Providing lists of questions to ask or items to look for, and even suggesting index cards in lieu of large notebooks, can help your students take more-effective notes.
By Dr. Fred Mayo, CHE, CHT
Last month, we discussed the four types of field trips; this month, we will share some tips on helping students take notes on field trips and site visits.
Purpose of Note Taking
Among the many values of site visits and field trips is the opportunity to observe the operation of a kitchen, foodservice outlet, warehouse, dining room, restaurant, hotel or other hospitality operation. Determining what to observe, however, can be a real challenge for students. Therefore, we need to help them prepare for site visits and point out what they might need to notice and record in their notes.
The best advantage of field trips is the range of learning that students acquire. Here are tips for maximizing their benefits.
By Dr. Fred Mayo, CHE, CHT
Last month, we discussed Evaluating Student Papers in Case Studies, the third in a series of Mayo’s Clinics on Case Studies (#23, Using Case Studies in Teaching; #24, Types of Case Studies and #25, Evaluating Student Papers in Case Studies). This month, we will discuss types of field trips, involving guest speakers in field trips, building on #19, Using Field Trips and Site Visits Effectively. One way to think about types of field trips is to consider four options—group field trips, individual field trips, planned field trips and serendipitous field trips.
Although this part of case-study teaching can be arduous, there’s real value in reading papers. Doing so allows us to suggest ways to improve students’ thinking.
By Dr. Fred Mayo, CHE, CHT
Last month, we discussed Types of Case Studies, as part of the continuing series on case studies. This month’s Mayo Clinic is about evaluating student papers, an aspect of case-study teaching, but also one of the challenges of teaching that many of us dread or at least would like to avoid. In large universities with big classes, teaching assistants often help with, or complete, this task, but in most culinary programs, it is part of our teaching responsibilities. There are advantages and teachable moments involved.
Case studies, whether already prepared or created by you or your students, are a wonderful way to force students to interpret and analyze industry situations that are new to them—and often missing from their books.
By Dr. Fred Mayo, CHE, CHT
Last month, we discussed using case studies in your teaching, and I indicated that this month we would discuss types of case studies.
Challenges with Case Studies
Although case studies can have a great benefit as one of your many teaching strategies, they are not always easy to use. While there are a number of good case-study books in hospitality, they may not have cases that fit your specific course. In addition, students face the cost of a case book in addition to other texts. If many of the cases fit well or if your program has adopted one of the case-study books, then you have a great source to use and plenty of information.
The best cases include contradictory information and paradoxical situations. Good case studies also require students to apply information from previous courses to the presenting problem or situation.
By Dr. Fred Mayo, CHE, CHT
Many of us use case studies; in fact, it was the subject of a whole day of teaching ideas at Career Academy of the ICHRIE conference in Denver this past July. This month, I will discuss some of the factors in using case studies and next month the range of types of case studies.
Benefits
There are many reasons to use case studies in our courses, not the least of which is the opportunity to give students the challenge of facing a real-world situation to analyze while still being in a classroom where there are safe opportunities to make mistakes and learn from them. Case studies are also a wonderful way to force students to interpret and analyze industry situations that are new to students and often missing from their books. In fact, we can make up cases in response to current events and tailor them to our classes, making the topics we teach very relevant.
As you plan your goals and desires for your courses, student activities and department, here are three useful tools to inspire.
By Dr. Fred Mayo, CHE, CHT
This past summer, we discussed pursuing the ABCs and DEFs of your professional development and I indicated that September’s “Mayo’s Clinic” would be about planning for the fall and the year. It is something that we all do when we write syllabi, create new materials for our students and consider what we want to happen during the term. (In fact, I was just revising my MLA guidelines sheet for undergraduates. If any of you want a copy, just send me a note at This e-mail address is being protected from spambots. You need JavaScript enabled to view it asking for it, and I will be pleased to send you a copy.)
If we are involved in leading committees or task forces, it is time to refocus the agenda for the year, get the individuals engaged again and invite new members. It is also a time of dreaming about what you want to happen in your courses, your student activities and your department. I hope that the three points—Categories of Goals, Limited Goals and Mottos—in this “Clinic” provide you with some new things to try.
By Dr. Fred Mayo, CHE, CHT
Diversity, exercise and focus are three areas that educators can capitalize on in the remaining summer months.
Last month, we discussed “Pursuing the ABCs of Your Professional Development.” They included Activities, Books and Conferences. This month, we will focus on the DEFs—Diversity, Exercise and Focus—other aspects of your professional development, something that we are all doing a bit of this summer.
D – Diversity
Since diversity is an increasingly important aspect of teaching—the diversity of students, the range of their backgrounds and skills, the variety of their learning styles—it is a concept that you probably think a lot about and work with in your daily teaching activities. Each of us has been involved in diversity workshops where we were reminded to recognize and honor the diversity of our students, a practice that we take seriously as educators.
By Dr. Fred Mayo, CHE, CHT
Activities, books and conferences are just three ways to spark your own learning and experience personal and professional growth this summer.
Last month, we discussed using field trips and site visits effectively, and now that the summer months are here, it is time to consider how we replenish our information bank, our instincts and our personal and professional insights. We will discuss the ABCs and the DEF’s of professional development, this month the ABCs—activities, books, and conferences—and next month the DEFs. What better time to think about your professional development when so many of our students are graduating and moving into new phases of their lives. A great time to consider new beginnings in our lives and what we can or want to do to make these new beginnings grow and prosper!
By Dr. Fred Mayo, CHE, CHT
Site visits, or field trips, are great educational experiences that provide students with an industry perspective we cannot provide in our classrooms.
Last month, we discussed Organizing Review Sessions, which help students prepare for examinations. However, the activity that broadens their education the most is probably field trips to restaurants, foodservice facilities, dining rooms, food markets and other organizations in our industry. While the logistics of these visits can be a challenge, this "Mayo's Clinic" will focus on making these trips into valuable educational experiences, a task that requires some careful planning ahead of time and the attention to appropriate follow-up assignments.
Planning for a Field Trip
One of the hardest activities for many of us is identifying the correct site for a field trip and then integrating it, effectively, into the courses that we are teaching. Often, the sequencing of the field trip becomes a challenge because the availability of the site might not match the timing of when appropriate topics are covered in the course. Sometimes, I have used a field trip to start attention to a topic and at other times, been forced to use it to review material later in the course.
By Dr. Fred Mayo, CHE, CHT
A variety of review techniques can help students excel.
Last month, we discussed teaching seminar classes; given the time of year, this month we will talk about review sessions. In some ways, it would be nice to assume that we do not need to organize review activities for our students, and sometimes we don’t need to do it. Some of them are very capable to study and remember material without our help, but many students are not used to or skilled in reviewing material for tests and preparing for other demonstrations of knowledge.
Class Review
In class, there are a number of activities that we can use to help students review materials. One involves making a list of key words or terms and then calling on a student to define the word and apply it to an industry situation—using an example not in the reading—and then calling on a second student to accept the response or correct it. Calling on the second student keeps everyone alert since he or she might be called on in either capacity. An addition to this activity involves calling on a third student to explain the significance of the term or concept. Using the application and significance approaches pushes students to expand their thinking and ensure that they really understand the key ideas or techniques in the course.