From molecular gastronomy to the growing demand for smaller-footprint, multipurpose devices, today’s foodservice students must be exposed to and proficient at utilizing modern cooking equipment while developing critical thinking skills to anticipate the advanced technologies of tomorrow.

By Christopher Koetke, CEC, CCE, HAAC

In education, we have a simple, but ultimately complicated, mandate: to prepare our students for the future they will inherit. In many foodservice operations, such thinking is trumped by the operational needs of running a foodservice business and the need to balance short-term profits and long-term fiscal health.

For us in the educational world of culinary arts, our focus is five to 10 years from now. Given the speed at which the foodservice industry changes, educators embrace an awesome responsibility. Our students trust that the education we offer will, indeed, point them toward success in the future. Thus, we look for the megatrends that will shape the future of foodservice without getting distracted by short-term trends or fads—which might get some mention in a quality culinary program, but will not earn star status by being incorporated into the curriculum.

When it comes to equipment, there are two distinct educational outcomes. The first is to simply familiarize students with equipment common to many professional kitchens. This actually goes beyond familiarization, as students need to know how to cook on this equipment and perform basic maintenance.

Consumers increasingly want to know what’s in their food, says Technomic. Can restaurants produce dishes that are both wholesome and delicious? A majority of diners apparently thinks so.

Today’s healthy food tells a story, and consumers want to hear it. Recent research by Chicago-based Technomic shows that most consumers want restaurants to be more transparent about menu-item ingredients. Further, two in five consumers cite a rising concern over food additives.

Because of this growing concern, health claims that convey wholesome, pure ingredients resonate strongly. For example, consumers say fresh, natural or unprocessed attributes help improve perceived taste and health. Similarly, ingredients that naturally boost the nutrition content of an item, such as fruits and vegetables, also enhance taste and health perceptions.

“Menu transparency is imperative and can help drive sales of healthy options,” says Sara Monnette, senior director of Consumer Insights & Innovation at Technomic Inc. “Telling an ingredient’s story—whether it’s farm-raised, local or GMO-free, for instance—can directly impact consumer decisions about what to order and where to dine.”

Of all the trends reporters and firms who generate copy near the end of each year, Baum+Whiteman is oft overlooked. Yet where U.S. F&B trends are concerned, arguably the company’s principals have their collective thumb on the proper pulse of the nation most firmly. So when they say tech is king in 2015, you can take that to the bank.

Courtesy of Baum+Whiteman

Forget cronuts and Negronis. Forget quinoa and kale. Short of putting food into our mouths, technology is upending the way dining out works. Electronic wizardry once hummed quietly in the background ... but now we’re immersed in “front-facing technology” or “guest-facing technology”: all sorts of devices and programs that interface directly with the consumer. More restaurant companies experiment with tablets ... letting guests order food and drink from their tables; play games while they’re waiting; then pay with smartphones ... meeting a waiter when an order is delivered, or when it’s time for a refill from the bar, or for upselling desserts. Tables turn faster by eliminating downtime during which little happens and customers start fidgeting.

Is there ever enough time in class to do everything you wish? You’re already employing one out-of-classroom model to extend instruction, but, says Dr. Mayo, three that you might not have considered can help you become even more effective at teaching. Though not necessarily easy at first, these models’ merits make them worth a try.

By Dr. Fred Mayo, CHE, CHT

This past fall, we reviewed a number of issues and strategies for assessment. This spring, we will focus on learning activities for students, starting with a discussion of the value of developing and using out-of-class activities. My next “Mayo’s Clinic” will focus on using interviews as a learning activity. This month the column will explore several models of out-of-class activities.

Reasons for Out-of-Classroom Activities
There are many reasons to use out-of-class activities. Because there is never enough classroom time to do all that we want to do, out-of-class activities keep the learning going during the days between class meetings, offer an opportunity to maximize the benefits of in-class time, and provide a chance for students to become independent learners doing their own thing, within certain boundaries.

For years, we have been assigning out-of-class activities—the primary one being reading material in the textbook and coming to class prepared to discuss or use the information—but we don’t often think of them as such. In our experience, that was homework! We also assign the task of researching recipes or developing a mise en place list for the laboratory session, among many other assignments.

What can we learn from Detroit automakers, BlackBerry and Blockbuster? Technology and other factors are gradually changing how we cook, what we cook, how it is served and to which audience it appeals. Culinary programs need to begin planning today to meet the future needs and demands of an evolving marketplace.

By Paul Sorgule, MS, AAC

It might seem odd to be thinking about an educational model 10 years from now, yet most successful businesses build strategies based on what they know and what they don’t know about the future. As deans and directors, are you asking the right questions? Are you spending enough time thinking about tomorrow while still dealing with the challenges of today?

Who should be involved in these discussions? Thoughts about tomorrow should (must) include all stakeholders in the educational process, and even those businesses and individuals who may offer insight through totally different disciplines. The stakeholders would certainly include faculty, employers, students and leaders from other institutions of higher learning, but should not be limited to this cadre of people who are directly impacted by your planning.

A sugar chandelier partially created using a 3D printer was just one of the components of the cutting-edge display The Culinary Institute of America entered in the 146th Salon of Culinary Art during the International Hotel/Motel & Restaurant Show in New York City on Nov. 9. Competing in six categories, the display earned five gold medals—including three “Best of Show”—and one silver medal.

Half of the CIA’s presentation consisted of culinary-science elements and the other half featured baking and pastry displays evoking formations found in nature. This year marks the first time the CIA used three-dimensional technology in its display, with some of the sugar work being produced on a machine from 3D Systems.

Culinary-science majors in the Advanced Concepts in Precision Temperature Cooking course prepared fish, meat and hors d’oeuvre displays, using hydrocolloids and cooking with sous-vide and controlled-vapor technology. Culinary-science instructor J.J. Lui said the display demonstrated the preparation of classical cuisine using innovative modern techniques.

The Club Foundation is pleased to announce the recipients of the 2014 Joe Perdue Scholarships:

• Zoe LaClair, Cornell University
• Matthew Rodgers, Johnson & Wales, Charlotte
• Patrick Reilly, Niagara University
• Amanda Tidwell, Niagara University
• Rachel Zilka, Niagara University

The Club Foundation established the Joe Perdue Scholarship in honor of Joe Perdue, CCM, CHE, a long-time educator and pillar of the club-management industry. The scholarship provides tuition support to students who are pursuing careers in club management. Since its inception, The Club Foundation has awarded 177 student scholarships totaling more than $320,000. Any individual who is actively seeking a managerial career in the club industry and is currently attending an accredited, four-year college or university undergraduate program may apply to The Club Foundation for scholarship aid.

Olives from Spain and The Culinary Institute of America (CIA) have selected the winners of their 2014 Scholarship Competition and Recipe Challenge. The competition, open to CIA students in all three U.S. campuses, challenged students to submit recipes featuring Olives from Spain shown in innovative, versatile new culinary applications, from starters and tapas to flavorful entrees.

The inspiration behind the contest was to educate the future generation of culinary professionals on the benefits and virtues of sourcing Olives from Spain, the largest exporter of table olives worldwide. With a wide variety of presentation forms and varieties available, Olives from Spain are versatile, nutritious and work across many cuisines. While only three winners were selected, creativity and passion were demonstrated across all of the students' applications.

An award-winning pastry chef and talented baker and cake artist bring their seasonally inspired, artisanal confections to life at this Parisian-style Rhode Island bakery.

As a young teen Melissa Denmark, CC, was constantly reading cookbooks and applying what she learned in the kitchen. An avid baker, she joined a mentorship program at a French restaurant during her final year of high school. That early training led her to the pastry-arts program at Johnson & Wales University in Providence, R.I., where she graduated summa cum laude.

After working at a Ritz-Carlton property in Florida, Denmark went on to work with a cake decorator in Maryland and for Bobolink Dairy Farm and Bakeyard in New Jersey. It was during her latter stint that she came to appreciate the importance of sustainability and using farm-raised foods.

’Tis the season, says Chef Weiner, who among other things suggests a “Build a Gingerbread House” station to raise needed funds for programs.

By Adam Weiner, CFSE

My article on teaching Thanksgiving side dishes was so well received by “Gold Medal Classroom” readers that Mary Petersen, president of CAFÉ, suggested I consider writing how to make gingerbread houses.

I toyed with this sweet suggestion (pun intended) and decided to twist it a bit. Instead of writing about how to make gingerbread houses, I am going to write how you can have fun with them, as well as possibly make some money.

First, let’s make gingerbread houses for fun.

1.Have your class make their own gingerbread houses. This is a multi-task activity that includes, among other things, baking and decorating. The easiest way to do this is to make the gingerbread pieces on one class day and assemble on the next.