2014 Culinary Arts Program Renewal-Interim Report

Transcription

Culinary Arts
Curriculum Validation – Program Renewal
Interim Report July 2014
Submitted to:
Estuardo Toledo, Chair
School of Hospitality and Culinary Arts
Red River College
Submitted by:
Robert Cordingley & Lorna Smith, Curriculum Consultants
Program and Curriculum Development
Centre for Teaching Excellence, Innovation & Research
Red River College
Acknowledgements
The Culinary Arts Program at Red River College 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
Michael Dacquisto (Chair)
Ron Dobrinsky
Terry Gereta
Jeff Gill
Kelly Houston-Sorokowski
Krista Mask
Geoff Mackay
Keith Müller
Bernard Mirlycourtois
Takashi Murakami, CM
Louis Rodriguez
Joseph Wojakowski
Coop Ed Coordinator, Red River College
Executive Chef, Los Chico’s
CCFCC
Chef – Owner, Gereta Custom Catering & Mise
Acting Chair, Red River College
Admin. Assistant, Hospitality, Red River College
Coop Ed Coordinator, Red River College
Apprenticeship Trng. Coor., Competitiveness, Trng. & Trade
Dean, Red River College
Chef, Mirlycourtois
Executive Chef, St. Charles Country Club
Executive Chef
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 Validation Facilitator
Web portion of Environmental Scan
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) .............................. 20
Graduate Skills and Abilities and Gap Analysis Chart (Appendix C) ...................... 21
Graduate Profile (Appendix D) ............................................................................... 21
Focus Group Summaries (Appendix E).................................................................. 22
Program Renewal Vision, Goals and Actions (Appendix F) ................................... 23
5 Year Program Renewal Plan Draft (Appendix G) ................................................ 24
Appendices:
Appendix A – Environmental Scan and Key Findings............................................. 25
Appendix B – Industry Occupational Analysis (DACUM) Chart .............................. 89
Appendix C – Graduate Skills and Abilities and Gap Analysis Chart .................... 103
Appendix D – Graduate Profile ............................................................................. 141
Appendix E – Focus Group Summaries ............................................................... 145
Appendix F – Program Renewal Vision, Goals and Actions ................................. 155
Appendix G – Five (5) Year Program Renewal Plan (Draft) ................................. 167
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 2004. 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.
2.
3.
4.
5.
6.
7.
8.
Environmental Scan and Analysis of the key findings of similar programs across Canada
Industry Occupational Analysis (DACUM)
Graduate Skills and Abilities and Gap Analysis Chart
Graduate Profile
Focus Group Summaries – both Current Students and Graduates
Program Renewal Visions, Goals and Actions
A Five (5) Year Program Renewal Plan in Gantt Chart format
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
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 Colleges 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, email 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
For the Culinary Arts Program Renewal, ten (10) programs were scanned.
Institution
Location
Program(s)/ Credentials
Years
Other Programs Offered
1. Red River
College
Winnipeg,
MB
Culinary Arts Diploma
2 years
1. Culinary Arts Certificate (1-year certificate;
1st year of Diploma program)
2. Professional Baking and Patisserie (1-year
certificate)
2. Algonquin
College
Ottawa, ON
Culinary Management
Diploma
2 years
1.
2.
3.
4.
5.
6.
7.
8.
3. Assiniboine
Community
College
(ACC)
4. Conestoga
College
Brandon,
MB
2 years
1. Professional Cooking Certificate (1-yr certificate;
1st yr of Diploma program)
Waterloo,
ON
Culinary Management
Diploma
2 years
1. Certificate (1-yr certificate; 1st yr of Diploma)
5. Georgian
College
Barrie, ON
Culinary Management
(Co-op) Diploma
2 years
1. Culinary Skills Certificate (1-yr certificate; 1st yr
of Diploma)
6. Holland
College
Charlottetown, PEI
2 years
7. Nova Scotia
Community
College
(NSCC)
8. St. Clair
College
Sydney, NS
2 years
1. Applied Culinary Operations Degree (follows
Diploma plus experience) - 2 additional years
2. Pastry Arts (1-yr certificate)
1. Cooking Certificate (1-yr certificate; grads can
apply to 2nd 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
College
(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
Culinary Skills Certificate (1-yr)
Culinary Skills – Chef Training (1-yr certificate)
Culinary Skills – Chef Training (Online 1-yr cert)
Baking & Pastry Arts (1-yr certificate)
Bartending (15 weeks)
Cook Apprenticeship (1-yr certificate)
Assistant Cook (Level 1 Apprentice)
Institutional Cook (Level 1 Apprentice)
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 College have 2 intakes/year – fall & winter
• RRC has 3 intakes/year
• Algonquin College may pilot a 3rd intake in the spring
• Vancouver Community College 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
College
Fall
intake
Winter
intake
Spring
intake
Monthly
intake
RRC
40
40
40
120
35
35
Algonquin
College
VCC
135
135
considering
270
SAIT
200
Georgian
College
Holland
College
St. Clair
College
Conestoga
College
115
Year 1
intake
70
Year 2
capacity
Grads /
year
NA
50
36
254
(see note1)
20
240
216
200
130
125
135
75
27
120
120
100
85 - 90
120
120
40
40
20
(+40 for
cert pgm)
65
30
28 – 30
(see note 2)
NSCC
70
70
ACC
24
24
55
55
16
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
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)
College
RRC
% working
part-time
75%
Algonquin
College
% direct
from high
school
% mature
(2nd career)
(see note 1)
35%
% female
% male
%
international
20%
45%
55%
25%
50%
25%
increasing
50%
50%
15%
ACC
50%
30%
70%
67%
33%
0%
Conestoga
College
80%
65%
27% have
other postsecondary
experience
44%
56%
4%
Georgian
College
Holland
College
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
College
SAIT
30%
90%
10%
50%
50%
4%
30%
70%
25% have
other postsecondary
experience
70%
30%
10%
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 (2nd career). In particular, this may be the case where the sum of the % direct from
nd
high school and the % mature (2 career) is 100%.
5
5.
Faculty Numbers & Contact Hours
• All programs, except for Algonquin College, Georgian College and St. Clair College, 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
• Colleges fall into two clusters in terms of faculty contact time:
o 22 to 28 hrs/week -- RRC, ACC, Holland College and VCC
o 14 to 19 hrs/wk -- Algonquin College, Conestoga College, Georgian College, NSCC and
St. Clair College
• 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
College indicates that all courses are taught by faculty in the Culinary Arts department.
• RRC and Conestoga College both report that some courses are taught by other faculty in the
Hospitality School
• RRC, Algonquin College, Georgian College and NSCC report that business related courses are
taught by faculty from outside the school
College
Number of full-time
faculty
RRC
13
Number of parttime faculty
Courses taught by
faculty from other
departments
Typical
faculty
contact
hours
• Communication,
Computer Applications
26 - 28
• Human Resources and
Restaurant Service
taught by Hospitality
faculty
Algonquin
College
ACC
23
2
Conestoga
College
2
80
• Communications
16 - 18
(+ 1 E.A.)
0
• Not stated
25
(+ 5 technologists
who run labs)
0
• Business courses
taught by Hospitality
faculty
11 for
coordinator
14 for new
faculty
Georgian
College
5
8
• Management,
Communications and
Accounting
16 - 19
Holland
College
21 (+2 business
instructors)
0
• None
22 - 25
NSCC
9
0
• Business courses
18
St. Clair
College
3
4 (+3 techs who
supervise labs)
• Not stated
18
SAIT
52 (+10 cooks assist in
outlets)
0
• Not stated
26 for lab
23 (+3 auxiliary instructtors, 5 assistant instructors,
2 instructors for ESL, etc.)
0 (1 auxiliary
instructor)
VCC
19.5 for
classroom
6
• Not stated
25
6.
Faculty Qualifications
• The colleges scanned require a wide range of faculty qualifications
• A Red Seal is the only consistent requirement
College
Red Seal
Diploma / Degree
Industry
experience
RRC
yes
Algonquin
College
ACC
Conestoga
College
Georgian
College
Holland
College
yes
yes
CAE within 3 years or
degree
NSCC
St. Clair
College
SAIT
yes
journeyperson
degree
VCC
yes
yes
yes
Preferred
CAE after hired
From recognized
culinary school
Teaching
experience
Other criteria
yes
forward
thinking
CCC benefit
5 yrs
management
Master’s required for
last posting
yes
yes
yes
10 – 12 yrs in
variety of
settings
preferred
several are
CCC
number and
types of
competitions
entered
30% have bachelor
degrees
15% have masters
degrees
Adult Education
diploma after hired
High school
10 yrs post
Red Seal
3 yrs
management
7
7.
Student Workload
• RRC students, with 36 – 38 hrs/wk in class, spend more time in class than students at any of the
other colleges
• Overall, time in class ranges from 20 – 38 hrs/wk with an average of about 28 hrs/wk
• RRC, with 75% of overall time devoted to practical, has the 3rd 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)
College
Terms
Weeks /
Term
RRC
Algonquin
College
4
4
16
15
ACC
Conestoga
College
4
6
Georgian
College
4 + 1 work
term
Holland
College
NSCC
4
St. Clair
College
SAIT
3
(11 months)
5
VCC
2
8.
4
Student
hrs/wk in
class
36 - 38
28 - 35
Student
number of
courses/term
5
6
16
15
10 in fall of
nd
2 year
14
10 in fall of
nd
2 year
15 fall
18 -19 winter
15
10 in fall of
nd
2 year
15 / 15 / 12
30
25
28 in 1st 3
or 4 weeks
26
6–7
6-8
25 - 30
70%
20
5 – 7 is
college range
5
27
7
55%
15 (courses
in 3 week
blocks)
25
5
80%
30
15
70%
7
% of overall time
devoted to practical
75%
50% comprised of:
• 60% in 1st year
• 40% in 2nd year
83%
50% comprised of:
• 60% in 1st year
• 40% in 2nd year
50%
Not stated
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 College – St. John Ambulance First Aid strongly recommended
c. ACC – First Aid & Foodsafe required
d. Conestoga – minimum math and English grades required
e. Holland College – 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 College and SAIT state that they do or may rank applicants
8
9.
Continuation & Graduation Requirements
• Continuation requirements vary widely, but typically require a 2.0 – 2.5 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 College was the only college that included attendance in continuation requirements
• All programs, with the exception of Algonquin College, ACC and SAIT, specify required
achievement levels above 50% to graduate
• RRC, Holland College and VCC require 70% in some or all courses to graduate
College
RRC
Algonquin
College
ACC
Conestoga
College
Georgian
College
Holland
College
NSCC
St. Clair
College
Continuation requirements
• 2.0 GPA in each term
• Pass all practical exams or courses to
be eligible for co-op
• Successfully complete all courses to
be eligible for field placement
• 2.0 cumulative GPA; if not, students
only allowed to audit courses for the
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
• Must pass all courses
• 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
9
Graduation requirements
•
•
•
•
70% in Culinary-related courses
60% in Computer Applications
50% in general business courses
50% in each course (increase to 60% or
70% under discussion)
• 50% in each course
• 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
• Pass all required courses and achieve a
2.00 GPA in the courses related to the
program.
SAIT
• 2.2 GPA must be maintained or
students are withdrawn
VCC
• 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 College 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 College does not state if students are paid
• Algonquin College states that students may be either paid or unpaid
College
Additional Information
# of work
Length of work
Paid /
placements placements
unpaid
RRC
2
800 hrs (32 wks)
paid
Algonquin
College
1
ACC
0
Conestoga
College
1
~750hrs (30 wks)
Georgian
College
Holland
College
1
700 hrs
paid
1
600 hrs (15 wks)
paid
NSCC
1
~500 hrs (5 mo)
paid
St. Clair
College
SAIT
0
1
320 hrs (10 wks)
paid
1 (optional)
~100 hrs (1 mo)
unpaid
VCC
500 hrs
(125 hrs in each
of the 4 terms)
paid or
unpaid
Not stated
10
• Students currently employed in a facility
are required to complete a placement
but may obtain partial or full credit.
• The College cannot guarantee co-op
employment.
• Students conduct an independent job
search in addition to the supports
provided by the Co-op Office.
• 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.
• 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.
11.
Student participation in College 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 40 – 120 seats
• Months of operation for outlets range from 1 to 12 months / year
• Months of operation are not stated for Georgian College, NSCC and VCC
• At least 1 outlet at RRC, Algonquin College, Conestoga College, Holland College and SAIT
operates 12 months / year
• Of the five colleges that operate outlets 12 months / year, Algonquin College and Conestoga
College are the only ones that do not hire paid staff for the summer months
• Holland College hires recent graduates for the summer months
College
Outlets
Jane's
(Fine dining)
Seats
Hours /
days /
months of
operation
Student
involvement
Dinner
Tues - Fri
Sept - April
Yes
None
Lunch
Tues - Fri
12 mos / yr
Yes
None
None
Yes
None
Yes
Yes
None
Hired staff
75
7 am 7pm
Mondays
after 2 pm
Tuesday Friday
RRC
Culinary
Exchange
(Cafeteria)
Saturday &
Sunday
10 am - 6
pm
12 mos / yr
Breakfast
& Lunch
Tuesday Friday
May - Aug
Breakfast
& Lunch
Tuesday Friday
Sept - April
11
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.
Restaurant
International
Algonquin
College
ACC
Conestoga
College
100
Savoir Fare
Gourmet
Store
Grey Owl
Dining
Room
bloom.
(Fine dining)
9-5
Mon - Sat
12 mos / yr
9-5
Mon - Sat
12 mos / yr
80 – 88
(less if
student
groups
are
smaller)
45
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
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)
2 part-time
2 casual
dishwashers
1 casual
front of
house
Full time
Maitre'd /
sommelier
Yes
Yes
"
Yes
"
12
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.
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.
120 Max.
Georgian
College
Georgian
Dining
Room
Menu based
on
curriculum
being
studied.
Varies by
student
numbers /
abilities
so as to
not stress
out
students
and
interfere
with their
learning.
Scheduled
around lab
times –
dining room
is a lab
course.
Dinner is
eventsbased to
correspond
with 2nd year
curriculum.
Usually
60 for
lunch
Lucy Maud
Dining
Room (fine
dining)
Montgomery
Cafeteria
Holland
College
CIC
Banquet &
Catering
(70
events/yr
including 25
weddings)
Fine dining
NSCC
70
(50 - 55
avg)
300
Offsite
(largest
3000 pax)
Onsite - 2
rooms
70 sit /
120 stand
300 sit /
400 stand
Lunch &
dinnerTues
– SatOct –
June
Dinner
only
Tues – Sat
June – Oct
Breakfast
(250) &
lunch (400)
Mon – Fri
Sept June
2nd yr
Culinary Arts
Managed by
Foodservice
Operations
Manager
None
Grads hired
1 yr
Culinary Arts
Managed by
Foodservice
Operations
Manager
Oct - June
2nd yr
Culinary Arts
(banquet &
catering
class
rotation)
Managed by
Foodservice
Operations
Manager
June - Oct
None
Grads hired
st
80
Café
Cafeteria
Outlets
St. Clair
College
Campus
restaurant
100
Final term
13
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.
Highwood
Dining
Room (fine
dining)
110
Lunch &
dinner (6 10)
Mon - Fri
Sept - April
yes
3 cooks for
both outlets
7:30 - 1:30
Sept - April
yes
3 cooks for
both outlets
7:30 - 1:30
May - June
none
paid staff
1 hour of
class time is
scheduled
both before
and after
each
practical lab.
SAIT
49's
(dining
centre)
700
served in
all outlets
at lunch
Dining Rm 1
80
Dining Rm 2
75
Meets
program
focus of
hands-on
production.
VCC
12.
Classes
scheduled
around labs
and hours of
service.
Challenges
Colleges 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 College)
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
13.
Unique Courses
College
Course(s)
Algonquin
College
• Chefs of the Region
ACC
• Cuisine and Trends
Conestoga
College
• Marketing for
Hospitality
Georgian
College
• Contemporary Food
Presentation
• Introduction to
Marketing
Holland
College
• Culinary Trends
St. Clair
College
• Trends in Industry
SAIT
• Culinary
Perspectives
Description
• Each week an executive chef, chef de cuisine or chef/owner
from a hotel or restaurant in the Ottawa/Gatineau area
demonstrates selected recipes.
• Students explore the flavours and recipes of international
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
14.
Unique Features
College
Feature(s)
Algonquin
College
• Culinary Skills Chef
Training Online
Georgian
College
• Optional semester at
Schiller International
University in
Strasbourg, France
• Internship
assessment
Holland
College
NSCC
• Portfolio
Development
• Program Test Drive
SAIT
• Career Investigation
Report
• Culinary Campus
• Jackson’s Culinary
Garden
• Culinary Campus on
Twitter
Description
• 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 College’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
15.
Articulation agreements
• 5 of the 10 colleges, including RRC, have articulation agreements to degree programs
• SAIT also has an articulation agreement to Humber College’s advanced diploma program
• Holland College 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
• College 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
College
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.
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.
Algonquin
College
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.
ACC
Entering
Several high schools have agreements for students to receive advanced standing.
Conestoga
College
Georgian
College
Not stated
Holland College, 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).
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
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
Griffith University, Australia
Bachelor of Business (Hotel Management) -- Graduates must complete 120/240 credit
points (1.5 years)
Holland
College
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
Florida International University, North Miami, FL
Bachelor of Commerce in Hospitality and Tourism – Graduates receive up to 2 yrs credit
NSCC
St. Clair
College
SAIT
Not stated
No articulation to university degree programs
Humber College, 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 College 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
Yukon College, Whitehorse, YT
Graduates of Yukon College’s Culinary Arts Certificate program with an minimum average
nd
of 70% are eligible for admission to the 2 year of SAIT’s Professional Cooking Diploma
program
VCC
Not stated
18
16.
Accreditation
• RRC, ACC, NSCC and SAIT report that program graduates receive credit in their respective
provincial apprenticeship programs
• St. Clair College 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:
College
Partnerships
Georgian
College
• Student membership in the junior chapter of the regional Professional Chefs'
Association
• Student participation in Georgian College'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 2nd year
Holland
College
• Welcomes American students and is approved by the US Federal Aid for the processing
of student loans
NSCC
• 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
SAIT
• 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 1994.
• 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
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 College 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 College 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
•
•
•
•
•
•
•
•
•
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, 2013. 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
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 College for your Culinary Arts education? Who or what
influenced your decision to take the program?
• How did Red River College 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
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
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
Appendix A – Environmental Scan and Key Findings
25
26
A1: ENVIRONMENTAL SCAN – Culinary Arts
College
Scanned
College – Full Name, Address
Red River
College
(RRC)
Red River College
Paterson Global Foods Institute
504 Main Street
Winnipeg MB R3B 1B8
Keith Muller, Dean
School of Hospitality and Culinary Arts
(204) 632-2309
E-mail: [email protected]
Algonquin
College
Algonquin College
School of Hospitality and Tourism
1385 Woodroffe Avenue
Ottawa, Ontario, K2G 1V8
Wes Wilkinson, Program Coordinator
(613) 727-4723 Ext: 5226
Assiniboine
Community
College
(ACC)
Assiniboine Community College
Manitoba Institute of Culinary Arts (MICA)
1430 Victoria Avenue East
Brandon, Manitoba, R7A 2A9
Dave Perkins, Chair
(204) 725-8700 Ext: 7107
Conestoga
College
Conestoga College
Waterloo Campus
108 University Avenue East
Waterloo Ontario, N2J 2W2
Diane Cudney, Chair Hospitality
(519) 885-0300 ext: 5231
27
Georgian
College
Georgian College
One Georgian Drive,
Barrie, Ontario, L4M 3X9
Philip Leach
(705) 728-1968
Holland
College
Holland College
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) 894-6805
Nova Scotia Nova Scotia Community College
Community Program available at:
• Akerley Campus, Dartmouth
College
• Kingstec Campus, Kentville
(NSCC)
•
•
•
Lunenburg Campus, Bridgewater
Marconi Campus, Sydney
Strait Area Campus, Port Hawkesbury
Ted Grant, Hospitality Academic Chair
Located at Akerley Campus
(902) 491-4646
St. Clair
College
St. Clair College
South Campus
2000 Talbot Road West
Windsor, ON, N9A 6S4
Marc Johnston, Coordinator
(519) 972-2727, ext. 4492
28
Southern
Alberta
Institute of
Technology
(SAIT)
Polytechnic
Southern Alberta Institute of Technology (SAIT) Polytechnic
E179 John Ware Building
1301-16th Ave. NW
Calgary, AB T2M 0L4
Vancouver
Community
College
(VCC)
Vancouver Community College
Downtown Campus
250 West Pender Street
Vancouver, BC V6B 1S9
College
Scanned
Estuardo Toledo, Academic Chair, Professional Cooking
(403) 774-5068
John-Carlo (J.C.) Felicella, Department Head
(604) 871-7000
URL
RRC
http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?ProgCode=CULA
F-DP&RegionCode=WPG
Algonquin
College
http://www2.algonquincollege.com/hospitalityandtourism/program/cu
linary-management/
ACC
http://public.assiniboine.net/Programs/CulinaryArts/AboutProgram.a
spx
Conestoga
College
Georgian
College
http://www.conestogac.on.ca/fulltime/1026C.jsp
Holland
College
NSCC
www.hollandcollege.com/admissions/full_time_programs/culinary_a
rts/
http://www.nscc.ca/learning_programs/programs/PlanDescr.aspx?pr
g=CULA&pln=CULINARTS
St. Clair
College
SAIT
http://www.stclaircollege.ca/programs/postsec/culinary_man_FT/
http://www.georgianc.on.ca/programs/outline/culinary-managementco-op-culn
http://www.sait.ca/about-sait/schools/school-of-hospitality-andtourism/pre-orientation/pre-orientation-professional-cookingdiploma-program.php
http://culinarycampus.ca/
29
VCC
http://www.vcc.ca/programscourses/detail.cfm?div_id=7&prog_id=40
College
Scanned
Program Size
Red River
College
(RRC)
Number of students
• Intake – 120 (40 for each of 3 intakes – September, January and
June)
• Capacity – 70 in 1st year; 50 in 2nd year with 2 intakes (prior to 2013)
• Graduates – 36 (with 2 intakes)
• Features contributing to retention – orientation sessions, Paths to
Success program
•
•
•
•
•
% working P/T – 75%
% direct from high school – 35%
% mature (2nd 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
College
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
•
•
•
•
•
% working P/T – None stated
% mature (2nd career) – 25% (increasing)
30
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
Assiniboine
Community
College
(ACC)
Number of students
•
•
•
•
Intake – 24 (September intake)
Capacity – 24
Graduates – 16 average
Features contributing to retention – Events in Grey Owl Restaurant;
competitions
•
•
•
•
•
% mature (2nd career) – 70% non-sequential
Number of Faculty
•
•
•
•
•
Conestoga
College
# 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)
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 2nd year; enticing courses like International Cuisine and
Menu Planning, Development and Implementation
• % working P/T – 75% to 85%
• % direct from high school – 65%
• % mature (2nd 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
• % 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 College
required a Master’s
• Typical faculty contact hours – 11 hrs./wk. plus coordinator duties;
14hrs/wk. for new faculty member
Georgian
College
Number of students
•
•
•
•
Intake – 135 (115 September; 20 January)
Capacity – 135 in 1st year; 75 in 2nd year
Graduates – 35% of those entering 2nd year
Features contributing to retention – semester abroad attracts 15 – 20
students; co-op keeps students motivated
•
•
•
•
•
% working P/T – 20 to 25% work in industry; another 5% in unrelated
Number of Faculty
• # f/t – 5
• #p/t – 8
• Teaching into program – for management, communications &
accounting
• Qualifications – Red Seal mandatory; CCC benefit; relevant
experience
Holland
College
Number of students
•
•
•
•
Capacity – 120 in 1st year; 100 in 2nd year
Graduates – 85 to 90% of 2nd 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.
• % working P/T – 20 to 30 %
32
• % mature (2nd career) – 10 to 15% and growing
• Ratio male to female – 50:50
• % international – 5%
Number of Faculty
•
•
•
•
# f/t – 21 Chef instructors; 2 business instructors
#p/t – none stated
Teaching into program – none
Qualifications – Red Seal; 10 – 12 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)
Nova Scotia Number of students
• Intake – 70 (September intake) combined for all campuses
Community
• Capacity – 70 in 1st year; 55 in 2nd year
College
• Graduates – 55
(NSCC)
• Features contributing to retention – is an engaging program; retention
is better when there is a lower student / teacher ratio – more
individualized attention
•
•
•
•
•
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
College
Number of students
•
•
•
•
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.
• % working P/T – 30%
• % mature (2nd career) – 10%
33
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
Southern
Alberta
Institute of
Technology
(SAIT)
Polytechnic
Number of students
• Intake – 200 (September intake)
• Capacity – 200 in 1st year; 130 in 2nd 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.
• % working P/T – 30% (Significant funding available in Alberta, making
it unnecessary for many students to work part time. School hires about
15 students.)
• % mature (2nd career) – 25% come with post-secondary degree
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
College
(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
•
•
•
•
•
% working P/T – over 50%
% 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
Credentials
College
Scanned
Certificate, Diploma or Applied Degree
RRC
Culinary Skills Certificate (exit point at the end of 1st year)
Culinary Management Diploma
Algonquin
College
ACC
Professional Cooking Certificate (exit point at the end of 1st year)
Conestoga
College
Certificate (exit point at the end of 1st year)
Culinary Management (Co-op) Diploma
Georgian
College
Culinary Management (Co-op) Diploma
Holland
College
NSCC
St. Clair
College
SAIT
Cooking Certificate (grads can apply to 2nd year of Culinary Arts)
Professional Cooking Diploma
35
VCC
Culinary Arts Certificate
Program Features
College
Scanned
Length, Division of Academic Year, Entrance Requirements,
PLAR, Special Selection Process, Graduation Requirements
Red River
College
(RRC)
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
• Minimum 2.0 GPA average in each term
• Must pass all practical exams or courses in order to be eligible for
coop work placement
• 70% pass for all Culinary-related courses
• 60% pass for Computer Applications course
• 50% pass for general business courses
RPL (Recognition of Prior Learning)
•
Algonquin
College
Available
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 1st year; 60:40 in 2nd year
• Fall Term: September – December
• Winter Term: January – April
• 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
• 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
•
All courses must be successfully completed to be eligible for field
placement
•
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
•
Assiniboine
Community
College
(ACC)
Available
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
• Fall Term: September - December
• 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)
• Selection criteria – none stated
• 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
• 50% pass for each course
38
• Available
Conestoga
College
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 2nd 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 1st year; 60:40 in 2nd year
• Six (6) levels – fall / winter / spring / summer / fall / winter
• September start
• 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 College Preparatory Communications
(COMM1270)
o Grade 11 Mathematics, C, M (U/C), or U, or equivalent, OR
Conestoga College Preparatory Mathematics (MATH1420)
• 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
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.
55% - standard Conestoga requirement
39
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
College
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
• # hrs./wk. students in class (max/min) – 26
• # of courses taken/term (min/max) – 7
• Ratio theory to practical hours – 50:50
• Fall term / winter term / spring summer term
• 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
College
 College preparatory programs including those taken at
Georgian College: 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
• Math & English specifics – see above
• 50% or letter grade of P (Pass) or S (Satisfactory) in each course in
each semester
To graduate from this program, the passing weighted average for
promotion through each semester, from year to year and to
graduate is 60%.
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 College course with a minimum
grade of 60% or C achieved in previous coursework; some program
exceptions apply.
Holland
College
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
• Fall Semester: September - December
• Winter Semester: January – May
• 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
41
• 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
• 60% except for courses that lead to industry certifications. Those are
typically 70 – 75%
• Available
Nova Scotia Length
Community
College
• # of weeks/term (including exams) – 15 weeks except 10 weeks for fall
(NSCC)
• Ratio theory to practical hrs. – none stated
• Fall Term: September – December
• 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
• 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 2013-14 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
• Must pass all courses
• Available
St. Clair
College
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 weeks/term (including exams) – 15 wks. / 15 wks. / 12 wks.
• # hrs. /wk. students in class (max/min) – 15 lab hrs.; 12 classroom hrs.
• Fall / winter / spring (to July)
• 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 College (C), University (U), College/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
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.
To be academically eligible to graduate from a program at St. Clair
College a student must pass all required courses and achieve a
2.00 grade point average in the courses related to that program.
• None stated
Southern
Alberta
Institute of
Technology
(SAIT)
Polytechnic
Length
• # of years – 2 years
• # of weeks/term (including exams) – 15 wks. (courses taught in 3
week blocks throughout)
44
• 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
• 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
Students must maintain a 2.2 grade point average or they are
withdrawn from the program.
Currently 70% minimum required to pass a course. Starting this
September, are required to move to a 50% standard.
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
Vancouver
Community
College
(VCC)
Length
• # of weeks/term (including exams) – see Division of academic year
below
• 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 4: 1:45 pm – 7:45 pm
o Block 6: 7 am – 1:30 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 11: 2 – 8 pm
o 1 optional block for unpaid internship
• 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.
• Selection criteria – first-qualified, first-served
46
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.
• 70%
• Yes
Curriculum Model
College
Scanned
Red River
College
(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
Algonquin
College
• # 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 College’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.
outlets? – Multiple sections for each semester allow students to modify
their schedules
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
• Any retail operations? – Savoir Fare
• None stated
Delivery options
• Full time only
Assiniboine
Community
College
(ACC)
•
•
•
•
•
•
•
•
•
# 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
• # of seats for fine dining? 80 – 88 seats max; less if student groups
are smaller
• Any retail operations? No
• None stated
Delivery options
• Full-time
Conestoga
College
• # of work placements – One
The College 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
outlets? – theory classes take place either before or after the lab; At
times there are no classes scheduled other than the lab
lab classes / outlets? – none stated
• Any retail operations? – none stated
• None stated
Delivery options
• None stated
Georgian
College
•
•
•
•
•
# 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
outlets? – Scheduled around lab times; dining room is a lab course
49
•
•
•
•
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? -- 120 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
• None stated
Delivery options
• None stated
Holland
College
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
outlets? – Theory taught in conjunction with lab classes being taken.
Business courses are taken in a separate rotation when no labs are
scheduled
lab classes / outlets? – Students seem happy with the balance that the
college has achieved
• 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
• None stated
Delivery options
• None stated
Nova Scotia Experiential component
Community
Full handbook for students and employers is available at:
College
http://www.nscc.ca/learning_programs/work_experience/co-op(NSCC)
studentguide.pdf
• Length of work placements – 5 months between first and second year
• Does the program run outlets? – Fine dining, café, and cafeteria
outlets
• How balance student learning with running outlets? – Everyone just
makes it work
outlets? – none stated
• Any retail operations? – none stated
• None stated
Delivery options
• None stated
St. Clair
College
•
•
•
•
•
•
•
•
•
•
•
# 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
# of seats for fine dining? – 100
Any retail operations? – none stated
51
• None stated
Delivery options
• Full time
Southern
Alberta
Institute of
Technology
(SAIT)
Polytechnic
• # 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
• Does the program run outlets? – Highwood Dining Room; 49’s (dining
centre)
• How balance student learning with running outlets? – none stated
outlets? – 1 hour of class time is scheduled both before and after each
practical lab
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
• # 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
• None stated
Delivery options
• Full time
Vancouver
Community
College
(VCC)
•
•
•
•
•
# 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
outlets? – Classes scheduled around lab hours/hours of service
lab classes / outlets? -- Gradual increase in demands on students as
they work through the program in terms of level of difficulty and
52
•
•
•
•
quantity of production. Students appreciate the hands-on focus
# of seats for fine dining? – 2 dining rooms – 80 seats and 75 seats
Any retail operations? Yes
• None stated
Delivery options
• None stated
Curriculum Content
College
Scanned
Course titles, Course hours (credit and/or contact, Link to
syllabus and/or course outlines if they are available
Red River
College
(RRC)
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
Term 5
Restaurant Service – 4 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
Kitchen Layout & Design – 2 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
http://me.rrc.mb.ca/Catalogue/CourseDescriptions.aspx?ProgCode=
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
Algonquin
College
• 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.
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.
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
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.
http://www2.algonquincollege.com/hospitalityandtourism/program/cu
linary-management/
55
• 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.
• None stated
Assiniboine
Community
College
(ACC)
• 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
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
Seafood Cookery – 6 CR
Special Culinary Projects – 9 CR
Stocks, Soups and Sauces 2 – 3 CR
56
Vegetables/Fruits/Starches 2 – 3 CR
http://public.assiniboine.net/Programs/CulinaryArts/Courses.aspx
• None stated
• 40 hours = 3 credit hours
Conestoga
College
• Level One
CDEV1020
COMP1006
CUL1130
CUL1145
CUL1150
CUL1195
HOSP1040
HOSP1090
Co-op and Career Preparation
Software Applications I
Applied Culinary Techniques I
Applied Baking Techniques
Kitchen Production I
Culinary and Baking Theory
Sanitation and Safety
Restaurant Operations
16 hrs. / 1 credit
30 hrs. / 2 credits
75 hrs. / 4 credits
45 hrs. / 2 credits
90 hrs. / 5 credits
60 hrs. / 4 credits
16 hrs. / 1 credit
45 hrs. / 2 credits
• Level Two
COMM1100
CUL1010
CUL1160
CUL1170
CUL1180
CUL1200
HOSP1330
MGMT1050
Communication Skills
Nutrition and Healthy Lifestyle
Applied Culinary Techniques
Applied Baking Techniques
Kitchen Production II
Culinary Theory II
Restaurant Operations II
Kitchen management I
45 hrs. / 3 credits
21 hrs. / 2 credits
40 hrs. / 2 credits
45 hrs. / 2 credits
90 hrs. / 5 credits
45 hrs. / 3 credits
45 hrs. / 2 credits
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
Advanced Garde Manger
Applied Baking Techniques III
Small business Management
Menu Planning Development and
Implementation
Event Planning and Catering
Cultural History of World Cuisine
30 hrs. / 2 credits
30 hrs. / 2 credits
40 hrs. / 3 credits
40 hrs. / 3 credits
40 hrs. / 3 credits
40 hrs. / 3 credits
Interpersonal and Group
Dynamics
45 hrs. / 3 credits
• Level Five
CUL2000
CUL2010
ENTR2000
HOSP2000
HOSP2160
HOSP2230
• Level Six
COMM1030
57
CUL2100
CUL2115
HOSP2225
LIBS1370
MGMT2100
MKT2120
Cuisine a la Carte I
International Cuisine
Wine and Food Pairing
The Dynamics of the Tourism
Industry
Advanced Kitchen Management
Marketing for Hospitality
75 hrs. / 4 credits
60 hrs. / 4 credits
30 hrs. / 2 credits
45 hrs. / 3 credits
45 hrs. / 3 credits
30 hrs. / 2 credits
• 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.
• None stated
Georgian
College
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 College list, as
determined by testing.
58
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 College list
Co-op Work Term
COOP1004 Culinary Work Term
• 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.
• None stated
Holland
College
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
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
http://www.hollandcollege.com/admissions/full_time_programs/culin
ary_arts/
Very detailed course outlines for each CA class can be found at:
https://sam.hollandcollege.com/section/content/default.asp?WCI=pg
Display&WCU=CRSCNT&ENTRY_ID=CD66C7049E1F4960ACA01
714AB44C518
• 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.
• None stated
60
Nova Scotia Course titles & hours
Community
College
Courses may Include:
(NSCC)
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
www.nscc.ca
61
• Introduction to Human Relations
Students cover the essentials of interacting with individuals and
groups from the standpoint of an employee.
•
St. Clair
College
None stated
Code
Semester 1
FSA13
FSA185
FSA189
FSA187
ELEC1030
MIC111
FSA129
FSA146
FSA168
Semester 2
FSA281
FSA239
FSA285
FSA287
ELEC1030
FSA220
FSA216
Semester 3
FSA307
FSA418
FSA315
FSA319
FSA389
HOS108G
Course Name
Credit
Kitchen Management I
3
Culinary Skills & Techniques I
Culinary Practices I
6
Baking & Pastry Arts I
6
General Education Elective 3
Computer Applications I
2
Food Safety
1
Understanding Nutrition
1
Understanding Hospitality
1
Kitchen Operations II
2
Kitchen Management II
4
Culinary Skills & Techniques II
Baking & Pastry Arts II
5
General Education Elective 3
Culinary Practices Level II
5
Culinary Communications
2
Hospitality Services
Trends in Industry
Wines, Spirits and Foods
Culinary Internship
Culinary Practices III
Cuisine and Culture
6
5
5
3
4
8
6
3
http://www.stclaircollege.ca/programs/postsec/culinary_man_FT/
Click on course codes
• 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
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.
• None stated
Southern
Alberta
Institute of
Technology
(SAIT)
Polytechnic
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
http://www.sait.ca/programs-and-courses/full-timestudies/academic-calendar-information/academic-course-finder.php
• 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
College
(VCC)
None stated
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
Vegetables, Starches & Soups 2 – 1 CR
http://www.vcc.ca/programscourses/detail.cfm?div_id=7&prog_id=40#courses
• 25 lab hours = 1 credit hour
Curriculum Renewal
College
Scanned
Process, Frequency
RRC
Process
• Complete program renewal
Frequency
• 5 years
Algonquin
College
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
ACC
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
Conestoga
College
Process
• Program Advisory Committee composed of employers, practitioners
and recent program graduates. College 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
Georgian
College
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
Holland
College
Process
• Each year get input from advisory committee
• Every second year examine content with faculty
• Every three years review content with industry
Frequency
• Ongoing
NSCC
Process
• None stated
Frequency
• None stated
St. Clair
College
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
SAIT
Process
• Internal 12 step process validated by provincial Advanced Education
Ministry
Frequency
• 5 years
VCC
Process
• Bring in external reviewer, scans of other colleges
• Advisory committee meets twice every year for ongoing input
Frequency
• 2 years
Student Assessment
College
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
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
College
• Short theory tests daily
• Practical assignments related to work in labs. Mid-term and final
practical exams as well as chef of the day responsibilities
• 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
• Evaluation completed by the employer. College provides a standard
form
Trends
• Finding evaluation of practical work to be very subjective – looking to
incorporate more objectivity into practical aspects of assessment
ACC
• Assignments, quizzes, exams
• Practical assessments
• Use Conference Board of Canada Essential Skills
• Team work evaluated in labs
Trends
• Authentic assessment – geared to work requirements
Conestoga
College
• Quizzes and tests – some computer marked, others consist of longer
written answers
• Mid-term and final exams
• Presentation projects are given in second year
• Weekly practical evaluations – rubric – with standards getting more
strict as students progress through the term
• Professionalism evaluated on an ongoing basis in lab courses
• More teamwork incorporated into second year courses – often
incorporate student self-assessments
67
• Site visit by college
• Student self-assessment
• Employer evaluation
Trends
• Incorporating more presentations, assignments, projects into courses
• Using D2L for testing
Georgian
College
• Tests – usually 3 per course
• Project-based assignments – usually 2 per course
• Rubrics used to evaluate practical skills
• Professionalism is assessed in labs
• Group assignments in theory courses to develop interpersonal skills
• 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
Holland
College
• Tests, assignments
• Practical tests, black box tests
• Team activities, group projects, role playing – especially in business
courses
• Brigade system in practical labs
• 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
NSCC
Trends
None stated
None stated
None stated
None stated
None stated
Trends
None stated
68
St. Clair
College
• Midterm and final exams. Some theory courses have unit testing. Each
course has a project
• Practical evaluations of work as students are learning skills. Midterm
and final practical exams in each lab course
None stated
None stated
Trends
• Flipped classrooms
SAIT
• Assignments, tests
• Practical testing
None stated
• 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:
• http://www.sait.ca/about-sait/schools/school-of-hospitality-andtourism/additional-infomation/professional-internship-programs.php
Trends
• Have moved away from paper testing and exam week. All
assessments done digitally
VCC
• Weekly tests, assignments
• Evaluation of daily practical work
• Not much – done more in apprentice programs; evaluation of
professional attitude
• 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
Current and Coming Challenges
College
Scanned
Content, Delivery of program, Changes to Industry
requirements
RRC
• 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
Algonquin
College
• 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
ACC
Conestoga
College
• 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
Georgian
College
• 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
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Holland
College
• 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
NSCC
• 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
St. Clair
College
• 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
SAIT
• 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
VCC
• 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
College
Scanned
High School, Post-secondary, Business & Industry,
Government, Union, International
RRC
Articulation
Red River College
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
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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.
• 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
College
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
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Certification
• The Sommelier Certificate
Algonquin College 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 College’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 &
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Advanced Levels – Cook (the technical in-school training required in the
Apprenticeship Manitoba Agreements).
Certification
• None stated
Partnerships
Conestoga
College
Georgian
College
• High school
Several high schools have agreements with ACC. Hugh School
students may receive advanced standing.
• None stated
Articulation
• Holland College
o Credential: Applied Degree in Culinary Operations (4 yr.)
o Completion: 60+/120 credits (2 years); degree is offered through
Holland College'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
• 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)
• 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
• 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
• 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
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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
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 College'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
College
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.
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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
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.
St. Clair
College
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
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SAIT
Articulation
• Humber College, 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
College.
• 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 College
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 1994.
• 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.
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• 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 $2,221.80 (2013-14).
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.
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College
Scanned
Comments
RRC
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 email, College networks and the Internet.
Off-campus access to the Internet is the responsibility of the student.
Algonquin
College
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)
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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 College’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
language courses)
• None stated
• 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
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
College
Georgian
College
Holland
College
• None stated
• None stated
language courses)
• None stated
• 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 1983.
• 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
• 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
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.
• 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:
http://www.nscc.ca/learning_programs/work_experience/co-opstudentguide.pdf.
St. Clair
College
language courses)
• St. Clair College has provided English as a Second Language to
thousands of international students. The College 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,
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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 PostSecondary studies at St. Clair College
• None stated
Outlets
• 100 seat campus restaurant
Unique features (see program length)
• Working towards a return to a full 2 year program. Plan to implement
SAIT
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
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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, 230 8th Ave. SW
Calgary, AB
T2P 1B5
Ph.: 403.284.8535
http://culinarycampus.ca
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.
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• 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
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
$3,174.00 (2013-14).
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 $6,909.64 (2013-14).
• 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 $20,001.80 (2013-14).
85
• Asian Culinary Arts (5-month certificate)
• Baking and Pastry Arts – Artisan Baking (11 month-certificate)
• Baking and Pastry Arts – Artisan Baking for International Students (13month 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 75 – 80 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 1975. 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
http://www.vcc.ca/deptUploads/IE_apprentice_financialsupport.pdf
• 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: http://mycusthelp.ca/VCC/_cs/findanswers.aspx.
• Graduate Survey Results
VCC’s Culinary Arts students have completed surveys upon graduation.
Detailed results are available at:
http://www.vcc.ca/vccir/documents/CulinaryArtsSUMMARY20122008.pdf.
87
88
Appendix B – Industry Occupational Analysis (DACUM) Chart
89
90
CULINARY ARTS
Facilitated by Robert Cordingley, Lorna Smith, and Craig Edwards
April 8 & 15, 2013
DACUM Skill Rating Scale
3 - 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.
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.
WORK SAFELY
A
Maintain a safe w ork
area
A1
1
2
3
4
Avoid crosscontamination w ith
allergens
Demonstrate sanitary
practices
Assess and correct
unsafe practices
A2
A3
A4
1
2
3
4
Follow labeling
practices
A7
1
Clean knives, pots,
pans, utensils,
equipment, appliances
and facilities
A8
2
3
4
1
2
3
4
1
2
3
4
1
2
A11
2
3
4
1
2
A16
A15
2
3
4
3
A10
1
A14
1
2
A9
A13
4
A6
1
Maintain personal
hygiene
Follow WHMIS
guidelines
3
A5
Follow proper storage
temperature guidelines
Follow legislative / legal Follow HACCP
requirements
guidelines
2
4
Use personal protective
equipment
Follow food handling
guidelines
Transport food safely
1
3
Choose the right
equipment for the job
1
2
3
91
4
1
2
3
4
3
4
1
4
1
2
3
4
Apply first aid and CPR
A12
2
3
4
1
2
3
4
Prepare vegetables
Prepare herbs and
spices
Prepare fruit
Prepare salads
Prepare sandw iches
Prepare stocks
B1
B2
B3
B4
B5
B6
PREPARE FOODS
B
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
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
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
4
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
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
B18
2
3
4
1
2
3
Prepare condiments and Fabricate fish
accompaniments
Butcher poultry and
game birds
Butcher meat and game Prepare fish
meat
Prepare shellfish
B19
B21
B22
B24
1
B20
2
3
4
1
2
3
4
1
2
3
4
1
B23
2
3
4
1
2
3
4
1
2
3
4
4
Prepare poultry and
game birds
Prepare meat and game Prepare variety meats
meat
Prepare pates and
terrines
Prepare aspics, jellies
and glazes
Prepare marinades and
brines
B25
B26
B28
B29
B30
1
2
3
4
1
B27
2
3
4
1
2
3
4
1
2
3
4
Identify product quality
Maintain consistent
levels of quality
(temperature,
presentation, etc.)
Reheat food
Use pre-packaged
(convenience) foods
B31
B32
B33
B34
1
2
3
4
1
2
3
4
1
2
3
92
4
1
2
3
4
1
2
3
4
1
2
3
4
Use a dishw asher
USE EQUIPMENT
C
C1
1
2
3
4
Use a variety of knives Use a variety of small
w ares and gadgets
Use a broiler /
salamander
C2
C4
1
C3
2
Use a griddle / flat top
Use a proofer
C7
C8
1
2
3
4
4
C13
3
2
3
4
Use a conventional
oven
3
4
1
4
1
3
4
3
4
1
2
3
4
1
3
4
1
C6
2
3
4
C11
2
3
4
1
2
3
4
C12
2
Use a mixer
C16
C17
2
1
Use a convection oven Use a deep fryer
Use a variety of small
appliances
1
Use a grill / barbeque
C5
2
C10
2
C15
2
1
Use range top
C9
2
C14
2
1
Use a pressure cooker Use a steamer
Use a steam kettle
1
1
3
Use a steam table
3
4
1
3
4
1
2
3
4
3
4
Use a slicer
C18
2
3
4
1
2
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
1
2
3
4
1
2
3
4
1
2
3
4
1
2
Conduct preventative
maintenance
Use a smoker
Use a dehydrator
Use a w ok
C25
C26
C27
C28
1
2
3
4
1
2
3
4
1
2
3
93
4
1
2
3
4
3
4
1
2
3
4
1
2
3
4
APPLY COOKING
METHODS
D
Follow internal
temperatures
Sear
Sauté
Grill
Broil
Barbeque
D1
D2
D3
D4
D5
D6
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
Bake
Roast
Pan fry
Deep fry
Blanch
Boil
D7
D8
D9
D10
D11
D12
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
Poach
Stew
Braise
Steam
Combi
Confit
D13
D14
D15
D16
D17
D18
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
2
3
4
2
3
4
3
4
Sous vide
Marinate
Cure
Ferment
Pickle
Preserve
D19
D20
D21
D22
D23
D24
1
2
3
4
1
2
3
4
1
Smoke
Rethermalize food
Flambé
D25
D26
D27
1
2
3
4
1
2
3
4
1
2
3
4
2
3
4
94
1
2
3
4
1
2
3
4
1
2
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
1
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Assemble cakes /
pastries
Decorate cakes
Prepare icings
Prepare petite fors
Prepare sugar w orks
E7
E8
E9
E10
E11
E12
1
USE TASTE / SMELL
F
2
Prepare cakes
2
3
4
Taste individual
ingredients
2
3
4
Taste food
F1
1
1
F2
2
3
4
1
2
3
4
1
2
3
4
1
2
3
Identify sw eet,
savoury, salty, spicy,
acidic, bitter, umami
factor
Balance flavours
F3
F4
1
2
3
4
1
3
Use flavour profiles /
pairings
Develop personal
palette
F7
F9
F10
F8
2
3
4
1
2
3
4
1
2
3
95
4
1
1
2
3
4
Adjust seasoning
4
1
3
3
4
Adjust flavour for
clientele
4
1
2
3
4
F6
2
F11
2
1
Develop an acute
sense of smell
F5
2
Develop flavour memory Identify flavour profile
1
4
2
3
4
1
2
3
4
COMMUNICATE
G
Read and follow
recipes
Follow instructions
(e.g. prep list)
Listen
Demonstrate manners / Communicate verbally
etiquette
Interpret non-verbal
communication
G1
G2
G3
G4
G6
1
2
3
4
1
2
3
4
1
2
3
4
1
G5
2
3
4
1
2
3
4
1
2
3
4
Develop / maintain
interpersonal skills
Spell
Write
Write instructions
Create a prep list
Use w ord processing
G7
G8
G9
G10
G11
G12
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
Use communication
technologies (email,
phone, text, fax, scan)
Ask for help
Explain ideas
Accept / learn from
feedback
Give constructive
feedback
Resolve conflict
G13
G14
G15
G16
G17
G18
1
2
3
4
1
2
3
Use terminology
Select medium for
greatest impact (e.g.
hand w ritten note)
G19
G20
1
2
3
4
Respect others
1
2
3
4
1
2
3
4
Compromise
H7
1
2
3
4
2
3
4
1
2
3
Demonstrate reliability
Accept responsibility
for ow n and team's
actions / mistakes
Support others
H2
H3
H4
1
2
3
4
1
2
3
4
Exhibit patience (w ith
self and others)
Demonstrate
appropriate sense of
humour
H8
H9
1
2
3
4
1
2
3
4
1
2
3
4
4
WORK IN TEAMS
H
H1
1
4
4
1
2
3
96
4
1
2
3
4
Demonstrate flexibility
Work independently
(w ithin a team)
H5
H6
1
2
3
4
1
2
3
4
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
Display initiative
I1
I2
I3
I4
I5
I6
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
Maintain consistency
Learn continuously
Improve continuously
Practice skills to
improve speed and
accuracy
Demonstrate
organization (mise-enplace)
Lead by example
I7
I8
I9
I10
I11
I12
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
4
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
1
2
3
4
Identify / reflect on
successes / failures
I19
1
1
2
3
4
Prioritize
I20
2
3
4
1
1
2
3
4
Manage time
I21
2
3
4
1
1
I26
2
3
4
1
3
4
3
4
1
3
4
1
3
97
4
1
2
3
4
3
4
1
3
2
3
4
I24
2
3
4
1
2
3
4
Maintain healthy w ork / Situate self w ithin
life balance
culinary history
I29
2
1
Manage stress
I23
2
I28
2
1
Manage change
Write a professional
resume
I27
2
2
I22
2
Adapt to new situations Work w ithin a hierarchy Identify and explain
nutritional values
I25
1
Solve problems /
troubleshoot
4
1
I30
2
3
4
1
2
3
4
DEMONSTRATE
CREATIVITY
J
Arrange / design plate
presentations
Utilize surplus
Experiment
Improvise
Create a menu and / or Create recipes
special / feature
J1
J2
J3
J4
J5
1
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Document recipes
Use flavours, colours,
textures, etc.
Arrange / design
platters
Arrange / design buffet Apply modernist cuisine Develop unconventional
approaches / methods
presentations
(hydro colides
("think outside the box")
enzymes)
J7
J8
J9
J10
1
2
3
4
1
2
3
4
1
2
3
4
1
J11
2
3
4
Think critically
Follow and create
trends
Look for and implement Formulate menus /
foods for people w ith
efficiencies
dietary restrictions
J13
J14
J15
1
DEMONSTRATE
SUSTAINABILITY
K
2
J6
2
3
4
1
2
3
4
1
1
J12
2
3
4
1
2
3
J16
2
3
4
1
2
3
4
Implement / follow
Source local producers Source fair trade
"green" (environmental)
products
practices and
procedures
Source ethical
producers
Use seasonal products Apply sustainable
w aste management
practices
K1
K4
K5
1
K2
2
3
4
Identify sustainable
seafood
K3
2
3
4
2
3
4
1
2
3
Garden
K7
1
1
K8
2
3
4
1
4
98
4
1
2
3
4
1
K6
2
3
4
1
2
3
4
APPLY MATH SKILLS
L
Calculate conversions Calculate yields
(fractions, %, decimals,
metric, imperial, etc.)
Use units of measure
Work w ith fractions /
ratios
Estimate
Work w ith percentages
L1
L3
L4
L5
L6
1
L2
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
Rotate product / stock
Receive products and
supplies
Perform portion control Order products and
supplies
Maintain stock sheets
Inventory
M1
M2
M3
M5
M6
MANAGE INVENTORY
M
1
2
3
4
1
2
3
4
1
M4
2
3
Use inventory programs Manage suppliers
M7
1
M8
2
3
4
1
2
3
4
99
4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
Set a table
Take orders
Clarify customer
allergies
Serve tables
Clear tables
Enhance customer
experience
N1
N2
N3
N4
N5
N6
SERVE PATRONS
N
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
Serve beverages
Pair food and
beverages (e.g. w ine,
beer, cocktails, tea,
etc.)
Store beverages
Demonstrate a variety Maintain room
of service styles
(French, Russian, etc.)
Take reservations
N7
N8
N9
N10
N12
1
2
3
4
1
2
3
4
1
2
3
4
1
N11
2
3
4
1
2
3
4
1
2
3
4
4
Use P.O.S. (point of
sale) systems
N13
1
2
3
4
Volunteer
Build relationships
BUILD COMMUNITY
O
O1
1
O2
2
3
4
1
2
3
Act as an ambassador
Capture images
O7
O8
1
2
3
4
1
2
3
4
Demonstrate social
responsibility (e.g.
donate product / time /
money)
Use social media
O3
O4
1
2
3
4
100
4
1
Interact w ith media
Cook for co-w orkers
O5
2
3
4
1
O6
2
3
4
1
2
3
4
Design kitchen
Design restaurant /
front of house
DESIGN FACILITIES
P
P1
1
P2
2
3
4
1
Purchase equipment
and furnishings
Obtain quotes
P3
2
3
4
1
P4
2
3
4
Enhance w orkflow
Design / assemble a
field kitchen
Prepare for special (offsite) events
P7
P8
P9
1
2
3
4
1
2
3
4
1
Match menu to kitchen / Analyze w orkflow
kitchen to menu
2
3
1
P5
2
3
4
1
P6
2
3
4
1
2
3
4
4
Recruit staff
Orient staff
Apply employment
standards
Train staff
Manage performance
Conduct performance
review s
Q1
Q2
Q3
Q4
Q5
Q6
MANAGE HUMAN
RESOURCES
Q
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
Discipline staff
Work w ith unions
Administer employee
benefits
Recognize employees
Build team
Match task to talent
Q7
Q8
Q9
Q10
Q11
Q12
1
2
3
4
1
2
3
Manage volunteers
Terminate staff
Q13
Q14
1
2
3
4
1
2
3
4
1
2
3
4
101
4
1
2
3
4
1
2
3
4
1
2
3
4
4
Use spreadsheets
Calculate food costs
Sell
Calculate labour costs
Schedule staff
Budget
R1
R2
R3
R4
R5
R6
MANAGE FINANCES
R
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
Manage government
remittances
Manage cash flow
Manage payroll
Pay invoices
Analyze profit and loss Contribute to the
statements
development of a
marketing plan
R7
R8
R9
R10
R11
1
2
3
4
1
2
3
4
1
2
3
Organize contractors
Negotiate contracts
Develop a business
plan
R13
R14
R15
1
2
3
4
1
2
3
4
1
2
3
102
4
4
1
2
3
4
1
4
R12
2
3
4
1
2
3
4
Appendix C – Graduate Skills and Abilities and Gap Analysis Chart
103
104
CULINARY ARTS
Graduate Skills and Abilities (GSA) & Gap Analysis Chart
Facilitated by: Robert Cordingley & Lorna Smith
May 22 & 24, 2013
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.
3
Can perform this skill competently w ithout assistance or supervision.
4
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
Maintain a safe w ork area
A1
A1
1
2
3
4
1
2
3
Introduction to Culinary Arts
WHMIS Workshop
Certified Food Handler Training
Program Level 1
Fire Safety
all lab courses
4
Clean knives, pots, pans, utensils,
equipment, appliances and facilities
Clean knives, pots, pans, utensils,
equipment, appliances and facilities
A2
A2
1
2
3
4
1
2
3
Demonstrate sanitary practices
Demonstrate sanitary practices
A3
A3
1
2
3
4
1
2
3
105
4
1
2
3
4
all lab courses
(Note: Consider bringing company
back in to teach students how to
tear dow n a dishw asher)
1
2
3
4
Program Level 1
all lab courses
4
1
2
3
4
Assess and correct unsafe
practices
Assess and correct unsafe
practices
A4
A4
1
2
3
4
1
2
3
WHMIS Workshop
Emergency First Aid
Fire Safety
Serving it Safe
all lab courses
4
Choose the right equipment for the
job
Choose the right equipment for the
job
A5
A5
1
2
3
4
1
2
3
4
Use personal protective equipment
Use personal protective equipment
A6
A6
1
2
3
4
Avoid cross-contamination w ith
allergens
A7
1
2
3
1
2
3
4
Avoid cross-contamination w ith
allergens (Note: Impossible to teach
all because of the huge
number/variety of allergens)
A7
4
Follow labeling practices
1
2
3
4
Follow labeling and dating practices
in the kitchen
A8
1
2
3
4
WHIMIS Workshop
Emergency First Aid
Fire Safety
Serving it Safe
all lab courses
1
2
3
4
3
4
all lab courses
1
2
Nutrition for Culinary Professionals
Patisserie 2
Menu Development
all lab courses
1
2
3
4
all lab courses
A8
1
2
3
4
1
2
3
Follow food handling guidelines
Follow food handling guidelines
A9
A9
1
2
3
4
1
2
3
4
4
Follow proper storage temperature
guidelines
A10
A10
2
3
4
1
2
3
Maintain personal hygiene
Maintain personal hygiene
A11
A11
1
2
3
4
2
3
4
3
4
1
2
3
4
3
4
Menu Development
all lab courses
1
2
Program Level 1
Menu Development
all lab courses
4
A12
1
1
2
Program Level 1
Inventory Management
all lab courses
Follow proper storage temperature
guidelines
1
1
1
2
3
4
3
4
Emergency First Aid
A12
2
3
4
1
2
3
106
4
1
2
A13
A13
1
2
3
4
1
2
3
4
Follow legislative / legal requirements
Follow legislative / legal requirements
(WHIMIS, Food handlers, Serving it
Safe, Human Rights, Employment
regulations)
A14
A14
1
2
3
4
Follow HACCP guidelines
1
2
3
4
Follow HACCP guidelines
A15
1
2
3
4
WHMIS Workshop
Program Level 1
Serving It Safe
Human Resource Management
1
2
3
4
A15
1
2
3
4
1
2
3
Follow WHMIS guidelines
Follow WHMIS guidelines
A16
A16
1
2
3
4
1
PREPARE FOODS
B
2
3
Prepare vegetables
B1
B1
2
3
1
4
Prepare herbs and spices
1
2
4
3
4
1
2
3
4
PREPARE FOODS
B
Garde Manger
Basic Food Preparation
all lab courses (not a lot in
Patisserie)
3
4
Prepare herbs and spices
B2
2
WHMIS Workshop
PREPARE FOODS
B
Prepare vegetables
1
4
1
2
3
4
Garde Manger
all lab courses
B2
1
2
3
4
1
Prepare fruit
Prepare fruit
B3
B3
1
2
3
4
1
2
2
Prepare salads
B4
B4
2
3
4
1
4
1
2
3
4
3
4
Garde Manger
Patisserie 1
Restaurant Service
all lab courses
Prepare salads
1
3
3
4
1
2
Advanced Culinary Skills 1
Garde Manger
Canadian Regional and Seasonal
Cuisine
Charcuterie & Buffets
Restaurant Cooking
2
3
107
4
1
2
3
4
Prepare sandw iches
Prepare sandw iches
B5
B5
1
2
3
4
1
2
Prepare stocks
Prepare stocks
B6
B6
1
2
3
4
Prepare thickening and binding
agents
1
Garde Manger
Restaurant Cooking
3
4
2
3
4
2
3
4
1
2
3
4
all lab courses
Prepare thickening and binding
agents
B7
1
Restaurant Cooking
Cuisine
B7
1
2
3
4
Prepare soups
1
2
3
4
B8
1
2
3
4
1
2
Prepare sauces
Prepare sauces
B9
B9
1
2
3
4
1
3
2
3
Prepare pulses, grains and nuts
B10
B10
1
2
3
4
1
2
Prepare pastas
B11
B11
1
2
3
4
1
3
4
4
1
2
3
4
Patisserie 1
Patisserie 2
Restaurant Cooking
Patisserie 2
Prepare pulses, grains and nuts
Prepare pastas
2
Restaurant Cooking
Cuisine
Prepare soups
B8
1
3
4
1
2
3
4
Garde Manger
Cuisine
(Note: Identified by faculty
previously; emphasis in program has
been increasing)
4
1
2
3
4
Garde Manger
Cuisine
2
3
108
4
1
2
3
4
Make pasta dough
Make pasta dough
B12
B12
1
2
3
4
Prepare batters
2
3
4
Prepare batters
B13
1
1
Cuisine
3
4
1
2
3
4
B14
B14
2
3
4
1
2
3
4
Prepare eggs and egg related dishes
Prepare eggs and egg related dishes
B15
B15
2
3
4
1
2
3
4
Make dairy products (e.g. cheese,
yogurt)
Make dairy products (e.g. cheese,
yogurt)
B16
B16
1
2
3
4
1
2
3
Prepare hors d'oeuvres
Prepare hors d'oeuvres
B17
B17
1
2
3
4
1
2
3
Prepare foods from a variety of
ethnicities
Prepare foods from a variety of
ethnicities
B18
B18
1
2
3
4
Prepare condiments and
accompaniments
1
2
4
3
4
1
2
Fabricate fish
B20
B20
2
3
4
1
3
1
2
3
4
3
4
Restaurant Cooking
all lab courses
1
2
Restaurant Cooking
all lab courses
1
2
3
4
1
2
3
4
3
4
Garde Manger
4
1
2
all lab courses
Cuisine (Note: Review relationship
betw een name and w hat is taught)
4
1
2
3
4
Garde Manger
B19
2
Fabricate fish
1
3
4
Prepare condiments and
accompaniments
B19
1
3
B13
2
Prepare cheese and dairy related
dishes
1
2
all lab courses
Prepare cheese and dairy related
dishes
1
1
4
1
2
3
4
Garde Manger - (exposure only,
limited practice)
2
3
109
4
1
2
3
4
Butcher poultry and game birds
Butcher poultry
B21
B21a
1
2
3
4
1
Garde Manger
Charcuterie & Buffets - (limited
practice)
Restaurant Cooking
Cuisine
2
3
4
1
2
3
4
3
4
1
2
3
4
Butcher game birds
B21b
1
2
3
4
1
2
Butcher meat and game meat
Butcher meat
B22
B22a
1
2
3
4
1
Garde Manger
Restaurant Cooking
Cuisine
Advanced Culinary Skills 2 (exposure only)
2
3
4
1
2
3
4
3
4
1
2
3
4
Butcher game meat
B22b
1
2
3
4
1
Prepare fish
Prepare fish
B23
B23
1
2
3
4
1
2
all cooking lab courses
2
Prepare shellfish
Prepare shellfish
B24
B24
1
2
3
4
Prepare poultry and game birds
4
2
3
4
2
3
4
1
2
3
4
B25a
2
3
4
1
2
3
4
Prepare game birds
2
3
4
1
2
3
110
1
2
3
4
(limited exposure)
B25b
1
1
all cooking lab courses (exposure,
limited practice)
Prepare poultry
B25
1
1
3
4
1
2
3
4
Prepare meat and game meat
Prepare meat
B26
B26a
1
2
3
4
1
2
3
4
Prepare game meat
B26b
1
2
3
4
1
2
Prepare variety meats
Prepare variety meats
B27
B27
1
2
3
4
Prepare pates and terrines
2
3
4
3
4
Prepare pates and terrines
B28
1
1
3
4
1
2
3
4
B29
B29
2
3
4
1
2
3
4
Prepare marinades and brines
Prepare marinades and brines
2
3
4
1
2
3
B31
B31
2
3
4
1
2
4
3
4
B32
B32
2
3
4
1
2
Reheat food
Meaning not clear
B33
B33
2
3
4
1
2
3
4
3
4
Use pre-packaged (convenience)
foods
Use pre-packaged (convenience)
foods
B34
B34
1
2
3
4
1
2
3
4
1
2
3
4
Garde Manger
(limited exposure/practice, especially
aspics)
1
2
3
4
2
3
4
1
2
3
111
1
2
3
4
3
4
all lab courses
Maintain consistent levels of quality
(temperature, presentation, etc.)
1
1
Maintain consistent levels of quality
(temperature, presentation, etc.)
1
4
B30
B30
1
3
B28
2
Prepare aspics, jellies and glazes
1
2
Prepare aspics, jellies and glazes
1
1
(limited exposure)
4
1
2
all lab courses
1
2
3
4
1
2
3
4
Patisserie 1
1
2
3
4
USE EQUIPMENT
C
USE EQUIPMENT
C
Use a dishw asher
Use a dishw asher
C1
C1
1
2
3
4
Use a variety of knives
1
2
USE EQUIPMENT
C
all lab courses
3
4
C2
1
2
3
4
all lab courses
Use a variety of knives
C2
1
2
3
4
1
2
3
4
Use a variety of small w ares and
gadgets
Use a variety of small w ares and
gadgets
C3
C3
1
2
3
4
Use a broiler / salamander
1
2
3
4
Use a broiler / salamander
C4
1
2
3
4
3
4
all lab courses
1
2
Restaurant Cooking
C4
1
2
3
4
1
2
Use a steam table
Use a steam table
C5
C5
1
2
3
4
1
3
2
3
C6
C6
2
3
4
1
2
C7
C7
1
2
3
4
1
2
4
4
3
4
2
3
4
1
4
1
2
3
4
1
2
3
4
1
2
3
4
Patisserie 1
Patisserie 2
C8
1
3
Garde Manger
Restaurant Cooking
Cuisine
Use a proofer
C8
2
Restaurant Cooking
Cuisine
3
Use a proofer
1
Restaurant Cooking
Cuisine
1
4
2
3
112
4
1
2
3
4
Use a conventional oven
Use a conventional oven
C9
C9
1
2
3
4
1
2
Use range top
Use range top
C10
C10
1
2
3
4
Use a convection oven
1
3
4
Cuisine
C2
S 3
1
4
all lab courses
2
3
4
Use a convection oven
(Note: There are many brands and
types)
1
2
3
4
3
4
all lab courses
C11
1
2
3
4
C111
2
Use a deep fryer
Use a deep fryer
C12
C12
1
2
3
4
1
3
2
3
Use a steam kettle
C13
C13
1
2
3
4
2
3
4
4
3
4
1
2
3
4
Do not have steamers, is a feature
on a combi
C15
C15
2
3
4
1
2
3
4
Use a variety of small appliances
Use a variety of small appliances
C16
C16
1
2
3
4
1
Use a mixer
Use a mixer
C17
C17
1
1
2
3
4
Restaurant Cooking
Cuisine
Patisserie 2
1
2
3
4
C14
2
Use a steamer
1
2
Use a pressure cooker
C14
1
1
1
Restaurant Cooking
Cuisine
Advanced Culinary Skills
Use a steam kettle
Use a pressure cooker
4
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
3
4
all lab courses
1
2
all lab courses
2
3
113
4
1
2
Use a slicer
Use a slicer
C18
C18
1
2
3
4
Use an immersion blender
2
3
3
4
1
2
3
Use vacuum sealer
C20
C20
2
3
4
Use immersion circulator
1
2
3
4
1
2
3
C22
C22
4
2
3
4
1
2
4
3
4
C23
C23
2
3
4
1
2
3
4
Troubleshoot basic equipment
failures (e.g. light pilot lights)
(Note: There are many regulation and
liability issues)
C24
C24
2
3
4
1
2
3
4
Conduct preventative maintenance
(Note: Equipment sent out; most not
serviceable by user)
C25
C25
2
3
4
1
2
Use a smoker
Use a smoker
C26
C26
1
1
2
3
4
1
2
3
4
2
3
4
1
1
2
3
4
Garde Manger
Patisserie 1
Cuisine
Patisserie 2
Assemble a variety of equipment
(grinder, Robo-coupe, mixer, etc.)
1
4
Assemble a variety of equipment
1
3
C21
2
1
2
Advanced Culinary Skills
Restaurant Cooking
Cuisine
3
1
4
Use immersion circulator
C21
1
1
all lab courses
C19
2
Use vacuum sealer
1
4
Use an immersion blender
C19
1
1
all cooking lab courses except Basic
Food Preparation
3
4
1
2
3
4
all lab courses
1
2
3
4
1
2
3
4
1
2
3
4
Cuisine
2
3
114
4
1
2
3
4
Use a dehydrator
Use a dehydrator
C27
C27
1
2
3
4
Use a w ok
2
3
4
Use a w ok
C28
1
1
Garde Manger
Patisserie 2
(little exposure; introduction only)
3
4
1
2
3
4
2
3
4
1
2
3
4
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
2
3
4
1
2
3
4
2
3
4
1
2
3
4
2
3
4
1
2
3
4
2
3
4
1
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
Patisserie 1
Cuisine
2
3
4
2
1
2
3
4
Cuisine
3
4
Use a bun divider
1
4
Patisserie 1
Use a pizza sheeter
1
3
Cuisine
Use a combi oven
1
2
Cuisine
Use a dough sheeter
1
1
Cuisine
Use a pasta machine
1
4
Cuisine
Use a blast chiller
1
3
C28
2
Use a pizza oven
1
2
Cuisine
Use a Tandoori oven
1
1
1
2
3
4
2
3
4
Patisserie 1
2
3
115
4
1
Use a rotating oven
1
2
3
4
1
2
Patisserie 1
3
4
Use a deck oven
1
2
3
4
1
APPLY COOKING METHODS
D
2
3
Follow internal temperatures
D1
D1
2
3
4
1
Sear
Sear
D2
D2
1
2
3
4
Sauté
4
D
Follow internal temperatures
1
1
2
3
4
2
3
1
2
3
4
D
4
1
2
3
4
2
3
4
Sauté
D3
1
Patisserie 1
1
2
3
4
D3
1
2
3
4
1
Grill
Grill
D4
D4
1
2
3
4
1
Broil
Broil
D5
D5
1
2
3
4
Barbeque
1
2
3
4
1
2
3
4
Restaurant Cooking
Cuisine
2
3
4
1
2
3
4
Restaurant Cooking
Cuisine
2
3
4
1
2
3
4
1
2
3
4
(Note: Is a repeat of D4 depending
on equipment; currently do not use
BBQ)
D6
1
2
3
4
1
2
3
116
4
Bake
Bake
D7
D7
1
2
3
4
1
2
3
4
Roast
Roast
1
2
3
4
D8
D8
1
2
3
4
1
Pan fry
Pan fry
D9
D9
1
2
3
4
1
Deep fry
Deep fry
D10
D10
1
2
3
4
1
Blanch
Blanch
D11
D11
1
2
3
4
Boil
3
4
1
Poach
D13
D13
2
3
4
Stew
1
2
3
4
2
3
4
1
2
3
4
Restaurant Cooking
Cuisine
Patisserie 2
2
3
4
1
2
3
4
2
3
4
1
2
3
4
3
4
3
4
all lab courses
2
3
4
1
2
all lab courses
2
3
4
1
2
all cooking lab courses except Garde
Manger
D14
2
3
4
1
Braise
Braise
D15
D15
1
1
Stew
D14
1
4
D12
2
Poach
1
3
Boil
D12
1
1
2
2
3
4
1
2
3
4
1
2
3
4
all cooking lab courses except Garde
Manger
2
3
117
4
1
2
3
4
Steam
Steam
D16
D16
1
2
3
4
Combi
3
4
1
Confit
D18
D18
2
3
4
1
2
3
4
1
Marinate
Marinate
D20
D20
2
3
4
1
Cure
Cure
D21
D21
1
2
3
4
1
Ferment
Ferment
D22
D22
1
2
3
4
1
Pickle
Quick pickle
D23
D23
1
1
2
3
4
Garde Manger
Restaurant Cooking
Cuisine
(Note: Consider getting salesperson
to do w orkshop w ith students)
2
3
4
1
2
3
4
2
3
4
1
2
3
4
D19
D19
1
4
Sous vide
Sous vide
1
3
D17
2
Confit
1
2
Combi
D17
1
1
Restaurant Cooking
(Note: Use combi for steaming)
2
3
4
1
2
3
4
1
2
3
4
2
3
4
1
2
3
4
Garde Manger
Cuisine
2
3
4
1
2
3
4
Patisserie 1
Patisserie 2
2
3
4
1
2
3
4
Garde Manger Basic Food
Preparation
Restaurant Cooking
2
3
118
4
1
2
3
4
Preserve
Preserve
D24
D24
1
2
3
4
1
2
Smoke
Smoke foods
D25
D25
1
2
3
4
1
2
Rethermalize food
D26
D26
2
3
4
3
4
2
3
4
1
2
3
4
3
4
2
3
4
1
2
3
4
2
3
4
Not allow ed
2
3
4
Prepare creams, mousses, fillings
E1
E1
2
3
4
1
2
3
Prepare dessert sauces
Prepare dessert sauces
E2
E2
2
3
4
1
2
3
4
4
Prepare doughs e.g. bread, cookie
E3
E3
3
4
Prepare chocolate
1
2
3
4
Prepare chocolate
E4
Patisserie 1
Patisserie 2
1
2
3
4
Patisserie 1
Patisserie 2
Prepare doughs e.g. bread, cookie
2
1
PREPARE PASTRY
E
Prepare creams, mousses, fillings
1
1
PREPARE PASTRY
E
PREPARE PASTRY
E
1
2
D27
D27
1
1
Restaurant Cooking
Co-operative Education 1 (depending
on placement)
Co-operative Education 2 (depending
on placement)
Flambé
Flambé
1
1
4
Cuisine
Rethermalize food
1
3
1
2
3
4
Patisserie 1
Cuisine
Patisserie 2
1
2
3
4
2
3
4
Patisserie 1
Patisserie 2
E4
1
2
3
4
1
2
3
119
4
1
Prepare frozen desserts
Prepare frozen desserts
E5
E5
1
2
3
4
1
2
3
Patisserie 1
Patisserie 2
4
Prepare pastries and pies
Prepare pastries and pies
1
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
Patisserie 1
Patisserie 2
E6
E6
1
2
3
4
1
2
Prepare cakes
Prepare cakes
E7
E7
1
2
3
4
Assemble cakes / pastries
1
3
4
Patisserie 1
Patisserie 2
2
3
4
Assemble cakes / pastries
E8
1
1
Patisserie 1
Patisserie 2
E8
1
2
3
4
1
2
Decorate cakes
Decorate cakes
E9
E9
1
2
3
4
Prepare icings
2
3
4
1
Patisserie 1
Patisserie 2
E10
2
3
4
1
2
3
Prepare petite fours
E11
E11
2
3
4
1
2
E12
E12
2
3
4
1
2
1
4
1
Patisserie 1
Patisserie 2
3
120
4
Patisserie 2
3
1
1
Patisserie 1
Patisserie 2
Prepare petite fours
1
4
Prepare icings
E10
1
1
3
4
1
USE TASTE / SMELL
F
USE TASTE / SMELL
F
Taste individual ingredients
Taste individual ingredients
F1
F1
1
2
3
4
1
Taste food
Taste food
F2
F2
1
2
3
4
1
2
3
USE TASTE / SMELL
F
Restaurant Service
all lab courses
4
2
3
4
Identify sw eet, savoury, salty, spicy,
acidic, bitter, umami factor
F3
F3
2
3
4
1
2
Balance flavours
Balance flavours
F4
F4
1
2
3
4
Adjust seasoning
1
3
4
3
4
1
2
3
4
3
4
3
4
3
4
3
4
3
4
3
4
3
4
Restaurant Service
Menu Development
all lab courses
1
2
Restaurant Service
Menu Development
all lab courses
2
3
4
Adjust seasoning
F5
2
Restaurant Service
all lab courses
Identify sw eet, savoury, salty, spicy,
acidic, bitter, umami factor
1
1
1
2
all lab courses
F5
1
2
3
4
1
2
3
4
Develop an acute sense of smell
Develop an acute sense of smell
F6
F6
1
2
3
4
1
2
3
Develop flavour memory
Develop flavour memory
F7
F7
1
2
3
4
1
2
3
4
4
Identify flavour profile (e.g., Thai vs.
Lebanese)
F8
F8
1
2
3
4
1
2
3
4
Use flavour profiles / pairings
F9
2
Restaurant Service
all lab courses
1
2
Restaurant Service
all lab courses
Identify flavour profile
Use flavour profiles / pairings
1
1
2
all lab courses
1
2
all lab courses
F9
1
2
3
4
1
2
3
121
4
1
2
Develop personal palette
Develop personal palette
F10
F10
1
2
3
4
1
2
3
Adjust flavour for clientele
Adjust flavour for clientele
F11
F11
1
2
3
4
1
COMMUNICATE
G
2
3
all lab courses
4
1
4
4
1
2
3
4
COMMUNICATE
G
Read and follow recipes
G1
3
all lab courses
COMMUNICATE
G
Read and follow recipes
2
Menu Development
all lab courses
G1
1
2
3
4
1
2
3
4
Follow instructions (e.g. prep list)
Follow instructions (e.g., prep list)
G2
G2
1
2
3
4
1
Listen
Listen
G3
G3
1
2
3
4
1
2
3
4
2
3
4
Demonstrate manners / etiquette
G4
G4
2
3
4
Communicate verbally
1
2
3
4
Communicate verbally
G5
2
3
4
2
3
4
2
3
4
2
3
4
2
3
4
all lab courses
1
all courses
Demonstrate manners / etiquette
1
1
1
all courses
1
all courses
G5
1
2
3
4
1
2
3
4
Interpret non-verbal communication
Interpret non-verbal communication
G6
G6
1
2
3
4
1
2
3
122
4
1
Communication ??
Co-operative Education 1
Restaurant Service
1
2
3
4
Develop / maintain interpersonal skills
Develop / maintain interpersonal skills
G7
G7
1
2
3
4
Spell
1
2
3
4
Spell
G8
2
3
4
1
Write
Write
G9
G9
1
2
3
4
Write instructions
2
2
3
4
1
3
G11
2
3
4
4
4
1
3
4
2
3
4
1
2
3
4
1
2
3
4
2
3
4
1
2
3
4
Culinary Computer Applications
all courses
G12
G12
2
3
4
1
2
3
4
Use communication technologies
(email, phone, text, fax, scan)
Use communication technologies
(e.g., email, phone, text, fax, scan,
blogs, Tw itter, Skype, etc.)
G13
G13
2
3
4
1
Ask for help
Ask for help
G14
G14
2
3
4
Explain ideas
1
2
3
4
1
2
3
4
Communication (email ettiquette)
Restaurant Service
LEARN
all courses
1
2
3
4
2
3
4
2
3
4
all courses
2
3
4
Explain ideas
G15
1
1
all lab courses
1
4
Menu Development
2
G11
1
3
G10
2
Create a prep list
1
2
Communication
Menu Development
all w ritten assignments
Create a prep list
1
3
Write instructions
G10
1
1
1
Communication
Menu Development
all w ritten assignments
G8
1
all courses
1
all courses
G15
2
3
4
1
2
3
123
4
1
Accept / learn from feedback
Accept / learn from feedback
G16
G16
1
2
3
4
1
2
3
all courses
4
Give constructive feedback
Give constructive feedback / assess
peers
G17
G17
1
2
3
4
1
2
Resolve conflict
Resolve conflict
G18
G18
1
2
3
4
1
Use terminology
G19
G19
2
3
4
1
4
3
4
2
3
4
Select medium for greatest impact
(e.g. hand w ritten note)
G20
G20
2
3
4
1
WORK IN TEAMS
H
2
Respect others
H1
H1
1
2
3
4
1
3
2
3
H2
H2
2
3
4
4
1
2
4
3
4
H3
H3
3
4
Support others
1
2
3
4
Support others
H4
3
4
1
2
3
4
1
2
3
4
3
4
Communication
1
2
1
2
3
4
2
3
4
2
3
4
3
4
all courses
Accept responsibility for ow n and
team's actions / mistakes
2
2
WORK IN TEAMS
H
Accept responsibility for ow n and
team's actions / mistakes
1
1
all courses
1
4
all courses
WORK IN TEAMS
H
Respect others
3
all courses
Select medium for greatest impact
(e.g. hand w ritten note)
1
2
Human Behaviour-Hospitality
2
Use terminology
1
3
1
1
all courses
1
Restaurant Service
all lab courses
H4
1
2
3
4
1
2
3
124
4
1
2
H5
H5
1
2
3
4
1
2
Restaurant Service
all lab courses
3
4
Work independently (w ithin a team)
Work independently (w ithin a team)
H6
H6
1
2
3
4
Compromise
1
2
3
4
Compromise
H7
1
2
3
4
2
3
4
2
3
4
3
4
all courses
1
all courses
H7
1
2
3
4
1
2
3
Exhibit patience (w ith self and
others)
Exhibit patience (w ith self and
others)
H8
H8
1
2
3
4
1
2
3
4
Restaurant Service
all lab courses
4
Demonstrate appropriate sense of
humour
Demonstrate appropriate sense of
humour
H9
H9
1
2
3
4
DEMONSTRATE PROFESSIONAL
AND PERSONAL COMPETENCE
I
Display strong w ork ethic
1
2
3
4
I
Display strong w ork ethic
I1
1
1
2
Restaurant Service
Menu Development
(Note: Is part of program culture)
1
2
3
4
I
all courses
I1
1
2
3
4
Maintain a positive attitude
1
2
3
4
Maintain a positive attitude
I2
1
2
3
4
2
3
4
2
3
4
2
3
4
all courses
I2
1
2
3
4
1
2
3
I3
I3
1
2
3
4
1
2
3
Demonstrate personal integrity
I4
I4
2
3
4
1
2
3
125
1
all courses
Demonstrate personal integrity
1
4
4
1
all courses
4
1
Work w ith a sense of urgency
Work w ith a sense of urgency
I5
I5
1
2
3
4
1
2
3
Restaurant Service
all lab courses
4
Display initiative
Display initiative
I6
I6
1
2
3
4
1
2
3
I7
I7
1
2
3
4
Learn continuously
1
2
4
2
3
4
1
2
3
4
Restaurant Service
all lab courses
3
4
Learn continuously
I8
1
Restaurant Service
all lab courses
1
2
3
4
all lab courses
I8
1
2
3
4
1
2
3
I9
I9
1
2
3
4
1
2
4
3
4
Practice skills to improve speed and
accuracy
I10
I10
2
3
4
1
2
3
4
Demonstrate organization (mise-enplace)
Demonstrate organization (mise-enplace)
I11
I11
1
2
3
4
1
2
Lead by example
Lead by example
I12
I12
1
2
3
4
Demonstrate commitment to
excellence
1
3
4
3
4
1
2
3
4
Restaurant Service
all lab courses
1
2
3
4
Restaurant Service
all lab courses
1
2
3
4
all lab courses (eg chef for a day)
2
3
4
Demonstrate commitment to
excellence
I13
2
all lab courses
Practice skills to improve speed and
accuracy
1
1
1
2
3
4
3
4
3
4
Restaurant Service
all lab courses
13
1
2
3
4
1
2
3
4
Employ all senses w hen cooking
Employ all senses w hen cooking
I14
I14
1
2
3
4
1
2
3
126
4
1
2
all lab classes
1
2
Read and research
Read and research
I15
I15
1
2
3
4
1
2
all courses
3
4
Display confidence
Display confidence
1
2
3
4
3
4
Restaurant Service
all lab courses
l16
l16
1
2
3
4
1
2
Show humility
Show humility
I17
I17
1
2
3
4
Identify strengths and limitations
1
3
4
2
Restaurant Service
all lab courses
2
3
4
Identify strengths and limitations
I18
1
1
2
3
4
2
3
4
all courses
I18
1
2
3
4
1
2
3
Identify / reflect on successes /
failures
Identify / reflect on successes /
failures
I19
I19
1
2
3
4
Prioritize
1
2
3
4
all lab courses
4
Prioritize
I20
1
1
2
3
4
2
3
4
2
3
4
3
4
all courses
I20
1
2
3
4
1
Manage time
Manage time
I21
I21
1
2
3
4
1
2
3
2
3
Solve problems / troubleshoot
I22
I22
1
2
3
4
1
2
3
4
4
2
3
4
1
2
Manage stress
Manage stress
I24
I24
1
2
3
4
1
1
2
Human Behavior-Hospitality
Restaurant Service
all lab courses
I23
1
1
Restaurant Service
all lab courses
Manage change
I23
1
all courses
Solve problems / troubleshoot
Manage change
4
3
4
1
2
3
4
Human Behavior-Hospitality
Restaurant Service
all lab courses
2
3
127
4
1
2
3
4
Adapt to new situations
Adapt to new situations
I25
I25
1
2
3
4
1
2
3
Work w ithin a hierarchy
Work w ithin a hierarchy
I26
I26
1
2
3
4
1
2
3
Restaurant Service
all lab courses
4
4
Identify and explain nutritional values
I27
I27
2
3
4
1
2
3
Write a professional resume
Write a professional resume
I28
I28
1
2
3
4
1
2
3
4
4
Maintain healthy w ork / life balance
I29
I29
2
3
4
1
2
3
4
Situate self w ithin culinary history
Situate self w ithin culinary history
I30
I30
1
2
3
4
1
2
3
4
DEMONSTRATE CREATIVITY
J
J
Arrange / design plate presentations
Arrange / design plate presentations
J1
J1
1
2
3
4
1
2
Utilize surplus
Utilize surplus
J2
J2
1
2
3
4
1
3
3
4
1
2
3
4
Menu Development
all lab courses
1
2
3
4
Communication
Cooperative Education Preparation
Maintain healthy w ork / life balance
1
2
all lab courses
Identify and explain nutritional values
1
1
4
1
2
3
4
all lab courses
1
2
3
4
Introduction to Culinary Arts (Note:
Consider increasing emphasis in this
course)
Restaurant Service Theory and
Simulation
Human resource Management
Menu development
1
2
3
4
J
Menu Development
All lab courses
1
2
3
4
3
4
All lab courses
2
3
128
4
1
2
Experiment
Experiment
J3
J3
1
2
3
4
1
Improvise
Improvise
J4
J4
1
2
3
4
1
All lab courses
2
3
4
2
3
4
Create a menu and/or special/feature
J5
J5
2
3
4
1
2
Create recipes
Create recipes
J6
J6
1
2
3
4
1
Document recipes
J7
J7
2
3
4
1
3
4
3
4
2
3
4
Use flavours, colours, textures, etc.
J8
J8
1
2
3
4
1
2
3
4
Arrange / design platters
J9
4
1
2
3
4
Cuisine
Patisserie 2
Menu Development
(Note: Was also taught in Restaurant
Cooking at NDC)
1
2
3
4
1
2
3
4
3
4
3
4
3
4
3
4
Menu Development
All lab courses
Use flavours, colours, textures, etc.
Arrange / design platters
3
Cuisine
Patisserie 2
Menu Development
(Note: Was also taught in Restaurant
Cooking at NDC)
2
Document recipes
1
2
All lab courses
Create a menu and / or special /
feature
1
1
1
2
Menu Development
All lab courses
1
2
Garde Manger
J9
1
2
3
4
1
2
3
Arrange / design buffet
presentations
Arrange / design buffet
presentations
J10
J10
1
2
3
4
1
2
3
129
4
1
2
Garde Manger
4
1
2
Apply modernist cuisine
(hydrocolloid enzymes)
Apply modernist cuisine
(hydrocolloid enzymes)
J11
J11
1
2
3
1
4
3
2
Patisserie 2
4
Develop unconventional approaches
/ methods ("think outside the box")
Develop unconventional approaches
/ methods ("think outside the box")
J12
J12
1
2
3
4
1
2
Think critically
Think critically
J13
J13
1
2
3
4
1
2
3
4
3
4
Follow and create trends
Follow and create trends
J14
J14
1
2
3
4
1
3
2
4
Look for and implement efficiencies
J15
J15
2
3
1
4
2
3
4
Formulate menus / foods for people
w ith dietary restrictions
Formulate menus / foods for people
w ith dietary restrictions
J16
J16
1
2
3
4
DEMONSTRATE SUSTAINABILITY
K
Implement / follow "green"
(environmental) practices and
procedures
K1
K1
2
3
1
3
2
4
K
Implement / follow "green"
(environmental) practices and
procedures
K1
4
Source local producers
1
3
2
3
4
Menu Development
Kitchen Layout & Design ?
all lab courses except Basic Food
Preparation
2
3
4
All courses
1
2
3
4
1
1
2
3
4
Restaurant Service
Kitchen Layout & Design
All lab courses
1
2
3
4
Restaurant Cooking ?
Restaurant Service
Menu Development
Program Level 1
all lab courses
1
2
3
4
K
All lab courses
4
Source local producers
K2
2
Restaurant Service
Menu Development
All lab courses
Look for and implement efficiencies
1
1
1
2
3
4
3
4
Menu Development
K2
1
2
3
4
1
2
3
130
4
1
2
Source fair trade products
Source fair trade products
K3
K3
1
2
3
4
1
2
3
Source ethical producers
Source ethical producers
K4
K4
1
2
3
4
Use seasonal products
1
2
3
4
4
Use seasonal products
K5
1
2
3
4
1
2
3
4
3
4
3
4
3
4
All lab courses
K5
1
2
3
4
1
2
3
Apply sustainable w aste
management practices
Apply sustainable w aste
management practices
K6
K6
1
2
3
4
1
2
3
Identify sustainable seafood
Identify sustainable seafood
K7
K7
1
2
3
4
Garden
1
2
3
4
2
All lab courses
4
1
2
Menu Development
(check w ith Karl)
4
Garden
K8
1
1
2
(Note: Hydroponics is currently
faculty only)
K8
1
2
3
4
1
2
3
4
APPLY MATH SKILLS
L
APPLY MATH SKILLS
L
Calculate conversions (fractions, %,
decimals, metric, imperial, etc.)
Calculate conversions (fractions, %,
decimals, metric, imperial, etc.)
L1
L1
1
2
3
4
1
2
Calculate yields
Calculate yields
L2
L2
1
2
3
4
1
3
2
3
L3
L3
2
3
4
1
2
3
4
APPLY MATH SKILLS
L
4
Menu Development
All lab courses
1
2
3
4
Menu Development
All lab courses
1
1
2
1
2
3
4
Menu Development
All lab courses
3
131
4
4
1
2
3
4
Work w ith fractions / ratios
Work w ith fractions / ratios
L4
L4
1
2
3
4
Estimate
2
3
4
Estimate; prep time, cook time,
product quantity, and to check
calculations
L5
L5
1
1
Menu Development
All lab courses
2
3
4
1
2
3
2
3
4
3
4
Menu Development
all lab courses
4
L6
1
1
2
Menu Development
L6
1
2
3
4
1
MANAGE INVENTORY
M
2
3
M1
M1
2
3
4
1
2
3
Receive products and supplies
M2
M2
2
3
4
Perform portion control
1
2
3
4
2
3
4
Order products and supplies
1
2
4
3
1
2
3
4
1
2
3
4
3
4
Restaurant Service
Menu Development
all lab courses
4
Order products and supplies
M4
4
all lab courses
M3
1
3
MANAGE INVENTORY
M
Perform portion control
M3
2
Restaurant Service
All lab courses
Receive products and supplies
1
1
MANAGE INVENTORY
M
1
4
1
2
all lab courses
M4
1
2
3
4
1
2
3
M5
M5
1
2
3
4
1
Inventory
Inventory
M6
M6
1
2
3
4
1
2
4
1
2
3
4
3
4
3
4
Restaurant Cooking
3
4
1
2
2
3
132
4
1
2
Use inventory programs
Use inventory programs
M7
M7
1
2
3
4
1
2
Manage suppliers
Manage suppliers
M8
M8
1
2
3
4
1
SERVE PATRONS
N
3
4
1
2
3
4
4
1
2
3
4
SERVE PATRONS
N
Set a table
N1
3
SERVE PATRONS
N
Set a table
2
Restaurant Service
N1
1
2
3
4
1
Take orders
Take orders
N2
N2
1
2
3
4
1
2
3
2
3
Clarify customer allergies
N3
N3
1
2
3
4
1
2
3
4
2
3
4
1
2
3
4
3
4
3
4
3
4
3
4
3
4
Restaurant Service
4
Serve tables
N4
1
Restaurant Cooking
Cuisine
Restaurant Service
Clarify customer allergies
Serve tables
4
1
2
Restaurant Service
N4
1
2
3
4
Clear tables
1
2
3
4
Clear tables
N5
1
2
Restaurant Service
N5
1
2
3
4
1
2
3
Enhance customer experience
Enhance customer experience
N6
N6
1
2
3
4
1
2
Serve beverages
Serve beverages
N7
N7
1
2
3
4
1
3
4
1
2
Restaurant Service
4
1
2
Restaurant Service
2
3
133
4
1
2
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
1
2
3
4
1
2
Store beverages
Store beverages
N9
N9
1
2
3
4
1
2
3
4
1
2
3
4
3
4
1
2
3
4
1
2
3
4
Demonstrate a variety of service
styles (French, Russian, etc.)
Demonstrate a variety of service
styles (French, Russian, etc.)
N10
N10
1
2
3
4
1
2
Maintain room
Maintain room
N11
N11
1
2
3
4
1
Take reservations
N12
N12
2
3
4
1
4
Restaurant Service
2
Take reservations
1
3
2
3
4
3
4
Use P.O.S. (point of sale) systems
Use P.O.S. (point of sale) systems
N13
N13
1
2
3
4
1
BUILD COMMUNITY
O
2
3
4
1
2
3
4
1
2
3
4
Restaurant Cooking
Cuisine
Restaurant Service
1
BUILD COMMUNITY
O
Volunteer
2
3
4
BUILD COMMUNITY
O
Volunteer (e.g. donate product / time
/ money)
O1
O1
1
2
3
4
1
2
3
Build relationships
Build relationships (external)
O2
O2a
1
2
3
4
1
2
3
4
1
2
3
4
4
1
2
3
4
Build relationships (internal)
Human resource Management
Restaurant Service
O2b
1
2
3
4
1
2
3
134
4
1
2
3
4
Demonstrate social responsibility
(e.g. donate product / time / money)
Demonstrate social responsibility
O3
O3
1
2
3
4
1
2
Use social media
Use social media
O4
O4
1
2
3
4
1
2
3
4
1
2
3
4
3
4
1
2
3
4
3
4
1
2
3
4
3
4
1
2
3
4
O5
O5
1
2
3
4
1
2
O6
O6
1
2
3
4
1
2
O7
O7
1
2
3
4
Capture images
1
2
3
Cooperative Education Preparation
Cooperative Education 2
4
Capture images
O8
1
2
3
4
(Note: Students enter w ith skill and
use regularly)
O8
1
2
3
4
1
DESIGN FACILITIES
P
2
3
4
1
DESIGN FACILITIES
P
Design kitchen
3
4
DESIGN FACILITIES
P
Design kitchen
P1
2
P1
1
2
3
4
1
2
3
4
Design restaurant / front of house
Design restaurant / front of house
P2
P2
1
2
3
4
1
2
Obtain quotes
Use quote process
P3
P3
1
2
3
4
1
2
135
1
2
3
4
3
4
1
2
3
4
3
4
1
2
3
4
Purchase equipment and furnishings
Purchase equipment and furnishings
P4
P4
1
2
3
4
1
2
3
4
Match menu to kitchen / kitchen to
menu
Match menu to kitchen / kitchen to
menu
P5
P5
1
2
3
4
Analyze w orkflow
1
2
3
4
Analyze w orkflow
P6
1
2
3
4
Menu Development
1
2
3
4
P6
1
2
3
4
1
2
3
Enhance w orkflow
Enhance w orkflow
P7
P7
1
2
3
4
1
2
4
3
4
Design / assemble a field kitchen
P8
P8
2
3
4
1
2
3
4
Prepare for special (off-site) events
Prepare for special (off-site) events
(includes licenses)
P9
P9
1
2
3
4
MANAGE HUMAN RESOURCES
Q
Recruit staff
1
2
3
4
Q
Recruit staff
Q1
2
3
4
Design / assemble a field kitchen
1
1
1
2
3
4
1
2
3
4
1
2
3
4
Q
Q1
1
2
3
4
1
Orient staff
Orient staff
Q2
Q2
1
2
3
4
1
2
3
2
3
Apply employment standards
Q3
Q3
2
3
4
1
1
2
3
4
Apply employment standards
1
4
2
3
136
4
1
2
3
4
4
1
2
3
4
Train staff
Train staff
Q4
Q4
1
2
3
4
1
2
3
Manage performance
Manage performance
Q5
Q5
1
2
3
4
1
2
4
2
3
4
3
4
Conduct performance review s
Conduct performance review s
1
1
2
3
4
Q6
Q6
1
2
3
4
1
2
Discipline staff
Discipline staff
Q7
Q7
1
2
3
4
1
3
2
3
Work w ith unions
(Note: Not a trend in industry)
Q8
Q8
1
2
3
4
1
1
2
3
4
Work w ith unions
Administer employee benefits
4
2
3
4
1
2
3
4
4
1
2
3
4
1
2
3
4
(Note: See employment standards
Q3)
Q9
Q9
1
2
3
4
Recognize employees
3
3
4
1
Build team
Q11
Q11
2
3
4
1
2
2
3
Q12
Q12
2
3
4
Manage volunteers
1
4
2
4
2
3
4
1
2
3
4
3
4
Manage volunteers
Q13
1
1
3
1
4
Q10
2
Build team
1
2
Recognize employees
Q10
1
1
1
2
3
4
Q13
2
3
4
1
2
3
137
4
1
2
3
4
Terminate staff
Terminate staff
Q14
Q14
1
2
3
4
1
MANAGE FINANCES
R
2
3
Use spreadsheets
R1
R1
2
3
1
MANAGE FINANCES
R
Use spreadsheets
1
4
4
1
2
3
4
MANAGE FINANCES
R
Culinary Computer Applications
3
4
R2
2
1
2
3
4
Menu Development
Inventory management
R2
1
2
3
4
1
Sell
Sell
R3
R3
1
2
3
4
1
2
3
2
3
R4
R4
1
2
3
4
1
2
4
2
3
4
1
2
3
4
3
4
Schedule staff
R5
1
Restaurant Cooking
Cuisine
Restaurant Service
Schedule staff
4
1
2
3
4
R5
1
2
3
4
Budget
1
2
3
4
Budget
R6
R6
1
2
3
4
1
2
3
4
Manage government remittances
Manage government remittances
R7
R7
1
2
3
4
1
2
3
Manage cash flow
Manage cash flow
R8
R8
1
2
3
4
1
2
2
3
4
Menu Development
Inventory management
(Note: Could this go into a catering
course?)
1
2
3
4
1
2
3
4
3
4
Restaurant Service
3
138
4
1
4
1
2
Manage payroll
Manage payroll
R9
R9
1
2
3
4
1
Pay invoices
Pay invoices
R10
R10
1
2
3
4
1
2
3
4
2
3
4
Analyze profit and loss statements
R11
R11
2
3
4
1
2
3
4
Contribute to the development of a
marketing plan
Contribute to the development of a
marketing plan
R12
R12
1
2
3
4
1
2
3
4
Organize contractors
(Note: Outside scope of program)
R13
R13
1
2
3
4
Negotiate contracts
3
4
3
4
1
2
3
4
1
2
3
4
1
2
3
4
1
2
3
4
R14
2
3
4
Develop a business plan
1
2
3
4
1
2
3
4
4
1
2
3
4
(Note: Outside scope of 2 year
program)
R15
R15
1
2
Negotiate w ith suppliers
R14
1
1
2
Analyze profit and loss statements
1
1
2
3
4
1
2
3
139
140
Appendix D – Graduate Profile
141
142
Culinary Arts Program Graduate Profile
Nov 25, 2013
The Culinary Arts graduate:
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
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
Appendix E – Focus Group Summaries
145
146
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 College 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 College 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
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 2nd 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
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
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
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 College 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 College 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 College 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 Knife Skills
Garde Manger
Black box developed creativity
151
•
•
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
•
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
154
Appendix F – Program Renewal Vision, Goals and Actions
155
156
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
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
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
Goal #3
Review student assessment criteria to ensure industry standards, curriculum
consistency and RRC brand reputation
Short Term:
3.1 Develop second (2nd) 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)
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
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
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
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 (1st) year to ensure appropriate
standards are met for continuation to second (2nd) year
Long Term:
5.5 Develop early assessment of math and language skills to identify areas in which
students require support
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
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
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
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.
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
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
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
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
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
166
Appendix G – Five (5) Year Program Renewal Plan (Draft)
167
168
Culinary Arts Renewal Plan - DRAFT
169
170
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).
Coordinate Student Production With Outlet (indicates number of votes)
• Develop a lab production plan for the outlet chef / Improve packaging and sales (3)
171
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
2.2.1
Develop Semester 1 Courses
2.2.2
Develop Semester 1 Course Materials (e.g., recipes)
2.2.3
Implement Semester 1 Courses
2.2.4
2.2.5
Develop Semester 2 Course Materials
2.2.6
Implement Semester 2 Courses
2.2.7
2.2.8
Develop Semester 3 Course Materials
2.2.9
Implement Semester 3 Courses / Materials
2.2.10 Develop Semester 4 Courses
2.2.11 Develop Semester 4 Course Materials
2.2.12 Implement Semester 4 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
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
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 (1st) year to ensure appropriate
standards are met for continuation to second (2nd) year.
3.3 Develop documentation and communication tools for consistent formative and summative
assessments using timeframes parallel to those for course development in Goal 2.
3.4 Review test bank by qualified education programmer for relevance and consistency
(integration between culinary and HRM).
Medium Term:
3.5 Develop a rigorous second (2nd) year evaluation process (black box?).
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
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).
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
Goal #5:
Revise admission and continuation standards for student readiness,
success and retention.
Short Term:
5.1 Review strategic enrollment strategies
5.1.1 Chair recommendation to Registrar for over-enrollment.
5.1.2 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.
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
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? / College One?
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
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.
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
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.
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
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.
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
Goal #10: Develop industry involvement, community building, and partnerships.
Short Term:
10.1 Establish relationships with industry chefs to ensure current content.
181
182

2014 Culinary Arts Program Renewal-Interim Report

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