisine Use a pasta machine Canadian Regional and Seasonal Cuisine Use a dough sheeter Patisserie 1 Use a combi oven Patisserie 1 Canadian Regional and Seasonal Cuisine Use a pizza sheeter Canadian Regional and Seasonal Cuisine Use a bun divider Patisserie 1 115

122 Use a rotating oven Patisserie 1 Use a deck oven Patisserie 1 APPLY COOKING METHODS D APPLY COOKING METHODS D APPLY COOKING METHODS D Follow internal temperatures Follow internal temperatures Introduction to Culinary Arts all cooking lab courses D1 D1 Sear Sear all cooking lab courses D2 D2 Sauté Sauté all cooking lab courses D3 Grill D4 Broil D5 Broil D5 Advanced Culinary Skills 1 Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Barbeque D6 D3 Grill D4 (Note: Is a repeat of D4 depending on equipment; currently do not use BBQ) Advanced Culinary Skills 1 Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 116

123 Bake Bake all cooking lab courses D7 D7 Roast Roast all cooking lab courses D8 D8 Pan fry Pan fry all cooking lab courses D9 Blanch Deep fry D10 D9 Deep fry D10 Blanch Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Patisserie 2 Advanced Culinary Skills 2 all cooking lab courses D11 D11 Boil Boil all lab courses D12 D12 Poach Poach all lab courses D13 Stew D14 Braise D15 D13 Stew D14 Braise D15 all cooking lab courses except Garde Manger all cooking lab courses except Garde Manger 117

124 Steam D16 Combi D17 Confit D18 Sous vide D19 Steam D16 Sous vide D19 Advanced Culinary Skills 1 Basic Food Preparation Charcuterie & Buffets Restaurant Cooking Advanced Culinary Skills 2 (Note: Use combi for steaming) Advanced Culinary Skills 1 Charcuterie & Buffets Advanced Culinary Skills 2 Marinate Combi D17 Confit D18 Marinate Garde Manger Charcuterie & Buffets Restaurant Cooking Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 (Note: Consider getting salesperson to do w orkshop w ith students) Advanced Culinary Skills 1 Charcuterie & Buffets Advanced Culinary Skills 2 all cooking lab courses D20 Cure D21 Pickle D23 D20 Ferment D22 Cure D21 Ferment D22 Quick pickle D23 Garde Manger Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Advanced Culinary Skills 1 Patisserie 1 Charcuterie & Buffets Patisserie 2 Advanced Culinary Skills 2 Advanced Culinary Skills 1 Garde Manger Basic Food Preparation Restaurant Cooking Advanced Culinary Skills 2 118

125 Preserve Preserve D24 Smoke D25 Rethermalize food D26 Flambé D24 Smoke foods D25 Rethermalize food D26 Flambé Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Advanced Culinary Skills 2 Charcuterie & Buffets Restaurant Cooking Co-operative Education 1 (depending on placement) Co-operative Education 2 (depending on placement) Not allow ed D27 D27 PREPARE PASTRY E PREPARE PASTRY E PREPARE PASTRY E Prepare creams, mousses, fillings Prepare creams, mousses, fillings Patisserie 1 Patisserie 2 E1 E1 Prepare dessert sauces E2 Prepare dessert sauces E2 Advanced Culinary Skills 1 Patisserie 1 Patisserie 2 Advanced Culinary Skills 2 Prepare doughs e.g. bread, cookie E3 Prepare doughs e.g. bread, cookie E3 Advanced Culinary Skills 1 Patisserie 1 Charcuterie & Buffets Canadian Regional and Seasonal Cuisine Patisserie 2 Advanced Culinary Skills 2 Prepare chocolate E4 Prepare chocolate E4 Patisserie 1 Patisserie 2 119

126 Prepare frozen desserts E5 Prepare pastries and pies E6 Prepare cakes E7 Assemble cakes / pastries E8 Decorate cakes E9 Prepare icings E10 Prepare petite fours Prepare frozen desserts E5 Prepare pastries and pies E6 Prepare cakes E7 Assemble cakes / pastries E8 Decorate cakes E9 Prepare icings E10 Prepare petite fours Advanced Culinary Skills 1 Patisserie 1 Patisserie 2 Advanced Culinary Skills 2 Patisserie 1 Charcuterie & Buffets Patisserie 2 Patisserie 1 Patisserie 2 Patisserie 1 Patisserie 2 Patisserie 1 Patisserie 2 Patisserie 1 Patisserie 2 Patisserie 2 E11 E11 Prepare sugar w orks E12 Prepare sugar w orks E12 Patisserie 1 Patisserie 2 120

127 USE TASTE / SM ELL F USE TASTE / SM ELL F USE TASTE / SM ELL F Taste individual ingredients Taste individual ingredients Restaurant Service all lab courses F1 Taste food F2 Identify sw eet, savoury, salty, spicy, acidic, bitter, umami factor F3 Balance flavours F4 Adjust seasoning F1 Taste food F2 Identify sw eet, savoury, salty, spicy, acidic, bitter, umami factor F3 Balance flavours F4 Adjust seasoning Restaurant Service all lab courses Restaurant Service Menu Development all lab courses Restaurant Service Menu Development all lab courses all lab courses F5 Develop an acute sense of smell F6 Develop flavour memory F7 Identify flavour profile F8 Identify flavour profile (e.g., Thai vs. Lebanese) F8 all lab courses Use flavour profiles / pairings F5 Develop an acute sense of smell F6 Develop flavour memory F7 Use flavour profiles / pairings Restaurant Service all lab courses Restaurant Service all lab courses all lab courses F9 F9 121

128 Develop personal palette Develop personal palette all lab courses F10 F10 Adjust flavour for clientele Adjust flavour for clientele all lab courses F11 F11 COMMUNICATE G COMMUNICATE G COMMUNICATE G Read and follow recipes G1 Read and follow recipes G1 Introduction to Culinary Arts Menu Development all lab courses Follow instructions (e.g. prep list) Follow instructions (e.g., prep list) all lab courses G2 G2 Listen Listen all courses G3 G3 Demonstrate manners / etiquette Demonstrate manners / etiquette all courses G4 G4 Communicate verbally Communicate verbally all courses G5 Interpret non-verbal communication G6 G5 Interpret non-verbal communication G6 Communication?? Co-operative Education 1 Co-operative Education 2 Restaurant Service 122

129 Develop / maintain interpersonal skills G7 Spell G8 Write G9 Develop / maintain interpersonal skills G7 Spell G8 Communication Menu Development all w ritten assignments Co-operative Education 1 Co-operative Education 2 Write G9 Co-operative Education 1 Co-operative Education 2 all courses Communication Menu Development all w ritten assignments Co-operative Education 1 Co-operative Education 2 Write instructions Write instructions Menu Development G10 G10 Create a prep list Create a prep list all lab courses G11 Use w ord processing G12 Use w ord processing G12 Culinary Computer Applications all courses Use communication technologies ( , phone, text, fax, scan) G13 G11 Use communication technologies (e.g., , phone, text, fax, scan, blogs, Tw itter, Skype, etc.) G13 Communication ( ettiquette) Co-operative Education 1 Restaurant Service Co-operative Education 2 LEARN all courses Ask for help Ask for help all courses G14 G14 Explain ideas Explain ideas all courses G15 G15 123

130 Accept / learn from feedback Accept / learn from feedback all courses G16 Give constructive feedback G17 Resolve conflict G16 Give constructive feedback / assess peers G17 Resolve conflict all courses Human Behaviour-Hospitality G18 G18 Use terminology Use terminology all courses G19 Select medium for greatest impact (e.g. hand w ritten note) G20 G19 Select medium for greatest impact (e.g. hand w ritten note) G20 Communication WORK IN TEAMS H WORK IN TEAMS H WORK IN TEAMS H Respect others Respect others all courses H1 H1 Demonstrate reliability Demonstrate reliability all courses H2 Accept responsibility for ow n and team's actions / mistakes H3 Support others H4 H2 Accept responsibility for ow n and team's actions / mistakes H3 Support others H4 all courses Restaurant Service all lab courses 124

131 Demonstrate flexibility Demonstrate flexibility Restaurant Service all lab courses H5 H5 Work independently (w ithin a team) Work independently (w ithin a team) all courses H6 H6 Compromise Compromise all courses H7 Exhibit patience (w ith self and others) H8 Demonstrate appropriate sense of humour H9 DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE I H7 Exhibit patience (w ith self and others) H8 Demonstrate appropriate sense of humour H9 DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE I Restaurant Service all lab courses Restaurant Service Human Resource Management Menu Development (Note: Is part of program culture) DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE I Display strong w ork ethic Display strong w ork ethic all courses I1 I1 Maintain a positive attitude Maintain a positive attitude all courses I2 I2 Display pride in w ork Display pride in w ork all courses I3 I3 Demonstrate personal integrity Demonstrate personal integrity all courses I4 I4 125

132 Work w ith a sense of urgency I5 Display initiative I6 Maintain consistency I7 Learn continuously I8 Work w ith a sense of urgency I5 Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses Improve continuously I9 Practice skills to improve speed and accuracy I10 Demonstrate organization (mise-enplace) I11 Learn continuously I8 Improve continuously I9 Co-operative Education 1 Co-operative Education 2 all lab courses Co-operative Education 1 Co-operative Education 2 all lab courses Lead by example Display initiative I6 Maintain consistency I7 Practice skills to improve speed and accuracy I10 Demonstrate organization (mise-enplace) I11 Lead by example Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses all lab courses (eg chef for a day) I12 Demonstrate commitment to excellence I13 Employ all senses w hen cooking I12 Demonstrate commitment to excellence 13 Employ all senses w hen cooking Restaurant Service all lab courses all lab classes I14 I14 126

133 Read and research Read and research all courses I15 Display confidence l16 Show humility I17 Identify strengths and limitations I15 Display confidence l16 Show humility I17 Identify strengths and limitations Restaurant Service all lab courses Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses all courses I18 Identify / reflect on successes / failures I19 Prioritize I18 Identify / reflect on successes / failures I19 Prioritize Co-operative Education 1 Co-operative Education 2 all lab courses all courses I20 I20 Manage time Manage time all courses I21 Solve problems / troubleshoot I22 Solve problems / troubleshoot I22 Restaurant Service all lab courses Manage change I23 I21 Manage change I23 Human Behavior-Hospitality Restaurant Service Human Resource Management all lab courses Manage stress I24 Manage stress I24 Nutrition for Culinary Professionals Human Behavior-Hospitality Restaurant Service all lab courses 127

134 Adapt to new situations I25 Work w ithin a hierarchy I26 Identify and explain nutritional values I27 Write a professional resume I28 Maintain healthy w ork / life balance I29 Maintain healthy w ork / life balance I29 Nutrition for Culinary Professionals all lab courses Situate self w ithin culinary history I30 Adapt to new situations I25 Work w ithin a hierarchy I26 Identify and explain nutritional values I27 Write a professional resume I28 Situate self w ithin culinary history I30 Co-operative Education 1 Restaurant Service Co-operative Education 2 all lab courses Co-operative Education 1 Co-operative Education 2 all lab courses Nutrition for Culinary Professionals Menu Development all lab courses Communication Cooperative Education Preparation Introduction to Culinary Arts (Note: Consider increasing emphasis in this course) Restaurant Service Theory and Simulation Human resource Management Menu development DEMONSTRATE CREATIVITY J DEMONSTRATE CREATIVITY J DEMONSTRATE CREATIVITY J Arrange / design plate presentations Arrange / design plate presentations Menu Development All lab courses J1 J1 Utilize surplus Utilize surplus All lab courses J2 J2 128

135 Experiment Experiment All lab courses J3 J3 Improvise Improvise All lab courses J4 Create a menu and / or special / feature J5 Create recipes J6 Document recipes J7 Use flavours, colours, textures, etc. J8 Arrange / design platters J9 Arrange / design platters J9 Garde Manger Charcuterie & Buffets Arrange / design buffet presentations J10 J4 Create a menu and/or special/feature J5 Create recipes J6 Document recipes J7 Use flavours, colours, textures, etc. J8 Arrange / design buffet presentations J10 Advanced Culinary Skills 1 Canadian Regional and Seasonal Cuisine Patisserie 2 Advanced Culinary Skills 2 Menu Development (Note: Was also taught in Restaurant Cooking at NDC) Advanced Culinary Skills 1 Canadian Regional and Seasonal Cuisine Patisserie 2 Advanced Culinary Skills 2 Menu Development (Note: Was also taught in Restaurant Cooking at NDC) Menu Development All lab courses Menu Development All lab courses Garde Manger Charcuterie & Buffets 129

136 Apply modernist cuisine (hydrocolloid enzymes) Apply modernist cuisine (hydrocolloid enzymes) Patisserie 2 Advanced Culinary Skills 2 J11 J11 Develop unconventional approaches / methods ("think outside the box") J12 Develop unconventional approaches / methods ("think outside the box") J12 Nutrition for Culinary Professionals Menu Development Kitchen Layout & Design? all lab courses except Basic Food Preparation Think critically Think critically J13 J13 All courses Follow and create trends J14 Follow and create trends J14 Nutrition for Culinary Professionals Human Behaviour-Hospitality Human Resource Management Restaurant Service Menu Development All lab courses Look for and implement efficiencies J15 Look for and implement efficiencies J15 Restaurant Service Kitchen Layout & Design All lab courses Formulate menus / foods for people w ith dietary restrictions J16 Formulate menus / foods for people w ith dietary restrictions J16 Nutrition for Culinary Professionals Introduction to Culinary Arts Restaurant Cooking? Restaurant Service Menu Development Certified Food Handler Training Program Level 1 all lab courses DEMONSTRATE SUSTAINABILITY K DEMONSTRATE SUSTAINABILITY K DEMONSTRATE SUSTAINABILITY K Implement / follow "green" (environmental) practices and procedures K1 Implement / follow "green" (environmental) practices and procedures K1 All lab courses K Source local producers Source local producers Menu Development K2 K2 130

137 Source fair trade products Source fair trade products K3 K3 Source ethical producers Source ethical producers K4 K4 Use seasonal products Use seasonal products All lab courses K5 Apply sustainable w aste management practices K6 Identify sustainable seafood K7 Garden K8 K5 Apply sustainable w aste management practices K6 Identify sustainable seafood K7 Garden K8 All lab courses Menu Development Inventory Management (check w ith Karl) (Note: Hydroponics is currently faculty only) APPLY MATH SKILLS L APPLY MATH SKILLS L APPLY MATH SKILLS L Calculate conversions (fractions, %, decimals, metric, imperial, etc.) L1 Calculate yields L2 Use units of measure L3 Calculate conversions (fractions, %, decimals, metric, imperial, etc.) L1 Calculate yields L2 Use units of measure L3 Introduction to Culinary Arts Menu Development Inventory Management All lab courses Introduction to Culinary Arts Menu Development Inventory Management All lab courses Introduction to Culinary Arts Menu Development Inventory Management All lab courses 131

138 Work w ith fractions / ratios L4 Estimate L5 Work w ith percentages L6 Work w ith fractions / ratios L4 Estimate; prep time, cook time, product quantity, and to check calculations L5 Work w ith percentages L6 Introduction to Culinary Arts Menu Development Inventory Management All lab courses Menu Development Inventory Management all lab courses Menu Development Inventory Management Human Resource Management MANAGE INVENTORY M MANAGE INVENTORY M MANAGE INVENTORY M Rotate product / stock M1 Receive products and supplies M2 Perform portion control M3 Order products and supplies M4 Maintain stock sheets M5 Inventory Rotate product / stock M1 Receive products and supplies M2 Perform portion control M3 Order products and supplies M4 Maintain stock sheets M5 Inventory Restaurant Service Inventory Management All lab courses Inventory Management all lab courses Restaurant Service Menu Development Inventory Management all lab courses Nutrition for Culinary Professionals Inventory Management all lab courses Restaurant Cooking Inventory Management Inventory Management M6 M6 132

139 Use inventory programs Use inventory programs M7 M7 Manage suppliers Manage suppliers Inventory Management M8 M8 SERVE PATRONS N SERVE PATRONS N SERVE PATRONS N Set a table Set a table Restaurant Service N1 N1 Take orders N2 Take orders N2 Restaurant Cooking Canadian Regional and Seasonal Cuisine Restaurant Service Clarify customer allergies Clarify customer allergies Restaurant Service N3 N3 Serve tables Serve tables Restaurant Service N4 N4 Clear tables Clear tables Restaurant Service N5 N5 Enhance customer experience Enhance customer experience Restaurant Service N6 N6 Serve beverages Serve beverages Restaurant Service N7 N7 133

140 Pair food and beverages (e.g. w ine, beer, cocktails, tea, etc.) Pair food and beverages (e.g. w ine, beer, cocktails, tea, etc.) N8 N8 Store beverages Store beverages N9 Demonstrate a variety of service styles (French, Russian, etc.) N10 Maintain room N9 Demonstrate a variety of service styles (French, Russian, etc.) N10 Maintain room Restaurant Service N11 N11 Take reservations Take reservations N12 N12 Use P.O.S. (point of sale) systems N13 Use P.O.S. (point of sale) systems N13 Restaurant Cooking Canadian Regional and Seasonal Cuisine Restaurant Service BUILD COMMUNITY O BUILD COMMUNITY O BUILD COMMUNITY O Volunteer Volunteer (e.g. donate product / time / money) O1 O1 Build relationships Build relationships (external) O2 O2a Build relationships (internal) O2b Advanced Culinary Skills 1 Human Behaviour-Hospitality Human resource Management Restaurant Service Advanced Culinary Skills 2 134

141 Demonstrate social responsibility (e.g. donate product / time / money) Demonstrate social responsibility Human Resource Management O3 O3 Use social media Use social media O4 O4 Interact w ith media Interact w ith media O5 O5 Cook for co-w orkers Cook for co-w orkers O6 O6 Act as an ambassador O7 Capture images O8 Act as an ambassador O7 Capture images O8 Cooperative Education Preparation Human Resource Management Cooperative Education 2 (Note: Students enter w ith skill and use regularly) DESIGN FACILITIES P DESIGN FACILITIES P DESIGN FACILITIES P Design kitchen Design kitchen Kitchen Layout & Design P1 P1 Design restaurant / front of house Design restaurant / front of house P2 P2 Obtain quotes Use quote process P3 P3 135

142 Purchase equipment and furnishings Purchase equipment and furnishings Kitchen Layout & Design P4 P4 Match menu to kitchen / kitchen to menu P5 Match menu to kitchen / kitchen to menu P5 Menu Development Kitchen Layout & Design Analyze w orkflow Analyze w orkflow Kitchen Layout & Design P6 P6 Enhance w orkflow Enhance w orkflow Kitchen Layout & Design P7 P7 Design / assemble a field kitchen Design / assemble a field kitchen P8 P8 Prepare for special (off-site) events P9 Prepare for special (off-site) events (includes licenses) P9 MANAGE HUMAN RESOURCES Q MANAGE HUMAN RESOURCES Q MANAGE HUMAN RESOURCES Q Recruit staff Recruit staff Human Resource Management Q1 Q1 Orient staff Orient staff Human Resource Management Q2 Q2 Apply employment standards Apply employment standards Human Resource Management Q3 Q3 136

143 Train staff Train staff Human Resource Management Q4 Q4 Manage performance Manage performance Human Resource Management Q5 Q5 Conduct performance review s Conduct performance review s Human Resource Management Q6 Q6 Discipline staff Discipline staff Human Resource Management Q7 Work w ith unions Q8 Work w ith unions (Note: Not a trend in industry) Q8 Human Resource Management Administer employee benefits Q9 Q7 (Note: See employment standards Q3) Q9 Recognize employees Q10 Build team Recognize employees Q10 Build team Human Behaviour-Hospitality Human Resource Management Human Behaviour-Hospitality Q11 Q11 Match task to talent Match task to talent Human Resource Management Q12 Q12 Manage volunteers Q13 Manage volunteers Q13 Human Behaviour-Hospitality Human Resource Management 137

144 Terminate staff Terminate staff Human Resource Management Q14 Q14 MANAGE FINANCES R MANAGE FINANCES R MANAGE FINANCES R Use spreadsheets Use spreadsheets Culinary Computer Applications R1 Calculate food costs R2 Sell R3 R1 Calculate food costs R2 Basic Food Preparation Menu Development Inventory management Sell R3 Restaurant Cooking Canadian Regional and Seasonal Cuisine Restaurant Service Calculate labour costs Calculate labour costs Human Resource Management Inventory Management R4 R4 Schedule staff Schedule staff Human Resource Management R5 R5 Budget Budget Menu Development Inventory management (Note: Could this go into a catering R6 R6 course?) Manage government remittances Manage government remittances Human Resource Management R7 R7 Manage cash flow Manage cash flow Restaurant Service R8 R8 138

145 Manage payroll Manage payroll Human Resource Management R9 R9 Pay invoices Pay invoices Inventory Management R10 R10 Analyze profit and loss statements Analyze profit and loss statements Inventory Management R11 R11 Contribute to the development of a marketing plan R12 Organize contractors Contribute to the development of a marketing plan R12 (Note: Outside scope of program) R13 R13 Negotiate contracts Negotiate w ith suppliers Inventory Management R14 R14 Develop a business plan R15 (Note: Outside scope of 2 year program) R15 139

146 140

147 Appendix D Graduate Profile 141

148 142

149 The Culinary Arts graduate: Culinary Arts Program Graduate Profile Nov 25, 2013 A. Works safely, following government and industry guidelines, regulations and sanitation standards B. Identifies, fabricates, prepares and cooks a variety of foods, maintaining a high quality standard C. Effectively and efficiently selects and uses professional hand tools and kitchen equipment appropriate to the task D. Applies appropriate techniques and principles in the handling, preparation and cooking of food E. Prepares, assembles and finishes a variety of breads, pastries, and dessert items F. Develops and applies sensory perception, using flavor profiles, pairings and global cuisine to meet client/industry expectations G. Communicates through effective application of oral and written skills and verbal and non-verbal cues, using appropriate and current technology H. Works effectively within a team environment while demonstrating respect, reliability and understanding to foster a positive and productive working environment I. Displays a positive attitude, passion, commitment, personal management and selfdiscipline, maintaining high standards of practice and professional standing through a commitment to lifelong learning J. Applies creativity and critical thinking in preparation and presentation, while following current culinary and nutritional trends K. Demonstrates sustainable and ethical practices in the purchase and use of ingredients, products and services L. Applies a variety of math skills to convert and calculate recipes, measurements, and temperatures M. Manages inventory by maintaining a system of portion control, purchasing, receiving, and rotation to control quality and profitability N. Demonstrates customer service and professionalism in a variety of situations to provide a positive guest experience O. Demonstrates social responsibility by building relationships within the community through volunteer participation 143

150 P. Designs facilities and menus for optimal work efficiency Q. Effectively manages human resources in accordance with industry and employment standards and practices R. Manages finances by calculating food, labour, and operational costs to ensure profitability 144

151 Appendix E Focus Group Summaries 145

152 146

153 Culinary Arts Current Student Focus Group Eight (8) Students 6 in term 4; 2 in term 6 September 23, 2013 Facilitated by Robert Cordingley & Lorna Smith, Program and Curriculum Development Marketing / Information / Application Process 1. Why did you choose Red River for your Culinary Arts education? a. Who or what influenced your decision to take the program? I was working in a kitchen, had applied to ACC and RRC, people I worked with who had gone through school, including my chef, recommended enduring RRC wait list to get into program Chefs I work under recommended it as it has a great reputation The chef I worked with recommended the 2-year program at RRC (as opposed to doing a short course) Heard good things about RRC for the trades and also heard good things about the Culinary Arts instructors and wanted to learn from them Heard RRC has great reputation for trades from many people over a lot of years, was always my plan to attend RRC My high school chef advised me to come here from the time I was in grade 10 Heard that it was a very good program from an RRC representative who came to my school Heard good things, since early high school, from RRC representatives at career seminars in rural town, including how hands-on the program is; I applied early due to wait list 2. How did Red River help you determine if the program (and career) would be a good fit for you? What additional information that would have been helpful? No responses specific to this question. See responses to Question #3 below 3. How aware were you, before starting the program: a. Of the demands of the program b. Working conditions/expectations in this field? All but one student had first-hand experience with the field and that one had done their own research into work demands, conditions, etc. Students indicated that they had the information about the program that they needed there were no surprises 147

154 Program Effectiveness 4. What parts of the program have been most effective in preparing you for the industry? Why? Curriculum Short order gets you ready for industry; gets you working in the environment where orders come in and you are actually making things for customers It is an advantage to know proper safety as industry can do things that are not as safe Knife skills Doing soups and stocks from scratch the basics Learning to do things by hand (e.g. mayo) is valuable to help understand processes and in case equipment breaks down Exposure to buffets, charcuterie, patisserie, high end dining, short order, etc., helps you figure out what fits you best; some courses you thrive in; you see the whole range of what you can do Professionalism, shaving, etc., helps you fit in as a chef Practical Different style outlets (fine dining and diner) give a good idea about the number of opportunities in the field All the little labs we do in the kitchens mirror industry; they are good practice for students without experience and help make them comfortable so that co-op is not as much of a shock (this is despite comments of some classmates that if they wanted to work in a kitchen, they would get a paid job in a kitchen) Co-op placements give students a good idea of what they are getting into, the type of responsibility that has to be maintained working for someone, and helps them decide if this is the industry for them Instruction Theory in 2 nd year (especially fine dining) and in terms 5 and 6 involves doing research that goes into practical work; chefs aren t giving you everything so you have to figure things out on your own; it is the last step in preparing for the real world Good theory / practical balance majority of day in lab, just a couple of hours in class. Practical assessments are discussed in one-on-one meetings with chefs Chefs constantly give advice and tips We are visual learners so hands on demonstrations by instructors (as is the case in patisserie and other courses) before performing a skill for the first time or putting theory into practice is very helpful as opposed to a verbal description 148

155 Delivery Full-time program (as opposed to part-time) helps us get through program at a good rate Relationships The program encourages us (every chef constantly tells us) and creates opportunities for us to build a network that is invaluable to find employment Some students went to Chicago and met many people Culture The culture of RRC kitchens mirrors industry School culture is similar to industry but is more professional in the way people treat each other (e.g., the type of joking around) Facilities and Equipment Working with the newest equipment is an advantage; we do get a good mix of the latest technology and more conventional technology such as is the case with ovens 5. What parts of the program have been least effective in preparing you for the industry? Why? Curriculum Meat fabrication was valuable; a full course rather than 2 weeks would be better; have noticed restaurants want to do their own fabrication Every class should have the opportunity to do a meat sale as it provides greater variety and more repetition In Buffets, we did not have enough time at each station to refine skills or learn in depth School is the opportunity to focus on attention to detail to perfect skills; could be pushed a little harder at the beginning (first couple of courses); having to re-do something isn t necessarily a bad thing Practical Classes are bigger in Jane s (14 instead of 7 because serving course was removed) and, as a result of the larger class, we are not getting the opportunity to work as hard as we would in industry Every student at a co-op placement should receive 2 site visits (increased from 1 or 0) from the college; the first visit should be early in the placement to make sure things are off to a good start and early enough to resolve issues or change sites if necessary; the second visit should be at about the three-quarter point; two visits are sufficient unless additional support required; could use more support from the college when the co-op placement poses a challenge 149

156 Instruction We don t have the attention span to sit in class with straight lecture; the theory classes that are best are interactive with active involvement, instructors sharing personal experiences, group activities and resources such as Jamie Oliver talking about nutrition on TED; methods used at university may not be best for Culinary Arts students Facilities and Equipment Woks are still not usable due to CSA issue Three outlets share one walk-in fridge Early Leaving 6. Have you ever considered leaving the program prior to completion? Why? Why did you decide to stay? Three of the eight students in the focus group had considered withdrawing from the program as a result of their co-op experience. Comments included: o Didn t get line experience even though I was told that I would or even though I asked o Don t want to be in that kind of environment (is it typical?) when I graduate o I should have researched the place better o I could not thrive in the kitchen; moral mismatch o I stayed because I was half-way through the program o I could have worked through another avenue but schooling is good to have under your belt and I won t be limited to one area, so I stuck it out o The support of the college to process / understand experience would have been helpful The students in the group also shared their views on why others left the program o Financial reasons; one is apprenticing with her last co-op placement o They don t know what it takes; you will be exhausted; it s not a cooking class; instructors do tell you at the beginning of the program that they will not sugar coat it for you (but it is a little easier than industry) o They aren t good at the theory, fail and are held back General 7. Lastly, is there anything that you would like to comment on that you were not asked? Nice idea to have patisserie class make desserts for us (in Jane s) so that food produced not wasted It would be helpful if textbooks were online for two reasons to reduce the need to buy some textbooks like Nutrition and Communications that are used minimally, and to reduce weight of what needs to be carried around 150

157 Culinary Arts Graduate Focus Group Eight (8) Graduates Graduated in the last 5 years or less October 28, 2013 Facilitated by Robert Cordingley, Program and Curriculum Development Marketing / Information / Application process 1. Why did you choose Red River for your CA education? a. Who or what influenced your decision to take the program? Three participants reported that the program had been recommended by industry coworkers and friends One participant reported that they had heard from co-workers in the retail industry that RRC is a good place to study One participant reported that they picked the program because of the co-op and the opportunity it provides for hands-on experience Three participants reported that the program is convenient for them, being located in Winnipeg Three participants reported that tuition is quite reasonable compared to programs across Canada 2. How did Red River help you determine if the program (and career) would be a good fit for you? What additional information that would have been helpful? No responses specific to this question. See responses to Question #3 below 3. How aware were you, before starting the program, of: a. Demands of the program b. Working conditions/expectations in this field Three of the eight participants had industry experience prior to entering the program The orientation and CD explained how the program works Had to confirm enrolment after attending orientation or watching orientation CD The orientation included graduates speaking and answering questions The shared industry demands such as work hours Program Effectiveness 4. What parts of the program were most effective in preparing you for the industry? Why? Curriculum Basic Food Preparation Basic Knife Skills Garde Manger Black box developed creativity 151

158 One participant described being in a position, 4 years after graduation, that required the use of food costs, labour and menu pricing while in school, I didn t think I would need it; it s all coming back now; found my books and went over it all again. The parts that were most effective were those directly related to their work in industry Practical Co-op was beneficial, especially if you hadn t been in industry Practical skills learned in kitchens Labs, demonstrations, practical exams Lunch and evening dining courses prepare you for industry preparing, organizing, executing Lunch dining helped a lot 13 plates of 3 courses in 4 hours required you to use all skills including multi-tasking, time management, etc. Instruction Chef instructors teaching what they know still recall things they said (e.g., always be prepared today for tomorrow; communicate, communicate, communicate ) although recall of classes is foggy Advice and tips from Chef instructors who have extensive experience and share what it will be like in industry Chef instructors push students (in a good way) to do better Relevant chapter assignments such as pricing out a menu Practice day for practical assessments and reviews for tests Feedback after practical exams one-on-one meeting with instructors for detailed feedback Relationships Opportunities for networking through volunteering Booths set up at the college to help students find co-op placements Culture Atmosphere makes it fun to learn; collaboration and team effort are encouraged Culture of industry is replicated so habits are developed prior to co-op 5. What parts of the program were least effective in preparing you for the industry? Why? Curriculum The Human Behaviour course had nothing to do with anything; it should be better integrated into the program so that it is relevant The Communications course should be directly applied to the work we will do; the focus on grammar was not expected, elementary, and not used in field (don t write formal letters) Should learn about marketing and how to use social media to give exposure to your food 152

159 Theory classes were assessed with multiple choice questions about facts did however give immediate feedback and forced students to dig into textbooks Practical Could use more support when on co-op to resolve issues such as no pay, pay below minimum wage and insufficient hours Relationships One participant indicated that many instructors are collaborative in helping students to solve problems and that it would be helpful if all instructors took this approach rather than just sending you to find an answer One participant emphasized that all students should be treated equally regardless of ability Early Leaving 6. Have you ever considered leaving the program prior to completion? Why? Why did you decide to stay? One participant in the group considered leaving the program in order to keep earning money at their co-op placement but decided to continue in the program as the diploma will make advancement possible The participants also shared their views on why others left the program o Financial reasons / had a child; may enter apprenticeship o To take employment at co-op placement o Had never worked in kitchens before and realized that hours worked, very low wages and shady things (e.g., not a lot of overtime paid) were not for them o Didn t know what they were in there for TV shows glamourize career General 7. Lastly, is there anything that you would like to comment on that you were not asked? New campus is pretty sweet facilities are greatly improved Supply list needs to be revised to remove textbooks and CDs that are not used in the program, and to reduce the number of aprons, pants, and chef coats required Students should be advised of the availability of used textbooks in addition to new One participant who had spent one year at each campus wondered if the quality of education is as good after the move to PGI o e.g., dropped black box so that Jane s can be open that day o e.g., sometimes wondered if I was working here or studying here needed to rush things for the outlet; one section of course more production oriented that the other 153

160 154

161 Appendix F Program Renewal Vision, Goals and Actions 155

162 156

163 CULINARY ARTS VISIONING December 17, 2013 During a full day Visioning and Goals workshop, faculty used information generated in previous stages of the Program Renewal, combined with their professional experience, to generate ideas to renew the program. Faculty then used those ideas to develop nine (9) goals and related actions, categorized as short, medium or long term. Order of goals does not indicate priority. Goal #1 Coordinate student lab production with outlet utilization to increase student mastery of practical applications and maximize food production utilization Short Term: 1.1 Maintain product production list / timetable for the outlet chef 1.2 Strongly encourage outlets to market / promote products 1.3 Improve merchandizing of products - packaging and display 1.4 Ensure quality controls for products - storage time Medium Term: 1.5 Develop a retail outlet Developed from the following ideas to renew the program: Coordinate Student Production With Outlet (indicates number of votes) Develop a lab production plan for the outlet chef / Improve packaging and sales (3) 157

164 Goal #2 Update the CA program so that it is relevant to industry standards Short Term: 2.1 Create refresher course for basic math and conversions 2.2 Re-institute a meat cutting section into the CA program 2.3 Establish cooperatives with industry chefs to ensure current content 2.4 Ensure there is enough hands-on training to establish mastery of basic skills Medium Term: 2.5 Develop and integrate new delivery options for nutrition that are more relevant 2.6 Enhance the global, regional and sustainable focus in the CA course material 2.7 Ensure continuity and quality of recipes throughout program 2.8 Extend the buffet course and develop separate Charcuterie course Long Term: 2.9 Develop a catering and quantity cooking course Developed from the following ideas to renew the program: Revise / Update Curriculum (indicates number of votes) Maintain practical lab hours at current levels (8) Increase the mastery of basic skills (7) Update programs related to industry (2) Increase emphasis on basic math skills (2) Add a more solid meat cutting block to culinary (2) Develop new way to teach nutrition in the lab portion of course (2) Use / teach sustainable food products (1) Increase meat cutting practical work Review and research all recipes used in our teachings and standardize Increase guest chef appearances Create a course for institutional cooking Develop on site off site catering Extend time for buffet and charcuterie More focus on global and regional cuisine Accommodate research and development time for students (supervised lab time available) 158

165 Goal #3 Review student assessment criteria to ensure industry standards, curriculum consistency and RRC brand reputation Short Term: 3.1 Develop second (2 nd ) year black box testing Medium Term: 3.2 Use consistent assessment techniques 3.3 Review test bank by qualified education programmer for relevance and consistency (integration between culinary and HRM) Developed from the following ideas to renew the program: Review Student Assessment (indicates number of votes) Develop black box (6) Review test banks (2) Develop fundamental skill levels and knowledge through first two terms of program 159

166 Goal #4 Develop delivery for advanced programming to meet the needs of industry professionals and students Short Term: 4.1 Introduce a short course (boot camp) to prepare students for the Red Seal test Medium Term: 4.2 Develop a body of supplemental programs available to students and community. Example specialty courses: cheese making, sous-vide, modernist cuisine Long Term: 4.3 Develop an optional third year program for advanced skills and chef preparation Developed from the following ideas to renew the program: Develop Delivery For Advanced Programming (indicates number of votes) Add optional third year for chef preparation and advanced skills Develop a body of supplemental (à la carte) programs available to students (electives) and community (2) o Develop specialty courses (e.g., cheese making, sous-vide ) o Explore the idea of having a platter / plate designing class, include portion control o Introduce courses or seminars on modernist cuisine o Catering Introduce Red Seal prep course / boot camp (4) 160

167 Goal #5 Revise admission standards for student readiness, success and retention Short Term: 5.1 Develop culinary investigation essay / report as an entrance requirement 5.2 Establish Food Safe certification as an entrance requirement 5.3 Rectify issue of students starting program once classes have begun Medium Term: 5.4 Review assessment benchmarks / standards in first (1 st ) year to ensure appropriate standards are met for continuation to second (2 nd ) year Long Term: 5.5 Develop early assessment of math and language skills to identify areas in which students require support Developed from the following ideas to renew the program: Revise Admissions and Continuation Requirements (indicates number of votes) Add to entrance requirements: food safe, culinary investigation report (4) We need to hold back students that are not ready for the next term. Admissions to Year 2 (2) Separate culinary courses into two programs. Entry exam for Year 2 Revise supply list and online materials Combine student costs into one fee in total 161

168 Goal #6 Develop programming for international, EAL and aboriginal students to increase success and retention Short Term: 6.1 Establish a training needs assessment of: International Students with (cultural diversity) EAL students Aboriginal students Medium Term: 6.2 Create a cohort for international and/or EAL students to achieve a basic foundation of English language along with culinary skills 1 year program? 6.3 Create an aboriginal program entrance to culinary arts Long Term: 6.4 Partnership visits / exchanges to other countries for RRC CA Instructors for cultural development Developed from the following ideas to renew the program: Develop Programming for At Risk Populations (indicates number of votes) Initiate international cohort (4) Develop cooking EAL course for international students (1) Develop detailed orientation program for international students: language, college culture, terminology (1) Create aboriginal program entrance to culinary arts (1) Facilitate needs of EAL students (1) Develop curriculum for international student programs Investigate pre-culinary program for basic skills, learning technologies and orientation to aid retention of at risk populations 162

169 Goal #7 Develop articulation and partnerships with secondary and post-secondary institutions to facilitate student transition from high school into the CA program and from the CA program into more advanced post-secondary programs Short Term: 7.1 Intro to CA to provide realistic information on RRC CA program 7.2 Dialogue with high school / technical school instructors in cooking programs 7.3 Review mandatory orientation Medium Term: 7.4 Review and update partnership / articulation agreements with high schools 7.5 Review and update partnership / articulation agreements with universities 7.6 Utilize partnerships for guest speakers, professors and field trips to food science labs 7.7 Develop joint degree program with university food science and nutrition programs. Chefs can progress from the kitchen into degree program-science. Developed from the following ideas to renew the program: Develop Articulation with Secondary and Post-Secondary Institutions (indicates number of votes) Develop articulation with high schools (3) Work with high school programs Streamline integration of students from high school programs Develop better relationship: high schools to PGI Investigate credit for advanced standing for high school culinary students Emphasize post-secondary articulation agreements Market to high schools, partners, etc. 163

170 Goal #8: Develop and enhance the co-op placement experience for students and our co-op partners to improve student retention and to build relations within the community Short Term: 8.1 Work more closely with chefs to establish expectations and duties for placed students 8.2 Expand on-site presence of co-op staff possibly instructors to provide additional support for co-op students and improve student retention 8.3 Host appreciation event for co-op partners to improve and develop relationships Medium Term: 8.4 Hire additional staff in the co-op department 8.5 Explore the idea of unpaid stage (internship) to maximize the number of willing co-op partners and create opportunities for high profile out of province placements Long Term: 8.6 Maintain the existing length of co-op placements to ensure maximum exposure for placed students Developed from the following ideas to renew the program: Enhance Co-op (Student / Staff) (indicates number of votes) Increased face to face time and support for students on co-op (3) Review co-op ed placements to build relations with industry and community (3) Maintain co-op (3) Co-op department needs to get out and promote the programs (1) We need more staff in the co-op department (1) Consider industry visits from instructors as well as co-op coordinators (1) Improve student retention after co-op placement Have one unpaid co-op placement 164

171 Goal #9 Provide support and development to faculty to maintain and improve current standards and support growth and knowledge of current trends Short Term: 9.1 Hire full-time continuing education instructors to develop and deliver courses 9.2 Hold regular meetings / retreats to review course material and execution to ensure continuity within the program Medium Term: 9.3 Establish a budget to support continued education and career development of faculty Developed from the following ideas to renew the program: Supporting and Developing Faculty (indicates number of votes) Develop plan continuing education for instructors (4) Foster positive work environment (2) Stay on same page (1) Hold yearly validation meetings for course material Hire full-time continuing education instructors for development and teaching 165

172 166

173 Appendix G Five (5) Year Program Renewal Plan (Draft) 167

174 168

175 Culinary Arts Renewal Plan - DRAFT 169

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177 GOAL #1: Coordinate student lab production with outlet utilization to increase student mastery of practical applications and maximize food production utilization. Short Term: 1.1 Maintain product production list / timetable for the outlet chef. 1.2 Strongly encourage outlets to market / promote products. 1.3 Improve merchandizing of products - packaging and display. 1.4 Ensure quality controls for products - storage time. 1.5 Enhance the current retail outlet (The Culinary Exchange). Developed from the following ideas to renew the program: Coordinate Student Production With Outlet (indicates number of votes) Develop a lab production plan for the outlet chef / Improve packaging and sales (3) 171

178 Goal #2: Update the Culinary Arts (CA) program so that it is relevant to industry standards. Short Term: The two (2) actions below will address: Create refresher course for basic math and conversions Review the meat cutting content in the CA program. Ensure there is enough hands-on training to establish mastery of basic skills. Develop and integrate new delivery options to increase relevance of related courses (e.g., Nutrition, Human Behavior, Communications). Enhance the global, regional and sustainable focus in the CA course material. Ensure continuity and quality of recipes throughout program. 2.1 Map the Culinary Arts program based on skills required as a final outcome. 2.2 Revise the Culinary Arts curriculum and materials Develop Semester 1 Courses Develop Semester 1 Course Materials (e.g., recipes) Implement Semester 1 Courses Develop Semester 2 Courses Develop Semester 2 Course Materials Implement Semester 2 Courses Develop Semester 3 Courses Develop Semester 3 Course Materials Implement Semester 3 Courses / Materials Develop Semester 4 Courses Develop Semester 4 Course Materials Implement Semester 4 Courses / Materials Develop Semester 5 Courses Develop Semester 5 Course Materials Implement Semester 5 Courses / Materials Develop Semester 6 Courses Develop Semester 6 Course Materials Implement Semester 6 Courses / Materials NOTES are not clear on the status of this action please advise 2.9 Determine the feasibility of developing an institutional cooking program (e.g., cooking/catering). 172

179 Developed from the following ideas to renew the program: Revise / Update Curriculum (indicates number of votes) Maintain practical lab hours at current levels (8) Increase the mastery of basic skills (7) Update programs related to industry (2) Increase emphasis on basic math skills (2) Add a more solid meat cutting block to culinary (2) Develop new way to teach nutrition in the lab portion of course (2) Use / teach sustainable food products (1) Increase meat cutting practical work Review and research all recipes used in our teachings and standardize Increase guest chef appearances Create a course for institutional cooking Develop on site off site catering Extend time for buffet and charcuterie More focus on global and regional cuisine Accommodate research and development time for students (supervised lab time available) 173

180 Goal #3: Review student assessment criteria to ensure industry standards, curriculum consistency and RRC brand reputation. Short Term: 3.1 Workshop on assessment (e.g. rubrics) for faculty. 3.2 Review assessment benchmarks / standards in first (1 st ) year to ensure appropriate standards are met for continuation to second (2 nd ) year. 3.3 Develop documentation and communication tools for consistent formative and summative assessments using timeframes parallel to those for course development in Goal Review test bank by qualified education programmer for relevance and consistency (integration between culinary and HRM). Medium Term: 3.5 Develop a rigorous second (2 nd ) year evaluation process (black box?). Developed from the following ideas to renew the program: Review Student Assessment (indicates number of votes) Develop black box (6) Review test banks (2) Develop fundamental skill levels and knowledge through first two terms of program 174

181 Goal #4: Develop delivery for advanced programming to meet the needs of industry professionals and students. Short Term: 4.1 Recommend Continuing and Distance Education investigate a short course (boot camp) to prepare students for the Red Seal test. Medium Term: 4.2 Develop a body of supplemental programs available to students and community. Example specialty courses: cheese making, sous-vide, modernist cuisine, charcuterie, ice carving, black box cooking, etc. 4.3 Develop an optional third year post-diploma for advanced skills and chef preparation (integrated with and comprised of courses developed in 4.2). Developed from the following ideas to renew the program: Develop Delivery For Advanced Programming (indicates number of votes) Add optional third year for chef preparation and advanced skills Develop a body of supplemental (à la carte) programs available to students (electives) and community (2) o Develop specialty courses (e.g., cheese making, sous-vide ) o Explore the idea of having a platter / plate designing class, include portion control o Introduce courses or seminars on modernist cuisine o Catering Introduce Red Seal prep course / boot camp (4) 175

182 Goal #5: Revise admission and continuation standards for student readiness, success and retention. Short Term: 5.1 Review strategic enrollment strategies Chair recommendation to Registrar for over-enrollment Recommendation to International Education for early start for International students. 5.2 Review supply list and textbooks. 5.3 Revise culinary entrance requirements. 5.4 Investigate Food Safe certification as an entrance requirement. 5.5 Develop pre-assessment of math and language skills to identify areas in which students require support or upgrading. Developed from the following ideas to renew the program: Revise Admissions and Continuation Requirements (indicates number of votes) Add to entrance requirements: food safe, culinary investigation report (4) We need to hold back students that are not ready for the next term. Admissions to Year 2 (2) Separate culinary courses into two programs. Entry exam for Year 2 Combine student costs into one fee in total 176

183 Goal #6: Develop programming for International, English as Another Language (EAL) and Aboriginal students to increase success and retention. Medium Term: 6.1 Investigate the training needs of: International Students with (cultural diversity) EAL students Aboriginal students Long Term: 6.2 Investigate pre-culinary Arts programming to integrate International, EAL and Aboriginal students 1 year program? / One? Developed from the following ideas to renew the program: Develop Programming for At-Risk Populations (indicates number of votes) Initiate international cohort (4) Develop cooking EAL course for international students (1) Develop detailed orientation program for international students: language, college culture, terminology (1) Create aboriginal program entrance to culinary arts (1) Facilitate needs of EAL students (1) Develop curriculum for international student programs Investigate pre-culinary program for basic skills, learning technologies and orientation to aid retention of at risk populations 177

184 Goal #7: Develop articulation and partnerships with secondary and postsecondary institutions to facilitate student transition from high school into the CA program, and from the CA program into more advanced post-secondary programs. Short Term: 7.1 Develop marketing and communications materials for high schools to provide realistic information on RRC CA program. 7.2 Review Orientation and Enrollment pilot project orientation. 7.3 Dialogue with high school / technical school instructors in cooking programs. 7.4 Review, update and communicate partnership / articulation agreements with universities. 7.5 Utilize partnerships for guest speakers, professors, and field trips to food science labs. Medium Term: 7.6 Review, update and communicate partnership / articulation agreements / dual credits with high schools. Long Term: 7.7 Investigate joint degree programs with universities. Developed from the following ideas to renew the program: Develop Articulation with Secondary and Post-Secondary Institutions (indicates number of votes) Develop articulation with high schools (3) Work with high school programs Streamline integration of students from high school programs Develop better relationship: high schools to PGI Investigate credit for advanced standing for high school culinary students Emphasize post-secondary articulation agreements Market to high schools, partners, etc. 178

185 Goal #8: Develop and enhance the co-op placement experience for students and our co-op partners to improve student retention and to build relations within the community. Short Term: 8.1 Work more closely with chefs to establish expectations and duties for placed students. 8.2 Expand on-site presence of co-op staff possibly instructors to provide additional support for co-op students and improve student retention. 8.3 Explore the co-op system (e.g., timing, duration, co-op/stage, etc.) to maximize the quality of the experience. 8.4 Apply the appropriate resources to the co-op department. 8.5 Host annual appreciation event for co-op partners to improve and develop relationships. Developed from the following ideas to renew the program: Enhance Co-op (Student / Staff) (indicates number of votes) Increased face to face time and support for students on co-op (3) Review co-op ed placements to build relations with industry and community (3) Maintain co-op (3) Co-op department needs to get out and promote the programs (1) We need more staff in the co-op department (1) Consider industry visits from instructors as well as co-op coordinators (1) Improve student retention after co-op placement Have one unpaid co-op placement 179

186 Goal #9: Provide support and development to faculty to maintain and improve current standards, and support growth and knowledge of current trends. Short Term: 9.1 Identify the process to utilize the budget to support continued education and career development of faculty. 9.2 Partnership visits / exchanges to other countries for RRC CA Instructors for cultural development. 9.3 Hire continuing education instructors to develop and deliver courses. [Complete] 9.4 Hold regular meetings / retreats to review course material and execution to ensure continuity within the program. 9.5 Organize professional development workshops for faculty. Developed from the following ideas to renew the program: Supporting and Developing Faculty (indicates number of votes) Develop plan continuing education for instructors (4) Foster positive work environment (2) Stay on same page (1) Hold yearly validation meetings for course material Hire full-time continuing education instructors for development and teaching 180

187 Goal #10: Develop industry involvement, community building, and partnerships. Short Term: 10.1 Establish relationships with industry chefs to ensure current content. 181

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