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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 Coop Ed Coordinator, Red River College Michael Dacquisto (Chair) Executive Chef, Los Chico’s Ron Dobrinsky CCFCC Terry Gereta Chef – Owner, Gereta Custom Catering & Mise Jeff Gill Acting Chair, Red River College Kelly Houston-Sorokowski Admin. Assistant, Hospitality, Red River College Krista Mask Coop Ed Coordinator, Red River College Geoff Mackay Apprenticeship Trng. Coor., Competitiveness, Trng. & Trade Keith Müller Dean, Red River College Bernard Mirlycourtois Chef, Mirlycourtois Takashi Murakami, CM Executive Chef, St. Charles Country Club Louis Rodriguez Executive Chef Joseph Wojakowski Executive Chef, Fort Garry Hotel
The Culinary Arts Faculty Tim Appleton Jeff Brandt Terry Gereta Chantalle Noschese Warren Pendree Stephen Yurkiw
Trevor Bailey Lylah Erkau Brad Gray Karl Oman Tom Pitt
Scott Ball Michael Fitzhenry Luc Jean Don Pattie Cameron Tait
Curriculum Validation – Program Renewal Project Team Robert Cordingley Lorna Smith Craig Edwards
Curriculum Consultant Curriculum Consultant Curriculum Consultant
Stephen Yurkiw Arlene Petkau
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. Environmental Scan and Analysis of the key findings of similar programs across Canada 2. Industry Occupational Analysis (DACUM) 3. Graduate Skills and Abilities and Gap Analysis Chart 4. Graduate Profile 5. Focus Group Summaries – both Current Students and Graduates 6. Program Renewal Visions, Goals and Actions 7. A Five (5) Year Program Renewal Plan in Gantt Chart format 8. Final Report
Interim Report This report is designated as Interim because deliverable seven, “A Five (5) Year Program Renewal Plan in Gantt Chart format”, is not yet completed. The renewal plan goals and actions have been developed but timelines have not been assigned. The program Chair has indicated that timelines will be assigned at a future time, when resources are identified for implementation of the plan.
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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)
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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. Culinary Skills Certificate (1-yr) 2. Culinary Skills – Chef Training (1-yr certificate) 3. Culinary Skills – Chef Training (Online 1-yr cert) 4. Baking & Pastry Arts (1-yr certificate) 5. Bartending (15 weeks) 6. Cook Apprenticeship (1-yr certificate) 7. Assistant Cook (Level 1 Apprentice) 8. Institutional Cook (Level 1 Apprentice)
3. Assiniboine Community College (ACC)
Brandon, MB
Culinary Arts Diploma
2 years
1. Professional Cooking Certificate (1-yr certificate; 1st yr of Diploma program)
4. Conestoga College
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
Charlotte-town, PEI
Culinary Arts Diploma
2 years
1. Applied Culinary Operations Degree (follows Diploma plus experience) - 2 additional years
2. Pastry Arts (1-yr certificate) 7. Nova Scotia
Community College (NSCC)
Sydney, NS Culinary Arts Diploma 2 years
1. Cooking Certificate (1-yr certificate; grads can apply to 2nd yr of Culinary Arts Diploma)
8. St. Clair College
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)
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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
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
College Fall intake
Winter intake
Spring intake
Monthly intake
Year 1 intake
Year 2 capacity
Grads / year
RRC 40 35
40 35
40 120 70
50
NA 36
Algonquin College
135 135 considering 270 254 (see note1)
VCC 20 240 216
SAIT 200 200 130 125
Georgian College
115 20 135 75 27
Holland College
120 120 100 85 - 90
St. Clair College
120 120 65
Conestoga College
40 (+40 for
cert pgm)
40 30 (see note 2)
28 – 30
NSCC 70 70 55 55
ACC 24 24 16
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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 % working part-time
% direct from high
school
% mature (2nd career) (see note 1)
% female % male % international
RRC 75% 35% 20% 45% 55% 25% Algonquin College
50% 25% increasing
50% 50% 15%
ACC 50% 30% 70% 67% 33% 0% Conestoga College
80% 65% 27% have other post-secondary experience
44% 56% 4%
Georgian College
28% 60% 40% 50% 50% 10%
Holland College
25% 80% 13% increasing
50% 50% 5% don’t actively
recruit NSCC 25% 75% 15% 50% 50% 10% St. Clair College
30% 90% 10% 50% 50% 4%
SAIT
30% 70% 25% have other post-secondary 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 high school and the % mature (2nd career) is 100%.
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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
Number of part-time faculty
Courses taught by faculty from other departments
Typical faculty contact hours
RRC 13 • Communication, Computer Applications
• Human Resources and Restaurant Service taught by Hospitality faculty
26 - 28
Algonquin College
23 80 • Communications 16 - 18
ACC 2 (+ 1 E.A.) 0 • Not stated 25 Conestoga College
2 (+ 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 19.5 for classroom
VCC 23 (+3 auxiliary instruct-tors, 5 assistant instructors, 2 instructors for ESL, etc.)
0 (1 auxiliary instructor)
• Not stated 25
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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 Teaching
experience Other criteria
RRC yes Preferred CAE after hired
Algonquin College
yes From recognized culinary school
5 yrs management
ACC yes Conestoga College
yes Master’s required for last posting
yes yes forward thinking
Georgian College
yes yes CCC benefit
Holland College
yes CAE within 3 years or degree
10 – 12 yrs in variety of settings
NSCC yes degree preferred St. Clair College
journey-person
several are CCC
SAIT
30% have bachelor degrees 15% have masters degrees Adult Education diploma after hired
number and types of competitions entered
VCC yes High school 10 yrs post Red Seal 3 yrs management
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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
Student hrs/wk in class
Student number of courses/term
% of overall time devoted to practical
RRC 4 16 36 - 38 5 75% Algonquin College
4 15 28 - 35 6 50% comprised of: • 60% in 1st year • 40% in 2nd year
ACC 4 16 30 6 – 7 83% Conestoga College
6 15 10 in fall of 2nd year
25 28 in 1st 3 or 4 weeks
6 - 8 50% comprised of: • 60% in 1st year • 40% in 2nd year
Georgian College
4 + 1 work term
14 10 in fall of 2nd year
26 7
50%
Holland College
4 15 fall 18 -19 winter
25 - 30 5 – 7 is college range
70%
NSCC 4 15 10 in fall of 2nd year
20 5 Not stated
St. Clair College
3 (11 months)
15 / 15 / 12 27 7 55%
SAIT
5 15 (courses in 3 week blocks)
25 5 80%
VCC 2 30 15 70%
8. Entrance Requirements
• 8 of 10 programs require a high school diploma • SAIT requires 35 high school credits • VCC requires completion of grade 10 • Some colleges have additional recommended or required criteria:
a. RRC – Accounting 30S & 40S suggested b. Algonquin 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
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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 Continuation requirements Graduation requirements RRC • 2.0 GPA in each term
• Pass all practical exams or courses to be eligible for co-op
• 70% in Culinary-related courses • 60% in Computer Applications • 50% in general business courses
Algonquin College
• Successfully complete all courses to be eligible for field placement
• 50% in each course (increase to 60% or 70% under discussion)
ACC • 2.0 cumulative GPA; if not, students only allowed to audit courses for the rest of the year to build skills
• 50% in each course
Conestoga College
• 2.5 cumulative GPA; if more than 3 courses/year failed, put on probation; if 5 courses failed, exited from program
• 55% is college standard
Georgian College
• 50% in each course in each semester
• The passing weighted average for promotion through each semester, from year to year and to graduate is 60%
Holland College
• 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
• 70 – 75% for courses leading to industry certifications
• 60% for other courses
NSCC • Must pass all courses • 60% in each course
St. Clair College
• Successfully complete all courses in term and have a career GPA of 2.00
• Warning if 1% to 15% of the Career credit hrs in a term are failed (may be required to pass failed courses before proceeding)
• Probation when Career semester GPA falls below 2.00, or if 16 to 32% of the Career credit hrs are failed (may be required to pass failed courses before proceeding)
• Dismissal if three or more courses failed; 33% or more of the Career credit hours failed; Career GPA less than 2.00 for 2 consecutive semesters; the same course failed twice; on probation following re-admission to a Career and fails to achieve a semester GPA of 2.00 by the next evaluation period
• Pass all required courses and achieve a 2.00 GPA in the courses related to the program.
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SAIT • 2.2 GPA must be maintained or students are withdrawn
• Currently 70% minimum required to pass a course. Starting September 2013, changed to a 50% standard
VCC • 2.67 GPA to continue to next term • Failed courses have to be
retaken/passed at a later date in order to graduate
• 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 # of work placements
Length of work placements
Paid / unpaid
Additional Information
RRC 2 800 hrs (32 wks) paid Algonquin College
1 500 hrs (125 hrs in each of the 4 terms)
paid or unpaid
• Students currently employed in a facility are required to complete a placement but may obtain partial or full credit.
ACC 0 Conestoga College
1 ~750hrs (30 wks) Not stated • The College cannot guarantee co-op employment.
• Students conduct an independent job search in addition to the supports provided by the Co-op Office.
Georgian College
1 700 hrs paid
Holland College
1 600 hrs (15 wks) paid • Students find own placement. • Students complete a portfolio of their
placement experience. • Students must be supervised by a Red
Seal chef or CIC approved recognized equivalent.
NSCC 1 ~500 hrs (5 mo)
paid
St. Clair College
0
SAIT
1 320 hrs (10 wks) paid • Students find a placement approved by the program coordinator.
• Students must be supervised by a journeyperson who will evaluate performance. Students will be required to complete a daily journal and a comprehensive report on their experience.
VCC 1 (optional) ~100 hrs (1 mo) unpaid
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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 Seats Hours / days /
months of operation
Student involvement Hired staff
How is student learning balanced with running outlets?
How are theory classes scheduled in conjunction with lab classes / outlets?
RRC
Jane's (Fine dining) 75
Dinner Tues - Fri Sept - April
Yes None
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.
Lunch Tues - Fri 12 mos / yr
Yes None
Culinary Exchange (Cafeteria)
7 am - 7pm Mondays after 2 pm Tuesday - Friday Saturday & Sunday 10 am - 6 pm 12 mos / yr
None Yes
Breakfast & Lunch Tuesday - Friday May - Aug
None Yes
Breakfast & Lunch Tuesday - Friday Sept - April
Yes None
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Algonquin College
Restaurant International 100
9 - 5 Mon - Sat 12 mos / yr
Yes 2 part-time
Drawn from curriculum. (e.g. items produced in Quantity Cooking supply Savoir Fare outlet)
Multiple sections of labs enables students to modify their lab schedules to best fit with other courses.
Savoir Fare Gourmet Store
9 - 5 Mon - Sat 12 mos / yr
Supplied by Culinary Arts & Baking students
ACC Grey Owl Dining Room
80 – 88 (less if student groups
are smaller)
5:45 - Mon - Fri mid Jan - mid Feb
Students split into: prep team 8:30 - 4:30 service team 3:30 - 11:00 or so
2 casual dishwashers 1 casual front of house
All events must be tied directly to the learning outcomes.
No other courses are scheduled during this time.
Conestoga College
bloom. (Fine dining) 45
4 lunches btwn Monday - Friday 3 dinners btwn Monday - Thurs Fall Semester
Yes
Full time Maitre'd / sommelier
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.
5 lunches Monday - Friday 3 dinners btwn Mon - Thurs Winter Semester
Yes "
lunch only Wed & Thurs Spring Semester (May - August)
Yes "
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Georgian College
Georgian Dining Room
120 Max. Varies by student numbers / abilities so as to not stress out students and interfere with their learning. Usually 60 for lunch
Menu based on curriculum being studied. Dinner is events-based to correspond with 2nd year curriculum.
Scheduled around lab times – dining room is a lab course.
Holland College
Lucy Maud Dining Room (fine dining)
70 (50 - 55
avg)
Lunch & dinnerTues – SatOct – June
2nd yr Culinary Arts
Managed by Foodservice Operations Manager
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.
Dinner only Tues – Sat June – Oct
None Grads hired
Montgomery Cafeteria 300
Breakfast (250) & lunch (400) Mon – Fri Sept - June
1st yr Culinary Arts
Managed by Foodservice Operations Manager
CIC Banquet & Catering (70 events/yr including 25 weddings)
Offsite (largest 3000 pax) Onsite - 2 rooms 70 sit / 120 stand 300 sit / 400 stand
Oct - June
2nd yr Culinary Arts (banquet & catering class rotation)
Managed by Foodservice Operations Manager
June - Oct None Grads hired
NSCC
Fine dining 80
Café
Cafeteria Outlets
St. Clair College Campus
restaurant 100 Final term
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SAIT
Highwood Dining Room (fine dining)
110
Lunch & dinner (6 - 10) Mon - Fri Sept - April
yes 3 cooks for both outlets
1 hour of class time is scheduled both before and after each practical lab.
49's (dining centre)
700 served in all outlets at lunch
7:30 - 1:30 Sept - April yes 3 cooks for
both outlets
7:30 - 1:30 May - June none paid staff
VCC Dining Rm 1 80
Meets program focus of hands-on production.
Classes scheduled around labs and hours of service. Dining Rm 2 75
12. 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
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13. Unique Courses
College Course(s) Description Algonquin College
• Chefs of the Region
• Each week an executive chef, chef de cuisine or chef/owner from a hotel or restaurant in the Ottawa/Gatineau area demonstrates selected recipes.
ACC
• Cuisine and Trends • Students explore the flavours and recipes of international cuisine, as well as trends in cooking.
Conestoga College
• 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.
Georgian College
• Contemporary Food Presentation
• Introduction to
Marketing
• 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.
Holland College
• 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.
St. Clair College
• 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 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.
SAIT
• 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.
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14. Unique Features
College Feature(s) Description Algonquin College
• Culinary Skills Chef Training Online
• 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.
Georgian College
• Optional semester at Schiller International University in Strasbourg, France
•
Holland College
• Internship assessment
• Students submit a Student Learning Portfolio based on the guidelines outlined in the Culinary Institute of Canada portfolio package.
NSCC
• Portfolio Development
• Program Test Drive
• 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
SAIT
• Career Investigation Report
• Culinary Campus • Jackson’s Culinary
Garden • Culinary Campus on
• 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.
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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 Articulation Agreement(s) RRC 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
Not stated
Georgian College
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). Ryerson University, Toronto, ON Bachelor of Commerce-Hospitality and Tourism Management -- Graduates with a minimum of 75% GPA and additional courses must complete 90/120 credits (3 years)
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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
Ryerson University, Toronto, ON Bachelor of Commerce in Hospitality and Tourism – Graduates receive up to 2 yrs credit University of New Brunswick Saint John, Saint John, NB Bachelor of Applied Management in Hospitality and Tourism – Graduates receive up to 2 yrs credit University of Prince Edward Island, Charlottetown, PEI Bachelor of Business in Tourism and Hospitality -- Graduates receive 60 credit hours credit Memorial University of Newfoundland, St. John’s, NL Bachelor of Applied Management – Graduates receive up to 2 yrs credit Johnson & Wales University, Providence, Rhode Island Bachelor of Science Degree in Culinary Arts/Food Service Management -- Graduates with a minimum of 60% in courses will be eligible for transfer credit leaving 2.5 yrs to complete Florida International University, North Miami, FL Bachelor of Commerce in Hospitality and Tourism – Graduates receive up to 2 yrs credit
NSCC Not stated St. Clair College
No articulation to university degree programs
SAIT
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 of 70% are eligible for admission to the 2nd year of SAIT’s Professional Cooking Diploma program
VCC Not stated
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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 work-based training credits towards an apprenticeship and the opportunity to write the Level 1 technical exam.
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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)
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• 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.
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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.
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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.
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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.
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Appendix A – Environmental Scan and Key Findings
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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 E-mail: [email protected]
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 E-mail: [email protected]
Conestoga College
Conestoga College Waterloo Campus 108 University Avenue East Waterloo Ontario, N2J 2W2 Diane Cudney, Chair Hospitality (519) 885-0300 ext: 5231 E-mail: [email protected]
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Georgian College
Georgian College One Georgian Drive, Barrie, Ontario, L4M 3X9 Philip Leach (705) 728-1968 E-mail: [email protected]
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 E-mail: [email protected]
Nova Scotia Community College (NSCC)
Nova Scotia Community College Program available at:
• Akerley Campus, Dartmouth • Kingstec Campus, Kentville • Lunenburg Campus, Bridgewater • Marconi Campus, Sydney • Strait Area Campus, Port Hawkesbury
Ted Grant, Hospitality Academic Chair Located at Akerley Campus (902) 491-4646 E-mail: [email protected]
St. Clair College
St. Clair College South Campus 2000 Talbot Road West Windsor, ON, N9A 6S4 Marc Johnston, Coordinator (519) 972-2727, ext. 4492 E-mail: [email protected]
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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 Estuardo Toledo, Academic Chair, Professional Cooking (403) 774-5068 E-mail: [email protected]
Vancouver Community College (VCC)
Vancouver Community College Downtown Campus 250 West Pender Street Vancouver, BC V6B 1S9 John-Carlo (J.C.) Felicella, Department Head (604) 871-7000 E-mail: [email protected]
College Scanned
URL
RRC http://me.rrc.mb.ca/Catalogue/ProgramInfo.aspx?ProgCode=CULAF-DP&RegionCode=WPG
Algonquin College
http://www2.algonquincollege.com/hospitalityandtourism/program/culinary-management/
ACC http://public.assiniboine.net/Programs/CulinaryArts/AboutProgram.aspx
Conestoga College
http://www.conestogac.on.ca/fulltime/1026C.jsp
Georgian College
http://www.georgianc.on.ca/programs/outline/culinary-management-co-op-culn
Holland College
www.hollandcollege.com/admissions/full_time_programs/culinary_arts/
NSCC http://www.nscc.ca/learning_programs/programs/PlanDescr.aspx?prg=CULA&pln=CULINARTS
St. Clair College
http://www.stclaircollege.ca/programs/postsec/culinary_man_FT/
SAIT
http://www.sait.ca/about-sait/schools/school-of-hospitality-and-tourism/pre-orientation/pre-orientation-professional-cooking-diploma-program.php http://culinarycampus.ca/
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VCC http://www.vcc.ca/programs-courses/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 Student Demographics • % 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
Student Demographics • % working P/T – None stated • % direct from high school – 50% • % mature (2nd career) – 25% (increasing) • Ratio male to female – 50:50 • % international – 15%
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Number of Faculty • # f/t – 23 • #p/t – 80 contract faculty (high number due to hour ceiling) • Teaching into program – Only Communications courses taught outside
of department • Qualifications – min 5 years management experience; Red Seal;
graduate of recognized culinary school • Typical faculty contact hours – 16 to 18 hrs./wk.
Assiniboine Community College (ACC)
Number of students • Intake – 24 (September intake) • Capacity – 24 • Graduates – 16 average • Features contributing to retention – Events in Grey Owl Restaurant;
competitions
Student Demographics • % working P/T – 50% • % direct from high school – 30% • % mature (2nd career) – 70% non-sequential • Ratio male to female – 1:2 • % international – 0%
Number of Faculty • # f/t – 2 (plus 1 educational assistant) • #p/t – None stated • Teaching into program – None stated • Qualifications – Red Seal • Typical faculty contact hours – 25 hrs./wk. (approximate)
Conestoga College
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
Student Demographics • % 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
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• % 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
Student Demographics • % working P/T – 20 to 25% work in industry; another 5% in unrelated • % direct from high school – 60% • % mature (2nd career) – 40% • Ratio male to female – 50:50 • % international – 10%
Number of Faculty • # f/t – 5 • #p/t – 8 • Teaching into program – for management, communications &
accounting • Qualifications – Red Seal mandatory; CCC benefit; relevant
experience • Typical faculty contact hours – 16 to 19 hrs./wk.
Holland College
Number of students • Intake – 120 (September intake) • 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.
Student Demographics • % working P/T – 20 to 30 % • % direct from high school – 80%
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• % 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 Community College (NSCC)
Number of students • Intake – 70 (September intake) combined for all campuses • Capacity – 70 in 1st year; 55 in 2nd year • Graduates – 55 • Features contributing to retention – is an engaging program; retention
is better when there is a lower student / teacher ratio – more individualized attention
Student Demographics • % working P/T – 25% • % direct from high school – 75% • % mature (2nd career) – 15% • Ratio male to female – 50:50 • % international – 10%
Number of Faculty • # f/t – 9 • # p/t – 0 • Teaching into program – faculty from other departments for business
courses • Qualifications – undergraduate degree, Red Seal, teaching experience
preferred • Typical faculty contact hours – 18 hrs./wk.
St. Clair College
Number of students • Intake – 120 (September intake) • Capacity – none stated • Graduates – slightly more than 50% of intake • Features contributing to retention – Just started a mid-semester
review meeting with individual students who appear to be experiencing challenges; paid student mentors work with individual students to help them with issues such as math, English skills, etc.
Student Demographics • % working P/T – 30% • % direct from high school – 90% • % mature (2nd career) – 10%
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• Ratio male to female – 50:50 • % international – 4%
Number of Faculty • # f/t – 3 • # p/t – 4 (plus 3 technologists who take over lab classes after the first
couple of hours of instructor demos, supervise practical portion of lab) • Teaching into program – none stated • Qualifications – several Certified Chef de Cuisine; all journeypersons • Typical faculty contact hours – 18 hrs./wk.
Southern Alberta Institute of Technology (SAIT) Polytechnic
Number of students • Intake – 200 (September intake) • Capacity – 200 in 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.
Student Demographics • % working P/T – 30% (Significant funding available in Alberta, making
it unnecessary for many students to work part time. School hires about 15 students.)
• % direct from high school – 70% • % mature (2nd career) – 25% come with post-secondary degree • Ratio male to female – 30:70 • % international – 10%
Number of Faculty • # f/t – 52 (plus 10 cooks assist with work in outlets) • # p/t – 0 • Teaching into program – none stated • Qualifications – Number & types of competitions – international; 30%
hold bachelor degrees; 15% hold master degrees; Adult Education Diplomas are completed after hired
• Typical faculty contact hours – 784 hrs./yr. (26 hrs./wk.) for lab instructors; 584 hrs./yr. (19.5 hrs./wk.) for classroom instructors
Vancouver Community 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
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Student Demographics • % working P/T – over 50% • % direct from high school – 50% • % mature (2nd career) – 25% • Ratio male to female – 60:40 • % international – 3 separate cohorts of international students for
different culinary programs offered by VCC - not part of domestic cohorts
Number of Faculty • # f/t – 23 F/T Faculty; 3 Auxiliary instructors; 5 Assistant instructors; 2
F/T instructors for other needs – ESL, etc. • # p/t – 1 Auxiliary instructor • Teaching into program – none stated • Qualifications – 10 years post Red Seal, 3 years minimum
management in industry, minimum of high school diploma • Typical faculty contact hours – 25 hrs./wk.
Credentials
College Scanned
Certificate, Diploma or Applied Degree
RRC Culinary Skills Certificate (exit point at the end of 1st year) Culinary Management Diploma
Algonquin College
Culinary Skills Certificate (exit point at the end of 1st year) Culinary Management Diploma
ACC Professional Cooking Certificate (exit point at the end of 1st year) Culinary Arts Diploma
Conestoga College
Certificate (exit point at the end of 1st year) Culinary Management (Co-op) Diploma
Georgian College
Culinary Skills Certificate (exit point at the end of 1st year) Culinary Management (Co-op) Diploma
Holland College
Culinary Arts Diploma
NSCC Cooking Certificate (grads can apply to 2nd year of Culinary Arts) Culinary Arts Diploma
St. Clair College
Culinary Management Diploma
SAIT
Professional Cooking Diploma
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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
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Continuation requirements • Minimum 2.0 GPA average in each term • Must pass all practical exams or courses in order to be eligible for
coop work placement Graduation requirements • 70% pass for all Culinary-related courses • 60% pass for Computer Applications course • 50% pass for general business courses
RPL (Recognition of Prior Learning) • Available
Algonquin College
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
Division of academic year • Fall Term: September – December • Winter Term: January – April
Entrance requirements • Requirements
o Ontario Secondary School Diploma (OSSD) or equivalent o Applicants with an OSSD showing Senior English and/or Math
courses at the Basic Level, or with Workplace or Open courses, will be tested to determine their eligibility for admission;
o OR GED certificate; o OR Mature Student status (19 years of age or older and
without a high school diploma at the start of the program). Eligibility may be determined by academic achievement testing
o St. John Ambulance First Aid is strongly recommended
• Math & English specifics – grade 12 ENG 4C or equivalent • Interview – none • Selection criteria – Applications for Fall Term and Winter Term
admission received by February 1 will be given equal consideration; applications received after February 1 will be processed on a first-come, 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
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Continuation requirements • All courses must be successfully completed to be eligible for field
placement Graduation requirements • 50% pass requirement. Source of some contention as they have
wanted to move this up to more closely match the Red Seal standard of 70%. Have suggested a compromise of 60%. Still under discussion
RPL (Recognition of Prior Learning) • Available
Assiniboine Community College (ACC)
Length • # of years – 1 yr. Professional Cooking Certificate;
2 yr. Culinary Arts Diploma • # of terms – 4 • # of weeks/term (including exams) – 16 • # hrs./wk. students in class (max/min) – 30 • # of courses taken/term (min/max) – 6 to 7 • Ratio theory to practical hrs. – 1:5
Division of academic year • Fall Term: September - December • Winter Term: January – April Entrance requirements • Requirements
o Grade 12 Manitoba High School Diploma; and English 40G/40S or equivalent; and Consumer/Essential Math 40S or equivalent.
o Acceptance is pending the successfully completion of: First Aid Standard (HLTH-0044) FoodSafe 1 (COOK-0014)
o All applicants educated outside of Canada are expected to meet the English Language Proficiency requirement
o A Special Admissions Assessment may be completed if an applicant does not meet the academic program requirements but can demonstrate equivalent skills and knowledge
• Math & English specifics – yes (see above) • Interview – none • Selection criteria – none stated
Continuation requirements • Cumulative GPA of 2.0; if this minimum is not maintained, students are
only allowed to audit courses for the rest of the year to build skills
Graduation requirements • 50% pass for each course
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RPL (Recognition of Prior Learning) • 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
Division of academic year • Six (6) levels – fall / winter / spring / summer / fall / winter • September start
Entrance requirements
• Requirements – o Ontario Secondary School Diploma (OSSD), or equivalent, or
19 years of age or older with mature student status o Academic strength is calculated by averaging the submitted
marks of required subjects. Ten (10) additional marks are added to each Advanced level, OAC, U, U/C, and post-secondary 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)
• Interview – none • Selection criteria – a sound mathematical and English background is
important for success in this program and is considered during the admission selection process. Minimum cutoffs apply
Continuation requirements 2.5 cumulative GPA; if student fails more than 3 courses in a year, are put on probation; 5 failed courses results in an exit from the program. Graduation requirements 55% - standard Conestoga requirement
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RPL (Recognition of Prior Learning) Conestoga recognizes prior learning of skills, knowledge or competencies that have been acquired through employment, formal and informal education, non-formal learning or other life experiences. Challenge exams and portfolio development are the primary methods of assessment. PLAR cannot be used by registered Conestoga students for the clearance of academic deficiencies, to improve grades or to obtain admission into a program.
Georgian 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
term of 2nd year (due to continuation of co-op placement) • # hrs./wk. students in class (max/min) – 26 • # of courses taken/term (min/max) – 7 • Ratio theory to practical hours – 50:50
Division of academic year
• Fall term / winter term / spring summer term Entrance requirements • Requirements
o OSSD or equivalent, with Grade 12 English (C) or (U) (ENG4C, ENG4U)
o Non-Secondary school applicants (19 years or older): Any credit Communication course taken at Georgian
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
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• Math & English specifics – see above • Interview – none • Selection criteria – none stated
Continuation requirements • 50% or letter grade of P (Pass) or S (Satisfactory) in each course in
each semester Graduation requirements To graduate from this program, the passing weighted average for promotion through each semester, from year to year and to graduate is 60%. RPL (Recognition of Prior Learning) Applicants who have taken courses from a recognized and accredited post-secondary institution and/or have relevant life/learning experience may be eligible for credit transfer/course exemptions. Courses / experience must match at least 80% of the learning outcomes of a Georgian 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
Division of academic year
• Fall Semester: September - December • Winter Semester: January – May
Entrance requirements • Requirements
o Grade 12 or equivalent with credits at or above the general level and;
o Ability to perform physically challenging tasks and; o Resume including work and volunteer experience with
applicable dates, any group or association memberships, awards or distinctions, and any other information relevant to the program
• Math & English specifics – none • Interview – none • Selection criteria – none stated
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Continuation requirements • Student is exited if more than 20% of classes missed • Failure of more than one lab course will result in student being placed
on probation and not being placed in an internship • Student is exited if 3 - 4 lab courses are failed
Graduation requirements • 60% except for courses that lead to industry certifications. Those are
typically 70 – 75% RPL (Recognition of Prior Learning)
• Available
Nova Scotia Community College (NSCC)
Length • # of years – 2 • # of terms – 4 • # of weeks/term (including exams) – 15 weeks except 10 weeks for fall
term of 2nd year (due to continuation of co-op placement) • # hrs./wk. students in class (max/min) – 20 • # of courses taken/term (min/max) – 5 • Ratio theory to practical hrs. – none stated
Division of academic year
• Fall Term: September – December • Winter Term: January – April
Entrance requirements
• Requirements o Grade 12 High School Diploma or equivalent o or GED o If a student does not have a high school graduation diploma,
NSCC offers a number of bridging programs through its School of Access
• Math & English specifics – none • Interview – none • Selection criteria – NSCC is committed to improving access to post-
secondary 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.
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Continuation requirements • Must pass all courses
Graduation requirements • 60% in each course
RPL (Recognition of Prior Learning) • 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 terms – 3 • # of weeks/term (including exams) – 15 wks. / 15 wks. / 12 wks. • # hrs. /wk. students in class (max/min) – 15 lab hrs.; 12 classroom hrs. • # of courses taken/term (min/max) – 7 • Ratio theory to practical hrs. – 4:5
Division of academic year
• Fall / winter / spring (to July) Entrance requirements
• Requirements – o Applicants who started High School in Ontario in September
1999 or later (OSS): • Ontario Secondary School Diploma (OSSD) with a majority of credits
at the 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
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• Selection criteria – none stated
Continuation requirements In cases of sub-standard performance, students will receive one of the following standings: academic warning, academic probation, or academic dismissal. A student on academic warning or probation may be required to successfully complete failed courses before proceeding in the program. Academic Standing: Good: A student will receive academic good standing at the end of a semester when the student has successfully completed all courses and maintained a Career Grade Point Average (GPA) of 2.00 or greater. Academic Standing: Warning: A student will receive an academic warning at the end of a semester if 1% to 15% of the career credit hours within a term have been failed. Academic Standing: Probation: A student will be placed on academic probation at the end of a semester when the Career semester GPA falls below 2.00 or if 16 to 32% of the Career credit hours have been failed. Academic Standing: Dismissal: Academic dismissal may be imposed if: three or more courses are failed; fails 33% or more of the Career credit hours; has a Career Grade Point Average less than 2.00 for two consecutive semesters; fails the same course twice; is on probation following re-admission to a Career and fails to achieve a semester GPA of 2.00 by the next evaluation period.
Graduation requirements To be academically eligible to graduate from a program at St. Clair College a student must pass all required courses and achieve a 2.00 grade point average in the courses related to that program. RPL (Recognition of Prior Learning) • None stated
Southern Alberta Institute of Technology (SAIT) Polytechnic
Length • # of years – 2 years • # of terms – 5 • # of weeks/term (including exams) – 15 wks. (courses taught in 3
week blocks throughout) • # hrs./wk. students in class (max/min) – 25 • # of courses taken/term (min/max) – 5 • Ratio theory to practical hrs. – 1:4
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Division of academic year • Semester 1 and 2 are taken in succession – September – April • Semester 3 consists of a 10-week professional internship involving 8
weeks of industry experience • Semester 4 and 5 follow immediately after Semester 3 – September –
April Entrance requirements • Requirements
o Minimum of 35 Alberta high school o Qualified SAIT applicants are sent a selection package and are
required to provide the following to the Professional Cooking program:
A current resume/personal history and 2 letters of reference;
AND A complete Culinary Investigation Report (a SAIT
document detailing why the applicant wants to become a member of the culinary profession)
o All applicants must demonstrate English Language Proficiency prior to admission, including students educated in Canada
• Math & English specifics – at least 50% in the following courses or their equivalents:
o English Language Arts 10-1 or English Language Arts 10-2 or a Humanities 10;
AND o Pure Math 10 or Applied Math 10 or Math 10C or Math 10-3
• Interview – no • Selection criteria – Selection starts on November 15 and will occur
every two weeks until the program is full. Selection is based on an evaluation of the supporting documents and the applicant’s suitability for the program. Based on the application criteria (resume, Culinary Investigation Report), applicants will be ranked and offered seats accordingly
Continuation requirements Students must maintain a 2.2 grade point average or they are withdrawn from the program. Graduation requirements Currently 70% minimum required to pass a course. Starting this September, are required to move to a 50% standard. RPL (Recognition of Prior Learning) Credit transfer requirements: transcripts submitted; minimum grade of 65%; courses must have been completed within the past 5-7 years; course outlines may be required.
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Vancouver Community College (VCC)
Length • # of years – 1 • # of terms – 2 • # of weeks/term (including exams) – see Division of academic year
below • # hrs./wk. students in class (max/min) – 30 • # of courses taken/term (min/max) – 15 • Ratio theory to practical hrs. – 30:70
Division of academic year • There are 11 blocks of instruction. Each block is one month long. Not
all blocks start or finish at the same time, but below is an example of a standard schedule:
o Block 1: 7 am – 1 pm o Bock 2: 7:30 am – 1:30 pm o Block 3: 7 am – 1 pm o Block 4: 1:45 pm – 7:45 pm o Block 5: 7 am – 1 pm o Block 6: 7 am – 1:30 pm o Block 7: 7 am – 1 pm o Block 8: 8:30 am – 3 pm or 2:30 – 8 pm (One group for 2 weeks, the other for 2 weeks, then they
switch) o Block 9: 2 – 8 pm o Block 10: 8 am – 2 pm o Block 11: 2 – 8 pm o 1 optional block for unpaid internship
Entrance requirements
• Requirements o Grade 10 graduation or equivalent. (Applicants who do not
have Grade 10 may complete the VCC adult basic education reading, writing and math assessments);
AND o 100 hours of industry-related experience; AND o Foodsafe Certificate Level 1 o Applicants for whom English is a second language should write
an English language assessment. This program is Canadian Language Benchmarked at Listening, Speaking and Reading 7 and Writing 6
• Math & English specifics – Academic Math 10 and English 10 are
strongly recommended. • Interview – none • Selection criteria – first-qualified, first-served
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Continuation requirements Minimum GPA of 2.67 to continue to next term. If a course is not
passed, student will have to retake it at a later date and pass in order to graduate.
Graduation requirements
• 70% RPL (Recognition of Prior Learning)
• Yes
Curriculum Model
College Scanned
Experiential Component, Program Majors/Streams, Delivery Options (e.g. full-time and/or part-time, Distance Education, Online)
Red River College (RRC)
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 lab-based 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
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Algonquin College
Experiential component • # of work placements – one • Length of work placements – 500 hours, with 125 hours completed in
each of the 4 terms. Those students who are currently employed in a facility are also required to complete a placement but may obtain partial or full credit upon approval from the department
• Are work placements paid? – may be paid or volunteer position • Does the program run outlets? – Some hands-on classes are held
during the evenings or weekends in the 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.
• How are theory classes scheduled in conjunction with lab classes / outlets? – Multiple sections for each semester allow students to modify their schedules
• What are student expectations of portion of program time devoted to lab classes / outlets? Practical work in outlets directly related to curriculum being studied. Students see the benefit of this since this gives them more opportunity to have hands on experiences with a wide variety of products
• What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? – none stated • # of seats for fine dining? – 100 • Any retail operations? – Savoir Fare
Program majors / streams • None stated
Delivery options
• Full time only Assiniboine Community College (ACC)
Experiential component • # of work placements – none • Length of work placements – n/a • Are work placements paid? – n/a • Does the program run outlets? – Grey Owl Dining Room • How balance student learning with running outlets? – All events that
are accepted must be tied directly to the learning outcomes being studied by students
• How are theory classes scheduled in conjunction with lab classes / outlets? – Students are split into two teams – AM and PM and alternate week by week. No other courses are scheduled during this time
• What are student expectations of portion of program time devoted to lab classes / outlets?
• What are public expectations of outlet hours? -- Only open 1 month per year. Public would like more (sold out in 3 -4 hours) but they just cannot make this fit their program delivery model
• What are public expectations of menu (fast food, etc.)?
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• # of seats for fine dining? 80 – 88 seats max; less if student groups are smaller
• Any retail operations? No
Program majors / streams • None stated
Delivery options
• Full-time
Conestoga College
Experiential component • # 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 • How are theory classes scheduled in conjunction with lab classes /
outlets? – theory classes take place either before or after the lab; At times there are no classes scheduled other than the lab
• What are student expectations of portion of program time devoted to lab classes / outlets? – none stated
• What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? – none stated • # of seats for fine dining? – 45 • Any retail operations? – none stated
Program majors / streams • None stated
Delivery options
• None stated
Georgian College
Experiential component • # of work placements – One • Length of work placements – 700 hours • Are work placements paid? – Paid • Does the program run outlets? – Georgian Dining Room • How balance student learning with running outlets? – Geared towards
curriculum being studied. Number of customers served is not meant to exceed student numbers/abilities so as to not stress out students and interfere with their learning
• How are theory classes scheduled in conjunction with lab classes / outlets? – Scheduled around lab times; dining room is a lab course
• What are student expectations of portion of program time devoted to
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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
Program majors / streams • None stated
Delivery options
• None stated
Holland College
Experiential component • # of work placements – One Students are responsible for obtaining their own placement. Each
student will complete a personal portfolio of their experience during the internship period.
Students must work in an establishment under the direction of a Canadian Red Seal Certified chef or CIC approved recognized equivalent.
• Length of work placements – 600 hours = 15 weeks • Are work placements paid? – Paid • Does the program run outlets? – Lucy Maud Dining Room;
Montgomery Cafeteria; CIC Banquet & Catering • How balance student learning with running outlets? – Menus in
operations are strictly skills-driven. Faculty monitor this and provide feedback if menus start to deviate from this mandate in order to avoid students feeling like they are “slave labour”. All outside functions accepted must fall into whatever is currently being studied. I.e., if someone wants to book a wedding and students are studying buffets, client is aware that their function will be a buffet – no deviation from this
• How are theory classes scheduled in conjunction with lab classes / outlets? – Theory taught in conjunction with lab classes being taken. Business courses are taken in a separate rotation when no labs are scheduled
• What are student expectations of portion of program time devoted to lab classes / outlets? – Students seem happy with the balance that the college has achieved
• What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? • # of seats for fine dining? – 50 to 55 on average; maximum 70, but
quite cramped • Any retail operations? – No; assist with private farmers’ markets but no
outlets on college premises
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Program majors / streams • None stated
Delivery options
• None stated
Nova Scotia Community College (NSCC)
Experiential component • # of work placements – One Full handbook for students and employers is available at: http://www.nscc.ca/learning_programs/work_experience/co-op-
studentguide.pdf • Length of work placements – 5 months between first and second year • Are work placements paid? – Paid • Does the program run outlets? – Fine dining, café, and cafeteria
outlets • How balance student learning with running outlets? – Everyone just
makes it work • How are theory classes scheduled in conjunction with lab classes /
outlets? – none stated • What are student expectations of portion of program time devoted to
lab classes / outlets? – none stated • What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? – none stated • # of seats for fine dining? – 80 • Any retail operations? – none stated
Program majors / streams • None stated
Delivery options
• None stated
St. Clair College
Experiential component • # of work placements – none • Length of work placements – n/a • Are work placements paid? – n/a • Does the program run outlets? – On campus restaurant • How balance student learning with running outlets? – Restaurant is
only operated during the final term • How are theory classes scheduled in conjunction with lab classes /
outlets? – none stated • What are student expectations of portion of program time devoted to
lab classes / outlets? – none stated • What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? – none stated • # of seats for fine dining? – 100 • Any retail operations? – none stated
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Program majors / streams • None stated
Delivery options
• Full time
Southern Alberta Institute of Technology (SAIT) Polytechnic
Experiential component • # of work placements – one mandatory • Length of work placements – 10 weeks (320 hours) Students are responsible for finding a suitable placement which has
been approved by the program coordinator. Students will work under the supervision of a Journeyman Cook who will evaluate the student’s performance. The students will be required to complete a daily journal and complete a comprehensive report on their experience
• Are work placements paid? – Paid • Does the program run outlets? – Highwood Dining Room; 49’s (dining
centre) • How balance student learning with running outlets? – none stated • How are theory classes scheduled in conjunction with lab classes /
outlets? – 1 hour of class time is scheduled both before and after each practical lab
• What are student expectations of portion of program time devoted to lab classes / outlets? – Students have indicated they are satisfied with the expectations of outlet work; do not feel like they are being used as a cheap source of labour
• What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? – none stated • # of seats for fine dining? – 100 seat; 700 people are served on
average in all outlets for lunch • Any retail operations? – Yes; version of the McEwan’s concept in
Toronto
Program majors / streams • None stated
Delivery options
• Full time Vancouver Community College (VCC)
Experiential component • # of work placements – one optional • Length of work placements – 1 month • Are work placements paid? – Unpaid • Does the program run outlets? – two dining rooms • How balance student learning with running outlets? – Focus of the
program is on hands-on production. This meets those requirements • How are theory classes scheduled in conjunction with lab classes /
outlets? – Classes scheduled around lab hours/hours of service • What are student expectations of portion of program time devoted to
lab classes / outlets? -- Gradual increase in demands on students as they work through the program in terms of level of difficulty and
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quantity of production. Students appreciate the hands-on focus • What are public expectations of outlet hours? – none stated • What are public expectations of menu (fast food, etc.)? – none stated • # of seats for fine dining? – 2 dining rooms – 80 seats and 75 seats • Any retail operations? Yes
Program majors / streams • None stated
Delivery options
• None stated Curriculum Content
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
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Term 5 Restaurant Service – 4 CR Patisserie 2 – 5 CR Advanced Culinary Skills 2 – 5 CR Kitchen Layout & Design – 2 CR Serving It Safe – 0 CR Human Resource Management – 4 CR Accreditation for Level 1 and 2 Apprentice Cook – 0 CR Co-operative Education 2 – 9 CR Term 6 Restaurant Service – 4 CR Patisserie 2 – 5 CR Advanced Culinary Skills 2 – 5 CR Kitchen Layout & Design – 2 CR Serving It Safe – 0 CR Human Resource Management – 4 CR Accreditation for Level 1 and 2 Apprentice Cook – 0 CR Co-operative Education 2 – 9 CR
Link to syllabus and / or course outlines 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
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Algonquin College
Course titles & hours • Level 1 Communications I – 45 hrs. Food Theory I – 75 hrs. Food Demonstration I – 75 hrs. Work Placement for Culinary Management – 125 hrs. Quantity Food Production – 60 hrs. Introduction to Baking and Pastry – 45 hrs. Dimensions of Tourism – 45 hrs. • Level 2 Communications II – 45 hrs. Work Placement for Culinary Management – 125 hrs. Food Theory II – 45 hrs. Food Demonstration II – 75 hrs. Nutrition and Food Preparation – 30 hrs. Food Practical I – 135 hrs. • Level 3 Food Service Information System – 60 hrs. Work Placement for Culinary Management – 125 hrs. Food Practical II – 135 hrs. Chefs of the Region – 30 hrs. Food and Beverage Management – 45 hrs. • Core: Select in alternate terms Plated Desserts – 45 hrs. Restaurant Service – 45 hrs. • One General Education Elective – 45 hrs.
• Level 4 Work Placement for Culinary Management – 125 hrs. International Cuisine – 45 hrs. Food Practical II – 135 hrs. Menu Planning – 45 hrs. Management Applications for Chefs – 30 hrs. • Core: Select in alternate terms Plated Desserts – 45 hrs. Restaurant Service – 45 hrs.
Link to syllabus and / or course outlines http://www2.algonquincollege.com/hospitalityandtourism/program/cu
linary-management/
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Unique / innovative courses • Chefs of the Region, Level 3 Each week an executive chef, chef de cuisine or chef/owner from a
hotel or restaurant in the Ottawa/Gatineau area demonstrates selected recipes.
What constitutes a credit hour?
• None stated
Assiniboine Community College (ACC)
Course titles & hours • To graduate with a Culinary Arts Diploma, students must successfully
complete 135 credits. To graduate with a Professional Cooking Certificate you must complete 66 credits
• Year 1
Breakfast Cookery – 3 CR Cooking Fundamentals – 6 CR Cooking Principles – 3 CR Culinary Applications 1 – 6 CR Culinary Skills – 3 CR Fire Safety – 0 CR Garde Manger 1 – 6 CR Hospitality 1 – 3 CR Job Skills Development – 3 CR Level 1 Final Practical Cook – 0 CR Level 1 Final Theory Cook – 0 CR Meats and Poultry 1 – 6 CR Menu Planning and Food Costing – 6 CR Patisserie 1 – 6 CR Serving It Safe – 0 CR Stocks, Soups, and Sauces 1 – 6 CR Vegetables/Fruits/Starches 1 – 6 CR WHMIS 1 – 0 CR Word Processing Skills – 3 CR
• Year 2
Computer Applications – 3 CR Cuisine and Trends – 6 CR Culinary Applications 2 – 6 CR Foodservice Management – 6 CR Garde Manger 2 – 6 CR Level 2 Final Practical Cook – 0 CR Level 2 Final Theory Cook – 0 CR Meats and Poultry 2 – 6 CR Nutritional Cooking – 3 CR Patisserie 2 – 6 CR Patisserie 3 – 6 CR Seafood Cookery – 6 CR Special Culinary Projects – 9 CR Stocks, Soups and Sauces 2 – 3 CR
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Vegetables/Fruits/Starches 2 – 3 CR Link to syllabus and / or course outlines http://public.assiniboine.net/Programs/CulinaryArts/Courses.aspx Unique / innovative courses • None stated
What constitutes a credit hour? • 40 hours = 3 credit hours
Conestoga College
Course titles & hours • Level One
CDEV1020 Co-op and Career Preparation 16 hrs. / 1 credit COMP1006 Software Applications I 30 hrs. / 2 credits CUL1130 Applied Culinary Techniques I 75 hrs. / 4 credits CUL1145 Applied Baking Techniques 45 hrs. / 2 credits CUL1150 Kitchen Production I 90 hrs. / 5 credits CUL1195 Culinary and Baking Theory 60 hrs. / 4 credits HOSP1040 Sanitation and Safety 16 hrs. / 1 credit HOSP1090 Restaurant Operations 45 hrs. / 2 credits
• Level Two
COMM1100 Communication Skills 45 hrs. / 3 credits CUL1010 Nutrition and Healthy Lifestyle 21 hrs. / 2 credits CUL1160 Applied Culinary Techniques 40 hrs. / 2 credits CUL1170 Applied Baking Techniques 45 hrs. / 2 credits CUL1180 Kitchen Production II 90 hrs. / 5 credits CUL1200 Culinary Theory II 45 hrs. / 3 credits HOSP1330 Restaurant Operations II 45 hrs. / 2 credits MGMT1050 Kitchen management I 30 hrs. / 2 credits
• Level Three
COOP1510 Co-op Work Term I 360 hrs. / 12 credits • Level Four
COOP2270 Co-op Work Term II 360 hrs. / 12 credits • Level Five
CUL2000 Advanced Garde Manger 30 hrs. / 2 credits CUL2010 Applied Baking Techniques III 30 hrs. / 2 credits ENTR2000 Small business Management 40 hrs. / 3 credits HOSP2000 Menu Planning Development and Implementation 40 hrs. / 3 credits HOSP2160 Event Planning and Catering 40 hrs. / 3 credits HOSP2230 Cultural History of World Cuisine 40 hrs. / 3 credits
• Level Six
COMM1030 Interpersonal and Group Dynamics 45 hrs. / 3 credits
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CUL2100 Cuisine a la Carte I 75 hrs. / 4 credits CUL2115 International Cuisine 60 hrs. / 4 credits HOSP2225 Wine and Food Pairing 30 hrs. / 2 credits LIBS1370 The Dynamics of the Tourism Industry 45 hrs. / 3 credits MGMT2100 Advanced Kitchen Management 45 hrs. / 3 credits MKT2120 Marketing for Hospitality 30 hrs. / 2 credits
Link to syllabus and / or course outlines Unique / innovative courses • Marketing for Hospitality
Equips students with marketing tools to understand consumer behaviour, analyze market conditions and trends, and apply marketing strategies to create a marketing plan for a business in the hospitality and tourism industry.
What constitutes a credit hour? • None stated
Georgian College
Course titles & hours Mandatory Courses ACCT1013 Accounting Fundamentals 42 hrs. BUSI2007 Entrepreneurship and Small Business 42 hrs. FOSR1000 Introduction to Baking 56 hrs. FOSR1001 Introduction to Small Quantity Techniques 56 hrs. FOSR1002 Kitchen Management 56 hrs. FOSR1003 Introduction to Food Theory and Nutrition 56 hrs. FOSR1004 Introduction to Large Quantity Techniques 70 hrs. FOSR1006 Advanced Large Quantity Techniques 70 hrs. FOSR1007 Advanced Kitchen Management 56 hrs. FOSR1008 Advanced Food Theory 42 hrs. FOSR1009 Advanced Small Quantity Techniques 70 hrs. FOSR1013 Advanced Baking Techniques 56 hrs. FOSR 2001 Food and Beverage Management 42 hrs. FOSR2002 Contemporary Food Presentation 42 hrs. FOSR2003 Wine, Beer and Spirits 42 hrs. FOSR2004 Patisserie 56 hrs. FOSR2005 International Food Preparation 56 hrs. MKTG1000 Introduction to Marketing 42 hrs. TOUR2001 Supervision in the Hospitality and Tourism Industry 42 hrs. Communications Courses To be selected at time of registration from the College list, as determined by testing.
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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 Link to syllabus and / or course outlines Unique / innovative courses • Contemporary Food Presentation
Provides a practical understanding of artistic food presentations with emphasis on culinary and economic principles to achieve maximum effect by simple means.
• Introduction to Marketing An overview course with a focus on marketing products and services to the ultimate consumer. Emphasis is placed on the basic marketing premise that customer needs must be satisfied in order to achieve company objectives. The student gains insight into the complex and interdependent variables involved in developing successful marketing strategies. The strategic marketing planning process is introduced, along with the specific concepts and principles of the four key components of the marketing plan - Product, Price, Distribution, and Promotion Strategies.
What constitutes a credit hour? • None stated
Holland College
Course titles & hours Computer Essentials – 45 hours Food Math – 45 hours Culinary Industry Essentials – 45 hours Entremetier – 45 hours Baking – 45 hours Business Communications – 45 hours Cold Cuisine I – 45 hours Stocks, Soups and Sauces – 45 hours Breakfast Cookery – 15 hours Meat and Seafood Identification and Fabrication – 45 hours Culinary Industry Certifications – 45 hours
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Food Production and Service – 45 hours Nutrition for the Culinary Professional – 45 hours Culinary Arts Internship – 600 hours Food and Beverage Service – 45 hours Food, Beverage and Labour Cost Control – 45 hours Human Resource Management – 45 hours Regional Cuisine – 45 hours Evolution of Classical Cuisine – 45 hours Culinary Trends – 45 hours Modern Charcuterie – 45 hours Banquet and Catering Operations – 45 hours Cold Cuisine II – 45 hours International Cuisine – 45 hours Meat, Game, Poultry and Seafood – 45 hours A la carte Service – Practical – 130 hours Wine Theory and Analysis – 45 hours Canadian Hospitality Law – 45 hours Occupational Health and Safety – 0 hours Link to syllabus and / or course outlines http://www.hollandcollege.com/admissions/full_time_programs/culinary_arts/ Very detailed course outlines for each CA class can be found at: https://sam.hollandcollege.com/section/content/default.asp?WCI=pgDisplay&WCU=CRSCNT&ENTRY_ID=CD66C7049E1F4960ACA01714AB44C518 Unique / innovative courses • Culinary Trends
Culinary trends reflect a shift in taste and cultural practices over time, combined with advances in technology and culinary techniques. In this course students will identify current culinary trends and will gain an understanding of the factors that influence trends. Additionally, students will have the opportunity to apply their knowledge through practical applications.
What constitutes a credit hour? • None stated
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Nova Scotia Community College (NSCC)
Course titles & hours Courses may Include: Communications I Computer Essentials I Computer Essentials II Safety & Sanitation/Tools & Equipment Basic Cooking Principles Vegetables, Fruit & Starches I Cold Kitchen/Pantry I Baking Nutrition Eggs & Breakfast Cookery Meat, Poultry & Game I Stocks, Sauces and Soups Wine & Food: Perfect Pairings Introduction to Human Relations Fish & Seafood Vegetables, Fruit & Starches II Cold Kitchen/Pantry II Patisserie & Plated Desserts Meat, Poultry & Game II Co-operative Education A Co-operative Education B Kitchen Management I Garde Manger/Buffet Modern Cookery I/II Kitchen Management II Advanced Cookery I/II Restaurant Service I Restaurant Service II Introduction to WHMIS Introduction to NS OH & S Act Additional Graduation Requirements: Basic Food Safety Training Advanced Food Safety Training Emergency First Aid, CPR Level A Portfolio Development Workplace Mentoring Link to syllabus and / or course outlines www.nscc.ca
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Unique / innovative courses • Introduction to Human Relations
Students cover the essentials of interacting with individuals and groups from the standpoint of an employee.
What constitutes a credit hour? • None stated
St. Clair College
Course titles & hours Code Course Name Credit Semester 1 FSA13 Kitchen Management I 3 FSA185 Culinary Skills & Techniques I 6 FSA189 Culinary Practices I 6 FSA187 Baking & Pastry Arts I 6 ELEC1030 General Education Elective 3 MIC111 Computer Applications I 2 FSA129 Food Safety 1 FSA146 Understanding Nutrition 1 FSA168 Understanding Hospitality 1 Semester 2 FSA281 Kitchen Operations II 2 FSA239 Kitchen Management II 4 FSA285 Culinary Skills & Techniques II 5 FSA287 Baking & Pastry Arts II 5 ELEC1030 General Education Elective 3 FSA220 Culinary Practices Level II 5 FSA216 Culinary Communications 2 Semester 3 FSA307 Hospitality Services 5 FSA418 Trends in Industry 3 FSA315 Wines, Spirits and Foods 4 FSA319 Culinary Internship 8 FSA389 Culinary Practices III 6 HOS108G Cuisine and Culture 3 Link to syllabus and / or course outlines http://www.stclaircollege.ca/programs/postsec/culinary_man_FT/ Click on course codes Unique / innovative courses • Trends in Industry
This course provides the student with a general understanding of culinary trends and their value to the hospitality industry. Through interactive lectures, research, statistical analysis, off-campus field
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study, and guest speakers, the student will see how culinary trends develop and how to respond and utilize the information to advance hospitality business. Trends in Culinary Tourism, Hospitality Career Development, Institutional Certifications, Agri-tourism, and Technology will be studied.
What constitutes a credit hour? • None stated
Southern Alberta Institute of Technology (SAIT) Polytechnic
Course titles & hours Semester 1 Culinary Fundamentals – 3 CR Soups and Sauces – 3 CR Dinner Cookery – 3 CR Meat Preparation – 3 CR Baking and Yeast Goods – 3 CR Semester 2 Breakfast Cookery – 3 CR Vegetables and Starches – 3 CR Cold Kitchen – 3 CR Lunch Cookery – 3 CR Line Cook – 3 CR Semester 3 Professional Internship – 3 CR, 320 hours (10 weeks) Semester 4 Workplace Communication Skills – 1.5 CR Lunch à la Carte – 3 CR Patisserie – 3 CR Food and Wine Pairing – 3 CR Food and Beverage Service – 3 CR Nutrition and HMR Logistics – 1.5 CR Semester 5 Dinner à la Carte – 3 CR Garde Manger – 3 CR Culinary Perspectives – 3 CR Purchasing, Receiving and Cost Control – 3 CR Supervision and Event Planning – 3 CR Students must attain a GPA of 2.0 or better in each semester and pass the necessary prerequisite courses to progress through the program. To qualify for graduation, students must pass ALL courses and attain a GPA of 2.0 or better and complete course requirements within the prescribed timelines.
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Link to syllabus and / or course outlines http://www.sait.ca/programs-and-courses/full-time-studies/academic-calendar-information/academic-course-finder.php Unique / innovative courses • Culinary Perspectives
Students are led through a review of classical French cuisine as a foundation for the exploration of ethnic and contemporary cuisines. Students then explore and experiment with elements of international cuisines such as Asian, Mediterranean, North and South American, Regional and Middle Eastern. Culinary trends are examined.
What constitutes a credit hour? • None stated
Vancouver Community College (VCC)
Course titles & hours Term 1 Baking and Desserts 1 – 4 CR Basic Kitchen Skills – 2 CR Cold Kitchen – 1 CR Hot & Cold Breakfast Cooking – 2 CR Hot & Cold Sandwich Prep. – 2 CR Kitchen Management & Health Care – 1 CR Meat and Poultry Cooking – 1 CR Meat, Poultry, Seafood Cooking – 2 CR Meat, Poultry, Seafood Cutting – 4 CR Safety, Sanitation & Equipment – 2 CR Seafood Cooking – 1 CR Stock, Soup & Sauce Cooking – 2 CR Vegetable and Starch Cooking – 1 CR Vegetable, Egg, Starch, Pasta – 2 CR Vegetarian Entrees, Past & Soup – 1 CR Term 2 Alcoholic Beverage Service - 2 CR Appetizers and Hors d’oeuvres – 1 CR Appetizers and Salads – 1 CR Appetizers, Salads, Buffet Prep. – 1 CR Baking and Dessert 2 – 1 CR Baking and Dessert 3 – 1 CR Dining Room Service Procedures – 2 CR Entrees and Sauces 1 – 1 CR Entrees and Sauces 2 – 1 CR Kitchen Management & Nutrition – 0.5 CR Meat, Poultry, Seafood Entrees – 1 CR Soups, Vegetables, Starches & Salads – 0.5 CR Specialty Desserts – 1 CR Vegetables, Starches & Soups 1 – 1 CR
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Vegetables, Starches & Soups 2 – 1 CR Link to syllabus and / or course outlines http://www.vcc.ca/programs-courses/detail.cfm?div_id=7&prog_id=40#courses Unique / innovative courses What constitutes a credit hour? • 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
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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
Content theory assessment, Skills assessment (e.g. Labs), Assessment practices for any experiential components (practicum, clinical, work experience, Co-op education)
RRC 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
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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
Theory / content assessment • Short theory tests daily
Practical skills / labs assessment • Practical assignments related to work in labs. Mid-term and final
practical exams as well as chef of the day responsibilities Employability / essential / soft skills assessment
• Chef of the day – leadership and ability to provide direction to rest of kitchen. Chef report done after provides an opportunity for reflection on the experience
Experiential component assessment • Evaluation completed by the employer. 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 Theory / content assessment • Assignments, quizzes, exams
Practical skills / labs assessment • Practical assessments
Employability / essential / soft skills assessment • Use Conference Board of Canada Essential Skills • Team work evaluated in labs
Experiential component assessment Trends
• Authentic assessment – geared to work requirements
Conestoga College
Theory / content assessment • Quizzes and tests – some computer marked, others consist of longer
written answers • Mid-term and final exams • Presentation projects are given in second year
Practical skills / labs assessment • Weekly practical evaluations – rubric – with standards getting more
strict as students progress through the term Employability / essential / soft skills assessment
• Professionalism evaluated on an ongoing basis in lab courses • More teamwork incorporated into second year courses – often
incorporate student self-assessments
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Experiential component assessment • Site visit by college • Student self-assessment • Employer evaluation
Trends • Incorporating more presentations, assignments, projects into courses • Using D2L for testing
Georgian College
Theory / content assessment • Tests – usually 3 per course • Project-based assignments – usually 2 per course
Practical skills / labs assessment • Rubrics used to evaluate practical skills
Employability / essential / soft skills assessment • Professionalism is assessed in labs • Group assignments in theory courses to develop interpersonal skills
Experiential component assessment • Employers evaluate. Students provide overview of their experiences.
Coop department synthesizes these and provides a feedback session to each student upon completion of work experience
Holland College
Theory / content assessment • Tests, assignments
Practical skills / labs assessment • Practical tests, black box tests
Employability / essential / soft skills assessment • Team activities, group projects, role playing – especially in business
courses • Brigade system in practical labs
Experiential component assessment • Students develop a portfolio to document learning on the job. Employer
also evaluates no only number of hours but quality of student work • Students must complete and submit a Student Learning Portfolio based
on the guidelines outlined in the Culinary Institute of Canada portfolio package
Trends None stated
NSCC Theory / content assessment None stated Practical skills / labs assessment None stated Employability / essential / soft skills assessment None stated Experiential component assessment None stated Trends None stated
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St. Clair College
Theory / content assessment • Midterm and final exams. Some theory courses have unit testing. Each
course has a project Practical skills / labs assessment • Practical evaluations of work as students are learning skills. Midterm
and final practical exams in each lab course Employability / essential / soft skills assessment None stated Experiential component assessment None stated Trends • Flipped classrooms
SAIT
Theory / content assessment • Assignments, tests
Practical skills / labs assessment • Practical testing
Employability / essential / soft skills assessment None stated Experiential component assessment
• At the end of the internship, employers complete an evaluation form and discuss their comments with the student
• If the overall level of performance of the intern is considered “marginal” or “unsatisfactory”, a representative of the internship program will contact the employer for clarification and specific understanding of the issues
• The student must complete the required number of hours and achieve an acceptable level of performance to receive credit for their practicum.
• Additional information for employers is available at: • http://www.sait.ca/about-sait/schools/school-of-hospitality-and-
tourism/additional-infomation/professional-internship-programs.php Trends
• Have moved away from paper testing and exam week. All assessments done digitally
VCC Theory / content assessment • Weekly tests, assignments
Practical skills / labs assessment • Evaluation of daily practical work
Employability / essential / soft skills assessment • Not much – done more in apprentice programs; evaluation of
professional attitude Experiential component assessment
• Done by employer – short form evaluating students’ punctuality, attitude, skill set, and employability
Trends • more of a focus on the development of professional attitudes of
graduates by industry
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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 ACC • 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
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 this in the next year
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. Ryerson University, Toronto, ON • Some Culinary Arts courses are eligible for credit at Ryerson University
University of Manitoba, Winnipeg, MB
• Bachelor of Science (Human Nutritional Studies) – Graduates are credited with 60 credits and must complete another 60 credits
Accreditation Apprentice Cook Students achieve accreditation for Level 1 and 2 Apprentice Cook
when they complete the program. Students have the accelerated ability to write the Red Seal Exam after meeting the practical hours requirement.
Certification
• WHMIS • First Aid • Serving It Safe • Food Handler’s Certificate • Fire Safety Certification
Partnerships
• High school Graduates of high school vocational programs are eligible for advanced
standing in the Culinary Arts Diploma program. • Government Program accredited with the Canadian Forces
Algonquin 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 • High school Several high schools have agreements with ACC. Hugh School
students may receive advanced standing. Conestoga College
• None stated
Georgian College
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 o Type: Advanced Standing
• UNB o Credential: Bachelor of Applied Management (4 yr.) o Completion: 60/120 credits (2 years); minimum 70% GPA required
for admission o Type: Block Credit
• Griffith University o Credential: Bachelor of Business (Hotel Management) o Completion: 120/240 credit points (1.5 years) o Type: Block Credit
• University of Ontario Institute of Technology o Credential: Bachelor of Commerce (Honours) (4 yr.) o Completion: 75/120 credits (2 years of full-time study); minimum 73%
GPA required for admission o Type: Advanced Standing
• Ryerson University o Credential: Bachelor of Commerce – Hospitality and Tourism
Management o Completion: 90/120 credits (3 years ); minimum 75% GPA and
additional courses may be required for admission o Type: Block Credit
• Davenport University o Credential: BBA (Majors available in Management, Strategic
Management) or Marketing (4 yr.) o Completion: 60/120 credits (2 years of full-time study); courses
available online
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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
o Type: Block Credit Accreditation • None stated
Certification
• None stated Partnerships
• Business & industry Our students are given many opportunities to enhance their learning
through their involvement in extracurricular activities such as: membership in the junior chapter of the regional Professional Chefs' Association (Muskoka and District Chef's Association); participation in Georgian 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 work-based 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
Prep courses for domestic or international students (e.g. language courses) • English for International Students – recommended option for
newcomers • Looking at developing prep courses in English and math to help prep
students to succeed in program Other programs offered • Assistant Cook (Level 1 Apprentice) • Baking & Pastry Arts (1-year certificate) • Bartending (15 weeks) • Cook Apprenticeship (1-year certificate) • Culinary Skills – Chef Training (Online) (1-year certificate) • Culinary Skills – Chef Training (1-year certificate) • Institutional Cook (Level 1 Apprentice)
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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 Prep courses for domestic or international students (e.g.
language courses) • None stated
Other programs offered
• Professional Cooking Certificate (one-year certificate) Upon completion of the first year of studies, students may obtain this
certificate.
Outlets • Grey Owl Dining Room – Mid-January to Mid-February Located in a heritage building shared with the Hotel Restaurant
Management program, students receive hands-on experience by hosting a variety of events open to the community at the end of the term for four weeks.
Culinary Arts students present a fine dining menu to members of the public, while Hotel and Restaurant Management students practice their hospitality skills with tableside service.
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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
• None stated
Georgian College
• None stated
Holland College
Prep courses for domestic or international students (e.g. language courses) • None stated
Other programs offered • Pastry Arts (one-year certificate); • Applied Degree in Culinary Operations (two-year applied degree).
Outlets • Lucy Maud Dining Room (fine dining) • Montgomery Cafeteria • CIC Banquet & Catering
Unique features • History The Culinary Institute of Canada in Charlottetown has been training
aspiring chefs since 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.
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• American Students (see partnerships) Holland’s Culinary Arts program welcomes American students and is
approved by the US Federal Aid for the processing of student loans, both subsidized and unsubsidized.
NSCC Prep courses for domestic or international students (e.g.
language courses) • They don’t actively recruit international students because of heavy local
demand, so no prep provided. Students just need to attain required level on English equivalency exam.
Other programs offered
• Cooking Certificate (one-year certificate) • Students spend some time in the classroom learning theory, but most of • the students’ time is spent doing hands-on cooking. This program
features small class sizes. Students who complete this certificate are eligible to apply for a limited number of seats in the second year of the Culinary Arts Diploma program.
Outlets
• 80 seat fine dining
Unique features • Program Test Drive (see entrance requirements) This program offers potential students the chance to experience NSCC’s programs first-hand and help them decide if the program is the
right fit. • Co-operative Education Courses (see program features) Full handbook for students and employers is available at: http://www.nscc.ca/learning_programs/work_experience/co-op-
studentguide.pdf.
St. Clair College
Prep courses for domestic or international students (e.g. 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 Post-Secondary studies at St. Clair College
Other programs offered • 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 this in the next year
SAIT
Prep courses for domestic or international students (e.g. language courses) • None stated
Other Culinary Programs Offered at SAIT
• Baking and Pastry Arts (2 years, 5 semesters) The first year of studies provides the fundamentals of baking and the
second year offers advanced studies in pastry arts. The majority of courses are practical in nature, allowing students to learn in a hands-on environment. Industry experience is not mandatory, but is an asset. Between the first and second year, students are required to complete a 320-hour Professional Internship.
• Meat Operations and Management (15 weeks + 4-week practicum) • Apprenticeship Programs Baker Apprentice Cook Apprentice • Part-Time Continuing Education Courses Bar Mixology Certified Chef de Cuisine • “Fundamentals” Continuing Education Series These courses are designed for the kitchen novice. They include:
o Knife Skills o Introduction to Cooking
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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 Prep courses for domestic or international students (e.g.
language courses) VCC offers several certificate programs for International Students and ESL Students: • Cooking – ESL
VCC’s 10-month certificate program is designed for English as Second Language speakers who wish to receive practical culinary training. It is fully recognized by the Industry Training Authority and students earn apprenticeship qualifications in addition to a VCC credential. Upon completion, students may enroll in Level 2 Apprenticeship. Students learn communication skills and hospitality-related vocabulary from culinary arts and ESL teachers. Students in the program prepare daily breakfast, lunch and dinner in the cafeteria as well as lunch and dinner in JJ’s Restaurant at the Downtown Campus. This program welcomes applications from Canadian citizens and permanent residents. Applicants must have completed Grade 10 or equivalent in their own country. They must have proof of completion of VCC Lower Intermediate English, which includes a Canadian Language Benchmark of Listening, Speaking, Reading 5 and Writing 4. Tuition is $3,174.00 (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).
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Other programs offered • Asian Culinary Arts (5-month certificate) • Baking and Pastry Arts – Artisan Baking (11 month-certificate) • Baking and Pastry Arts – Artisan Baking for International Students (13-
month certificate) • Baking and Pastry Arts – Pastry (11-month certificate) • Baking and Pastry Arts – Pastry ESL (13-month certificate) • Cooking – ESL (10-month certificate) • Cooking Foundation – High School • Culinary Arts (Cook) Apprentice (Three 5-week sessions over 3 years) • Culinary Management (8-month certificate)
Outlets • Two 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:
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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/CulinaryArtsSUMMARY2012-2008.pdf.
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Appendix B – Industry Occupational Analysis (DACUM) Chart
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CULINARY ARTSFacilitated by Robert Cordingley, Lorna Smith, and Craig Edwards
April 8 & 15, 2013DACUM 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 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.
Use personal protective equipment
A1 A2 A3 A4 A5 A6
WORK SAFELYA
Maintain a safe w ork area
Clean knives, pots, pans, utensils, equipment, appliances and facilities
Demonstrate sanitary practices
Assess and correct unsafe practices
Choose the right equipment for the job
A7 A8 A9 A10 A11 A12
Avoid cross-contamination w ith allergens
Follow labeling practices
Follow food handling guidelines
Follow proper storage temperature guidelines
Maintain personal hygiene
Apply f irst aid and CPR
A13 A14 A15 A16
Transport food safely Follow legislative / legal requirements
Follow HACCP guidelines
Follow WHMIS guidelines
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1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Prepare stocks
B1 B2 B3 B4 B5 B6
PREPARE FOODSB
Prepare vegetables Prepare herbs and spices
Prepare fruit Prepare salads Prepare sandw iches
B7 B8 B9 B10 B11 B12
Prepare thickening and binding agents
Prepare soups Prepare sauces Prepare pulses, grains and nuts
Prepare pastas Make pasta dough
Prepare foods from a variety of ethnicities
B13 B14 B15 B16 B17 B18
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
B19 B20 B21 B22 B23 B24
Prepare condiments and accompaniments
Fabricate f ish Butcher poultry and game birds
Butcher meat and game meat
Prepare f ish Prepare shellf ish
B25 B26 B27 B28 B29 B30
Prepare poultry and game birds
Prepare meat and game meat
Prepare variety meats Prepare pates and terrines
Prepare aspics, jellies and glazes
Prepare marinades and brines
B31 B32 B33 B34
Identify product quality Maintain consistent levels of quality (temperature, presentation, etc.)
Reheat food Use pre-packaged (convenience) foods
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1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4
Use a grill / barbeque
C1 C2 C3 C4 C5 C6
USE EQUIPMENTC
Use a dishw asher Use a variety of knives Use a variety of small w ares and gadgets
Use a broiler / salamander
Use a steam table
C7 C8 C9 C10 C11 C12
Use a griddle / f lat top Use a proofer Use a conventional oven
Use range top Use a convection oven Use a deep fryer
C13 C14 C15 C16 C17 C18
Use a steam kettle Use a pressure cooker Use a steamer Use a variety of small appliances
Use a mixer Use a slicer
C19 C20 C21 C22 C23 C24
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)
C25 C26 C27 C28
Conduct preventative maintenance
Use a smoker Use a dehydrator Use a w ok
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Barbeque
D1 D2 D3 D4 D5 D6
APPLY COOKING METHODS
D
Follow internal temperatures
Sear Sauté Grill Broil
D7 D8 D9 D10 D11 D12
Bake Roast Pan fry Deep fry Blanch Boil
D13 D14 D15 D16 D17 D18
Poach Stew Braise Steam Combi Confit
D19 D20 D21 D22 D23 D24
Sous vide Marinate Cure Ferment Pickle Preserve
D25 D26 D27
Smoke Rethermalize food Flambé
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Prepare pastries and pies
E1 E2 E3 E4 E5 E6
PREPARE PASTRYE
Prepare creams, mousses, f illings
Prepare dessert sauces
Prepare doughs e.g. bread, cookie
Prepare chocolate Prepare frozen desserts
E7 E8 E9 E10 E11 E12
Prepare cakes Assemble cakes / pastries
Decorate cakes Prepare icings Prepare petite fors Prepare sugar w orks
Develop an acute sense of smell
F1 F2 F3 F4 F5 F6
USE TASTE / SMELLF
Taste individual ingredients
Taste food Identify sw eet, savoury, salty, spicy, acidic, bitter, umami factor
Balance f lavours Adjust seasoning
F7 F8 F9 F10 F11
Develop f lavour memory Identify f lavour profile Use f lavour profiles / pairings
Develop personal palette
Adjust f lavour for clientele
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Interpret non-verbal communication
G1 G2 G3 G4 G5 G6
COMMUNICATEG
Read and follow recipes
Follow instructions (e.g. prep list)
Listen Demonstrate manners / etiquette
Communicate verbally
G7 G8 G9 G10 G11 G12
Develop / maintain interpersonal skills
Spell Write Write instructions Create a prep list Use w ord processing
G15 G16 G17 G18
Use communication technologies (email, phone, text, fax, scan)
Ask for help Explain ideas Accept / learn from feedback
Give constructive feedback
Resolve conflict
Use terminology Select medium for greatest impact (e.g. hand w ritten note)
G19 G20
WORK IN TEAMSH
Respect others Demonstrate reliability
G13 G14
Accept responsibility for ow n and team's actions / mistakes
Support others Demonstrate f lexibility Work independently (w ithin a team)
H1 H2 H3 H4 H5 H6
Compromise Exhibit patience (w ith self and others)
Demonstrate appropriate sense of humour
H7 H8 H9
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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
Maintain consistency Learn continuously Improve continuously Practice skills to improve speed and accuracy
Demonstrate organization (mise-en-place)
Lead by example
Display initiative
I1 I2 I3 I4 I5 I6
Demonstrate commitment to excellence
Employ all senses w hen cooking
Read and research Display confidence Show humility Identify strengths and limitations
I7 I8 I9 I10 I11 I12
Identify / reflect on successes / failures
Prioritize Manage time Solve problems / troubleshoot
Manage change Manage stress
I13 I14 I15 I16 I17 I18
I30
Adapt to new situations Work w ithin a hierarchy Identify and explain nutritional values
Write a professional resume
Maintain healthy w ork / life balance
Situate self w ithin culinary history
I19 I20 I21 I22 I23 I24
I25 I26 I27 I28 I29
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DEMONSTRATE CREATIVITY
J
Arrange / design plate presentations
Utilize surplus Experiment Improvise Create a menu and / or special / feature
J11 J12
Document recipes Use f lavours, colours, textures, etc.
Arrange / design platters
Arrange / design buffet presentations
Apply modernist cuisine (hydro colides enzymes)
Develop unconventional approaches / methods ("think outside the box")
Create recipes
J1 J2 J3 J4 J5 J6
Think critically Follow and create trends
Look for and implement eff iciencies
Formulate menus / foods for people w ith dietary restrictions
J13 J14 J15 J16
J7 J8 J9 J10
Identify sustainable seafood
Garden
K7 K8
Apply sustainable w aste management practices
K1 K2 K3 K4 K5 K6
DEMONSTRATE SUSTAINABILITY
K
Implement / follow "green" (environmental) practices and procedures
Source local producers Source fair trade products
Source ethical producers
Use seasonal products
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APPLY MATH SKILLSL
Calculate conversions (fractions, %, decimals, metric, imperial, etc.)
Calculate yields Use units of measure Work w ith fractions / ratios
Estimate Work w ith percentages
L1 L2 L3 L4 L5 L6
Use inventory programs Manage suppliers
M7 M8
Inventory
M1 M2 M3 M4 M5 M6
MANAGE INVENTORYM
Rotate product / stock Receive products and supplies
Perform portion control Order products and supplies
Maintain stock sheets
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SERVE PATRONSN
Set a table Take orders Clarify customer allergies
Serve tables Clear tables Enhance customer experience
N1 N2 N3 N4 N5 N6
N10 N11 N12
Serve beverages Pair food and beverages (e.g. w ine, beer, cocktails, tea, etc.)
Store beverages Demonstrate a variety of service styles (French, Russian, etc.)
Maintain room Take reservations
Use P.O.S. (point of sale) systems
N13
BUILD COMMUNITYO
Volunteer Build relationships Demonstrate social responsibility (e.g. donate product / time / money)
N7 N8 N9
Use social media Interact w ith media Cook for co-w orkers
O1 O2 O3 O4 O5 O6
Act as an ambassador Capture images
O7 O8
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DESIGN FACILITIESP
Design kitchen Design restaurant / front of house
Analyze w orkflow
P1 P2 P3 P4 P5 P6
Enhance w orkflow Design / assemble a f ield kitchen
Prepare for special (off-site) events
P7 P8 P9
Obtain quotes Purchase equipment and furnishings
Match menu to kitchen / kitchen to menu
Conduct performance review s
Q1 Q2 Q3 Q4 Q5 Q6
MANAGE HUMAN RESOURCES
Q
Recruit staff Orient staff Apply employment standards
Train staff Manage performance
Q9 Q10 Q11 Q12
Discipline staff Work w ith unions Administer employee benefits
Recognize employees Build team Match task to talent
Manage volunteers Terminate staff
Q13 Q14
Q7 Q8
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MANAGE FINANCESR
Use spreadsheets Calculate food costs Sell Calculate labour costs Schedule staff Budget
R1 R2 R3 R4 R5 R6
R10 R11 R12
Manage government remittances
Manage cash f low Manage payroll Pay invoices Analyze profit and loss statements
Contribute to the development of a marketing plan
Organize contractors Negotiate contracts Develop a business plan
R13 R14 R15
R7 R8 R9
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Appendix C – Graduate Skills and Abilities and Gap Analysis Chart
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2
3
4
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DACUM Skill Rating Scale:Can perform some parts of this skill satisfactorily but requires assistance and/or supervision to perform the entire skill.
Can perform this skill satisfactorily but requires periodic assistance and/or supervision.
Can perform this skill competently w ithout assistance or supervision.
Can perform this skill competently w ithout assistance, w ith more than acceptable quality, and w ith initiative/adaptability to unique situations.
General Area of Competency (GAC) Skill rating
Demonstrate sanitary practices
A3
Demonstrate sanitary practices
A3
Introduction to Culinary ArtsCertif ied Food Handler Training Program Level 1all lab courses
Occupational Skill deletedSkill or Competency added by Faculty or Occupational w ording changed
Unshaded Box= Specif ic Skill w ithin GAC
Gap or overlap betw een Faculty Expectations and Current Content in Courses
Industry DACUM Faculty Expectations Current Content in Courses
CULINARY ARTSGraduate Skills and Abilities (GSA) & Gap Analysis Chart
Facilitated by: Robert Cordingley & Lorna SmithMay 22 & 24, 2013
Clean knives, pots, pans, utensils, equipment, appliances and facilities
A2
Clean knives, pots, pans, utensils, equipment, appliances and facilities
A2
all lab courses(Note: Consider bringing company back in to teach students how to tear dow n a dishw asher)
WORK SAFELYA
WORK SAFELYA
WORK SAFELYA
Maintain a safe w ork area
A1
Maintain a safe w ork area
A1
Introduction to Culinary ArtsWHMIS WorkshopCertif ied Food Handler Training Program Level 1Fire Safetyall lab courses
105
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Follow food handling guidelines
A9
Follow food handling guidelines
A9
Certif ied Food Handler Training Program Level 1Introduction to Culinary ArtsInventory Managementall lab courses
Follow labeling practices
A8
Follow labeling and dating practices in the kitchen
A8
Introduction to Culinary Artsall lab courses
Follow proper storage temperature guidelines
A10
Follow proper storage temperature guidelines
A10
Menu Developmentall lab courses
Maintain personal hygiene
A11
Maintain personal hygiene
A11
Certif ied Food Handler Training Program Level 1Menu Developmentall lab courses
Apply f irst aid and CPR
A12
Apply f irst aid and CPR
A12
Emergency First Aid
Use personal protective equipment
A6
Use personal protective equipment
A6
all lab courses
Avoid cross-contamination w ith allergens
A7
Avoid cross-contamination w ith allergens (Note: Impossible to teach all because of the huge number/variety of allergens)A7
Introduction to Culinary ArtsNutrition for Culinary ProfessionalsPatisserie 2Menu Developmentall lab courses
Assess and correct unsafe practices
A4
Assess and correct unsafe practices
A4
Introduction to Culinary ArtsWHMIS WorkshopEmergency First AidFire SafetyServing it Safeall lab courses
Choose the right equipment for the job
A5
Choose the right equipment for the job
A5
Introduction to Culinary ArtsWHIMIS WorkshopEmergency First AidFire SafetyServing it Safeall lab courses
106
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
PREPARE FOODSB
PREPARE FOODSB
PREPARE FOODSB
Prepare vegetables
B1
Prepare vegetables
B1
Garde MangerBasic Food Preparationall lab courses (not a lot in Patisserie)
Follow WHMIS guidelines
A16
Follow WHMIS guidelines
A16
Introduction to Culinary ArtsWHMIS Workshop
Prepare salads
B4
Prepare salads
B4
Advanced Culinary Skills 1Garde MangerCanadian Regional and Seasonal CuisineCharcuterie & BuffetsRestaurant Cooking
Prepare herbs and spices
B2
Prepare herbs and spices
B2
Garde MangerBasic Food Preparationall lab courses
Prepare fruit
B3
Prepare fruit
B3
Garde MangerPatisserie 1Restaurant Serviceall lab courses
Follow legislative / legal requirements
A14
Follow legislative / legal requirements(WHIMIS, Food handlers, Serving it Safe, Human Rights, Employment regulations)
A14
WHMIS WorkshopCertif ied Food Handler Training Program Level 1Serving It SafeHuman Resource Management
Follow HACCP guidelines
A15
Follow HACCP guidelines
A15
Introduction to Culinary Arts
Transport food safely
A13
Transport food safely
A13
107
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Prepare stocks
B6
Prepare stocks
B6
Advanced Culinary Skills 1Basic Food PreparationCharcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Prepare thickening and binding agents
B7
Prepare thickening and binding agents
B7
Basic Food Preparationall lab courses
Prepare sandw iches
B5
Prepare sandw iches
B5
Advanced Culinary Skills 1Garde MangerRestaurant Cooking
Prepare soups
B8
Prepare soups
B8
Advanced Culinary Skills 1Basic Food PreparationRestaurant CookingCanadian Regional and Seasonal CuisineCharcuterie & Buffets
Prepare sauces
B9
Prepare sauces
B9
Advanced Culinary Skills 1Patisserie 1Basic Food PreparationPatisserie 2Restaurant CookingPatisserie 2Advanced Culinary Skills 2
Prepare pulses, grains and nuts
B10
Prepare pulses, grains and nuts
B10
Advanced Culinary Skills 1Garde MangerCharcuterie & BuffetsCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2(Note: Identif ied by faculty previously; emphasis in program has been increasing)
Prepare pastas
B11
Prepare pastas
B11
Advanced Culinary Skills 1Garde MangerBasic Food PreparationCharcuterie & BuffetsCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
108
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Make pasta dough
B12
Make pasta dough
B12
Basic Food PreparationCharcuterie & BuffetsCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Prepare batters
B13
Prepare batters
B13
all lab courses
Make dairy products (e.g. cheese, yogurt)
B16
Make dairy products (e.g. cheese, yogurt)
B16
Prepare hors d'oeuvres
B17
Prepare hors d'oeuvres
B17
Garde MangerCharcuterie & Buffets
Prepare cheese and dairy related dishes
B14
Prepare cheese and dairy related dishes
B14
Restaurant Cookingall lab courses
Prepare eggs and egg related dishes
B15
Prepare eggs and egg related dishes
B15
Restaurant Cookingall lab courses
Fabricate f ish
B20
Fabricate f ish
B20
Garde Manger - (exposure only, limited practice)Basic Food PreparationCharcuterie & Buffets
Prepare foods from a variety of ethnicities
B18
Prepare foods from a variety of ethnicities
B18
Advanced Culinary Skills 1all lab coursesCanadian Regional and Seasonal Cuisine (Note: Review relationship betw een name and w hat is taught)
Prepare condiments and accompaniments
B19
Prepare condiments and accompaniments
B19
Advanced Culinary Skills 1Garde MangerCharcuterie & BuffetsAdvanced Culinary Skills 2
109
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Butcher poultry and game birds
B21
Butcher poultry
B21a
Advanced Culinary Skills 1Garde MangerBasic Food PreparationCharcuterie & Buffets - (limited practice)Restaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Butcher game meat
B22b
Prepare f ish
B23
Prepare f ish
B23
all cooking lab courses
Butcher game birds
B21b
Butcher meat and game meat
B22
Butcher meat
B22a
Advanced Culinary Skills 1Garde MangerBasic Food PreparationCharcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2 - (exposure only)
Prepare game birds
B25b
Advanced Culinary Skills 1Charcuterie & BuffetsAdvanced Culinary Skills 2 (limited exposure)
Prepare shellf ish
B24
Prepare shellf ish
B24
all cooking lab courses (exposure, limited practice)
Prepare poultry and game birds
B25
Prepare poultry
B25a
all cooking lab courses
110
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Prepare game meat
B26b
Advanced Culinary Skills 1Charcuterie & BuffetsAdvanced Culinary Skills 2(limited exposure)
Prepare meat and game meat
B26
Prepare meat
B26a
all cooking lab courses
Prepare aspics, jellies and glazes
B29
Prepare aspics, jellies and glazes
B29
Garde MangerBasic Food PreparationCharcuterie & Buffets(limited exposure/practice, especially aspics)
Prepare marinades and brines
B30
Prepare marinades and brines
B30
all cooking lab courses
Prepare variety meats
B27
Prepare variety meats
B27
Prepare pates and terrines
B28
Prepare pates and terrines
B28
Charcuterie & BuffetsAdvanced Culinary Skills 2
Reheat food
B33
Meaning not clear
B33
Use pre-packaged (convenience) foods
B34
Use pre-packaged (convenience) foods
B34
Patisserie 1all cooking lab courses
Identify product quality
B31
Identify product quality
B31
Inventory Managementall lab courses
Maintain consistent levels of quality (temperature, presentation, etc.)
B32
Maintain consistent levels of quality (temperature, presentation, etc.)
B32
all lab courses
111
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Use a proofer
C8
Use a proofer
C8
Advanced Culinary Skills 1Patisserie 1Patisserie 2Advanced Culinary Skills 2
Use a grill / barbeque
C6
Use a grill / barbeque
C6
Advanced Culinary Skills 1Charcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Use a griddle / f lat top
C7
Use a griddle / f lat top
C7
Advanced Culinary Skills 1Garde MangerCharcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Use a broiler / salamander
C4
Use a broiler / salamander
C4
Advanced Culinary Skills 1Restaurant CookingAdvanced Culinary Skills 2
Use a steam table
C5
Use a steam table
C5
Advanced Culinary Skills 1Charcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Use a variety of knives
C2
Use a variety of knives
C2
Basic Food Preparationall lab courses
Use a variety of small w ares and gadgets
C3
Use a variety of small w ares and gadgets
C3
all lab courses
USE EQUIPMENTC
USE EQUIPMENTC
USE EQUIPMENTC
Use a dishw asher
C1
Use a dishw asher
C1
all lab courses
112
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Use range top
C10
Use range top
C10
all lab courses
Use a convection oven
C11
Use a convection oven(Note: There are many brands and types)
C11
all lab courses
Use a conventional oven
C9
Use a conventional oven
C9
Advanced Culinary Skills 1Basic Food PreparationCharcuterie & BuffetsCanadian Regional and Seasonal Cuisine
C S
Use a pressure cooker
C14
Use a pressure cooker
C14
Use a steamer
C15
Do not have steamers, is a feature on a combi
C15
Use a deep fryer
C12
Use a deep fryer
C12
Advanced Culinary Skills 1Charcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills
Use a steam kettle
C13
Use a steam kettle
C13
Advanced Culinary Skills 1Basic Food PreparationRestaurant CookingCanadian Regional and Seasonal CuisinePatisserie 2Advanced Culinary Skills 2
Use a variety of small appliances
C16
Use a variety of small appliances
C16
all lab courses
Use a mixer
C17
Use a mixer
C17
all lab courses
113
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Use a smoker
C26
Use a smoker
C26
Charcuterie & BuffetsCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Troubleshoot basic equipment failures (e.g. light pilot lights)
C24
(Note: There are many regulation and liability issues)
C24
Conduct preventative maintenance
C25
(Note: Equipment sent out; most not serviceable by user)
C25
Use an induction top
C22
Use an induction top
C22
Garde MangerPatisserie 1Charcuterie & BuffetsCanadian Regional and Seasonal CuisinePatisserie 2
Assemble a variety of equipment
C23
Assemble a variety of equipment(grinder, Robo-coupe, mixer, etc.)
C23
all lab courses
Use vacuum sealer
C20
Use vacuum sealer
C20
Advanced Culinary SkillsCharcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Use immersion circulator
C21
Use immersion circulator
C21
Advanced Culinary Skills 2
Use a slicer
C18
Use a slicer
C18
all cooking lab courses except Basic Food Preparation
Use an immersion blender
C19
Use an immersion blender
C19
all lab courses
114
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Use a dough sheeter Patisserie 1
Use a dehydrator
C27
Use a dehydrator
C27
Advanced Culinary Skills 1Garde MangerPatisserie 2Advanced Culinary Skills 2(little exposure; introduction only)
Use a w ok
C28
Use a w ok
C28
Canadian Regional and Seasonal Cuisine
Use a Tandoori oven Canadian Regional and Seasonal Cuisine
Use a combi oven Patisserie 1Canadian Regional and Seasonal Cuisine
Use a pasta machine Canadian Regional and Seasonal Cuisine
Use a pizza oven Canadian Regional and Seasonal Cuisine
Use a blast chiller Canadian Regional and Seasonal Cuisine
Use a pizza sheeter Canadian Regional and Seasonal Cuisine
Use a bun divider Patisserie 1
115
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Broil
D5
Broil
D5
Advanced Culinary Skills 1Charcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Barbeque
D6
(Note: Is a repeat of D4 depending on equipment; currently do not use BBQ)
Sauté
D3
Sauté
D3
all cooking lab courses
Grill
D4
Grill
D4
Advanced Culinary Skills 1Charcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Follow internal temperatures
D1
Follow internal temperatures
D1
Introduction to Culinary Artsall cooking lab courses
Sear
D2
Sear
D2
all cooking lab courses
APPLY COOKING METHODSD
APPLY COOKING METHODSD
APPLY COOKING METHODSD
Use a rotating oven Patisserie 1
Use a deck oven Patisserie 1
116
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Bake
D7
Bake
D7
all cooking lab courses
Roast
D8
Roast
D8
all cooking lab courses
Blanch
D11
Blanch
D11
all cooking lab courses
Boil
D12
Boil
D12
all lab courses
Pan fry
D9
Pan fry
D9
all cooking lab courses
Deep fry
D10
Deep fry
D10
Charcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisinePatisserie 2Advanced Culinary Skills 2
Braise
D15
Braise
D15
all cooking lab courses except Garde Manger
Poach
D13
Poach
D13
all lab courses
Stew
D14
Stew
D14
all cooking lab courses except Garde Manger
117
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Steam
D16
Steam
D16
Advanced Culinary Skills 1Basic Food PreparationCharcuterie & BuffetsRestaurant CookingAdvanced Culinary Skills 2(Note: Use combi for steaming)
Sous vide
D19
Sous vide
D19
Advanced Culinary Skills 1Charcuterie & BuffetsAdvanced Culinary Skills 2
Marinate
D20
Marinate
D20
all cooking lab courses
Combi
D17
Combi
D17
Garde MangerCharcuterie & BuffetsRestaurant CookingCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2(Note: Consider getting salesperson to do w orkshop w ith students)
Confit
D18
Confit
D18
Advanced Culinary Skills 1Charcuterie & BuffetsAdvanced Culinary Skills 2
Pickle
D23
Quick pickle
D23
Advanced Culinary Skills 1Garde Manger Basic Food PreparationRestaurant CookingAdvanced Culinary Skills 2
Cure
D21
Cure
D21
Garde MangerCharcuterie & BuffetsCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Ferment
D22
Ferment
D22
Advanced Culinary Skills 1Patisserie 1Charcuterie & BuffetsPatisserie 2Advanced Culinary Skills 2
118
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Prepare creams, mousses, f illings
E1
Prepare creams, mousses, f illings
E1
Patisserie 1Patisserie 2
Prepare dessert sauces
E2
Prepare dessert sauces
E2
Advanced Culinary Skills 1Patisserie 1Patisserie 2Advanced Culinary Skills 2
Prepare doughs e.g. bread, cookie
E3
Prepare doughs e.g. bread, cookie
E3
Advanced Culinary Skills 1Patisserie 1Charcuterie & BuffetsCanadian Regional and Seasonal CuisinePatisserie 2Advanced Culinary Skills 2
Prepare chocolate
E4
Prepare chocolate
E4
Patisserie 1Patisserie 2
PREPARE PASTRYE
PREPARE PASTRYE
PREPARE PASTRYE
Flambé
D27
Flambé
D27
Not allow ed
Smoke
D25
Smoke foods
D25
Charcuterie & BuffetsCanadian Regional and Seasonal CuisineAdvanced Culinary Skills 2
Rethermalize food
D26
Rethermalize food
D26
Charcuterie & BuffetsRestaurant CookingCo-operative Education 1 (depending on placement)Co-operative Education 2 (depending on placement)
Preserve
D24
Preserve
D24
119
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Prepare petite fours
E11
Prepare petite fours
E11
Patisserie 2
Prepare frozen desserts
E5
Prepare frozen desserts
E5
Advanced Culinary Skills 1Patisserie 1Patisserie 2Advanced Culinary Skills 2
Prepare pastries and pies
E6
Prepare pastries and pies
E6
Patisserie 1Charcuterie & BuffetsPatisserie 2
Decorate cakes
E9
Decorate cakes
E9
Patisserie 1Patisserie 2
Prepare icings
E10
Prepare icings
E10
Patisserie 1Patisserie 2
Prepare cakes
E7
Prepare cakes
E7
Patisserie 1Patisserie 2
Assemble cakes / pastries
E8
Assemble cakes / pastries
E8
Patisserie 1Patisserie 2
Prepare sugar w orks
E12
Prepare sugar w orks
E12
Patisserie 1Patisserie 2
120
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Identify f lavour profile
F8
Identify f lavour profile (e.g., Thai vs. Lebanese)
F8
all lab courses
Use f lavour profiles / pairings
F9
Use f lavour profiles / pairings
F9
all lab courses
Develop an acute sense of smell
F6
Develop an acute sense of smell
F6
Restaurant Serviceall lab courses
Develop f lavour memory
F7
Develop f lavour memory
F7
Restaurant Serviceall lab courses
Balance f lavours
F4
Balance f lavours
F4
Restaurant ServiceMenu Developmentall lab courses
Adjust seasoning
F5
Adjust seasoning
F5
all lab courses
Taste food
F2
Taste food
F2
Restaurant Serviceall lab courses
Identify sw eet, savoury, salty, spicy, acidic, bitter, umami factor
F3
Identify sw eet, savoury, salty, spicy, acidic, bitter, umami factor
F3
Restaurant ServiceMenu Developmentall lab courses
USE TASTE / SMELLF
USE TASTE / SMELLF
USE TASTE / SMELLF
Taste individual ingredients
F1
Taste individual ingredients
F1
Restaurant Serviceall lab courses
121
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
COMMUNICATEG
COMMUNICATEG
COMMUNICATEG
Read and follow recipes
G1
Read and follow recipes
G1
Introduction to Culinary ArtsMenu Developmentall lab courses
Develop personal palette
F10
Develop personal palette
F10
all lab courses
Adjust f lavour for clientele
F11
Adjust f lavour for clientele
F11
all lab courses
Interpret non-verbal communication
G6
Interpret non-verbal communication
G6
Communication ??Co-operative Education 1Co-operative Education 2Restaurant Service
Demonstrate manners / etiquette
G4
Demonstrate manners / etiquette
G4
all courses
Communicate verbally
G5
Communicate verbally
G5
all courses
Follow instructions (e.g. prep list)
G2
Follow instructions (e.g., prep list)
G2
all lab courses
Listen
G3
Listen
G3
all courses
122
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Spell
G8
Spell
G8
CommunicationMenu Developmentall w ritten assignmentsCo-operative Education 1Co-operative Education 2
Write
G9
Write
G9
CommunicationMenu Developmentall w ritten assignmentsCo-operative Education 1Co-operative Education 2
Develop / maintain interpersonal skills
G7
Develop / maintain interpersonal skills
G7
Co-operative Education 1Co-operative Education 2all courses
Use w ord processing
G12
Use w ord processing
G12
Culinary Computer Applicationsall courses
Use communication technologies (email, phone, text, fax, scan)
G13
Use communication technologies (e.g., email, phone, text, fax, scan, blogs, Tw itter, Skype, etc.)
G13
Communication (email ettiquette)Co-operative Education 1Restaurant ServiceCo-operative Education 2LEARNall courses
Write instructions
G10
Write instructions
G10
Menu Development
Create a prep list
G11
Create a prep list
G11
all lab courses
Ask for help
G14
Ask for help
G14
all courses
Explain ideas
G15
Explain ideas
G15
all courses
123
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Support others
H4
Support others
H4
Restaurant Serviceall lab courses
Select medium for greatest impact (e.g. hand w ritten note)
G20
Select medium for greatest impact (e.g. hand w ritten note)
G20
Communication
Resolve conflict
G18
Resolve conflict
G18
Human Behaviour-Hospitality
Use terminology
G19
Use terminology
G19
all courses
Demonstrate reliability
H2
Demonstrate reliability
H2
all courses
Accept responsibility for ow n and team's actions / mistakes
H3
Accept responsibility for ow n and team's actions / mistakes
H3
all courses
WORK IN TEAMSH
WORK IN TEAMSH
WORK IN TEAMSH
Respect others
H1
Respect others
H1
all courses
Accept / learn from feedback
G16
Accept / learn from feedback
G16
all courses
Give constructive feedback
G17
Give constructive feedback / assess peers
G17
all courses
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1 2 3 4 1 2 3 4 1 2 3 4
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Demonstrate personal integrity
I4
Demonstrate personal integrity
I4
all courses
Display pride in w ork
I3
Display pride in w ork
I3
all courses
DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE
I
DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE
I
DEMONSTRATE PROFESSIONAL AND PERSONAL COMPETENCE
I
Display strong w ork ethic
I1
Display strong w ork ethic
I1
all courses
Demonstrate f lexibility
H5
Demonstrate f lexibility
H5
Restaurant Serviceall lab courses
Maintain a positive attitude
I2
Maintain a positive attitude
I2
all courses
Demonstrate appropriate sense of humour
H9
Demonstrate appropriate sense of humour
H9
Restaurant ServiceHuman Resource ManagementMenu Development(Note: Is part of program culture)
Work independently (w ithin a team)
H6
Work independently (w ithin a team)
H6
all courses
Compromise
H7
Compromise
H7
all courses
Exhibit patience (w ith self and others)
H8
Exhibit patience (w ith self and others)
H8
Restaurant Serviceall lab courses
125
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Work w ith a sense of urgency
I5
Work w ith a sense of urgency
I5
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Employ all senses w hen cooking
I14
Employ all senses w hen cooking
I14
all lab classes
Learn continuously
I8
Learn continuously
I8
Co-operative Education 1Co-operative Education 2all lab courses
Improve continuously
I9
Improve continuously
I9
Co-operative Education 1Co-operative Education 2all lab courses
Display initiative
I6
Display initiative
I6
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Maintain consistency
I7
Maintain consistency
I7
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Practice skills to improve speed and accuracy
I10
Practice skills to improve speed and accuracy
I10
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Demonstrate organization (mise-en-place)
I11
Demonstrate organization (mise-en-place)
I11
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Lead by example
I12
Lead by example
I12
all lab courses (eg chef for a day)
Demonstrate commitment to excellence
I13
Demonstrate commitment to excellence
13
Restaurant Serviceall lab courses
126
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Prioritize
I20
Prioritize
I20
all courses
Read and research
I15
Read and research
I15
all courses
Identify strengths and limitations
I18
Identify strengths and limitations
I18
all courses
Identify / reflect on successes / failures
I19
Identify / reflect on successes / failures
I19
Co-operative Education 1Co-operative Education 2all lab courses
Display confidence
l16
Display confidence
l16
Restaurant Serviceall lab courses
Show humility
I17
Show humility
I17
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Solve problems / troubleshoot
I22
Solve problems / troubleshoot
I22
Restaurant Serviceall lab courses
Manage change
I23
Manage change
I23
Human Behavior-HospitalityRestaurant ServiceHuman Resource Managementall lab courses
Manage time
I21
Manage time
I21
all courses
Manage stress
I24
Manage stress
I24
Nutrition for Culinary ProfessionalsHuman Behavior-HospitalityRestaurant Serviceall lab courses
127
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Maintain healthy w ork / life balance
I29
Maintain healthy w ork / life balance
I29
Nutrition for Culinary Professionalsall lab courses
Arrange / design plate presentations
J1
Arrange / design plate presentations
J1
Menu DevelopmentAll lab courses
Utilize surplus
J2
Utilize surplus
J2
All lab courses
Identify and explain nutritional values
I27
Identify and explain nutritional values
I27
Nutrition for Culinary ProfessionalsMenu Developmentall lab courses
Adapt to new situations
I25
Adapt to new situations
I25
Co-operative Education 1Restaurant ServiceCo-operative Education 2all lab courses
Work w ithin a hierarchy
I26
Work w ithin a hierarchy
I26
Co-operative Education 1Co-operative Education 2all lab courses
DEMONSTRATE CREATIVITYJ
DEMONSTRATE CREATIVITYJ
DEMONSTRATE CREATIVITYJ
Situate self w ithin culinary history
I30
Situate self w ithin culinary history
I30
Introduction to Culinary Arts (Note: Consider increasing emphasis in this course)Restaurant Service Theory and SimulationHuman resource ManagementMenu development
Write a professional resume
I28
Write a professional resume
I28
CommunicationCooperative Education Preparation
128
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Arrange / design platters
J9
Arrange / design platters
J9
Garde MangerCharcuterie & Buffets
Arrange / design buffet presentations
J10
Arrange / design buffet presentations
J10
Garde MangerCharcuterie & Buffets
Document recipes
J7
Document recipes
J7
Menu DevelopmentAll lab courses
Use f lavours, colours, textures, etc.
J8
Use f lavours, colours, textures, etc.
J8
Menu DevelopmentAll lab courses
Create recipes
J6
Create recipes
J6
Advanced Culinary Skills 1Canadian Regional and Seasonal CuisinePatisserie 2Advanced Culinary Skills 2Menu Development(Note: Was also taught in Restaurant Cooking at NDC)
Experiment
J3
Experiment
J3
All lab courses
Improvise
J4
Improvise
J4
All lab courses
Create a menu and / or special / feature
J5
Create a menu and/or special/feature
J5
Advanced Culinary Skills 1Canadian Regional and Seasonal CuisinePatisserie 2Advanced Culinary Skills 2Menu Development(Note: Was also taught in Restaurant Cooking at NDC)
129
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
K1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Source local producers
K2
Source local producers
K2
Menu Development
Think critically
J13
Think critically
J13 All courses
Follow and create trends
J14
Follow and create trends
J14
Nutrition for Culinary ProfessionalsHuman Behaviour-HospitalityHuman Resource ManagementRestaurant ServiceMenu DevelopmentAll lab courses
DEMONSTRATE SUSTAINABILITYK
DEMONSTRATE SUSTAINABILITYK
DEMONSTRATE SUSTAINABILITYK
Implement / follow "green" (environmental) practices and proceduresK1
Implement / follow "green" (environmental) practices and proceduresK1
All lab courses
Look for and implement eff iciencies
J15
Look for and implement eff iciencies
J15
Restaurant ServiceKitchen Layout & DesignAll lab courses
Formulate menus / foods for people w ith dietary restrictions
J16
Formulate menus / foods for people w ith dietary restrictions
J16
Nutrition for Culinary ProfessionalsIntroduction to Culinary ArtsRestaurant Cooking ?Restaurant ServiceMenu DevelopmentCertif ied Food Handler Training Program Level 1all lab courses
Develop unconventional approaches / methods ("think outside the box")
J12
Develop unconventional approaches / methods ("think outside the box")
J12
Nutrition for Culinary ProfessionalsMenu DevelopmentKitchen Layout & Design ?all lab courses except Basic Food Preparation
Apply modernist cuisine (hydrocolloid enzymes)
J11
Apply modernist cuisine (hydrocolloid enzymes)
J11
Patisserie 2Advanced Culinary Skills 2
130
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Use units of measure
L3
Use units of measure
L3
Introduction to Culinary ArtsMenu DevelopmentInventory ManagementAll lab courses
Calculate conversions (fractions, %, decimals, metric, imperial, etc.)
L1
Calculate conversions (fractions, %, decimals, metric, imperial, etc.)
L1
Introduction to Culinary ArtsMenu DevelopmentInventory ManagementAll lab courses
Calculate yields
L2
Calculate yields
L2
Introduction to Culinary ArtsMenu DevelopmentInventory ManagementAll lab courses
Use seasonal products
K5
Use seasonal products
K5
All lab courses
Source fair trade products
K3
Source fair trade products
K3
APPLY MATH SKILLSL
APPLY MATH SKILLSL
APPLY MATH SKILLSL
Garden
K8
Garden
K8
(Note: Hydroponics is currently faculty only)
Apply sustainable w aste management practices
K6
Apply sustainable w aste management practices
K6
All lab courses
Identify sustainable seafood
K7
Identify sustainable seafood
K7
Menu DevelopmentInventory Management(check w ith Karl)
Source ethical producers
K4
Source ethical producers
K4
131
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Inventory
M6
Inventory
M6
Inventory Management
Maintain stock sheets
M5
Maintain stock sheets
M5
Restaurant CookingInventory Management
Receive products and supplies
M2
Receive products and supplies
M2
Inventory Managementall lab courses
Perform portion control
M3
Perform portion control
M3
Restaurant ServiceMenu DevelopmentInventory Managementall lab courses
Order products and supplies
M4
Order products and supplies
M4
Nutrition for Culinary ProfessionalsInventory Management all lab courses
MANAGE INVENTORYM
MANAGE INVENTORYM
MANAGE INVENTORYM
Rotate product / stock
M1
Rotate product / stock
M1
Restaurant ServiceInventory ManagementAll lab courses
Work w ith percentages
L6
Work w ith percentages
L6
Menu DevelopmentInventory Management Human Resource Management
Work w ith fractions / ratios
L4
Work w ith fractions / ratios
L4
Introduction to Culinary ArtsMenu DevelopmentInventory ManagementAll lab courses
Estimate
L5
Estimate; prep time, cook time, product quantity, and to check calculationsL5
Menu DevelopmentInventory Management all lab courses
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
SERVE PATRONSN
SERVE PATRONSN
SERVE PATRONSN
Manage suppliers
M8
Manage suppliers
M8
Inventory Management
Use inventory programs
M7
Use inventory programs
M7
Set a table
N1
Set a table
N1
Restaurant Service
Take orders
N2
Take orders
N2
Restaurant CookingCanadian Regional and Seasonal CuisineRestaurant Service
Clear tables
N5
Clear tables
N5
Restaurant Service
Enhance customer experience
N6
Enhance customer experience
N6
Restaurant Service
Clarify customer allergies
N3
Clarify customer allergies
N3
Restaurant Service
Serve tables
N4
Serve tables
N4
Restaurant Service
Serve beverages
N7
Serve beverages
N7
Restaurant Service
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Maintain room
N11
Maintain room
N11
Restaurant Service
Pair food and beverages (e.g. w ine, beer, cocktails, tea, etc.)
N8
Pair food and beverages (e.g. w ine, beer, cocktails, tea, etc.)
N8
Volunteer
O1
Volunteer (e.g. donate product / time / money)
O1
Build relationships (internal)
O2b
Advanced Culinary Skills 1Human Behaviour-HospitalityHuman resource ManagementRestaurant ServiceAdvanced Culinary Skills 2
Take reservations
N12
Take reservations
N12
Store beverages
N9
Store beverages
N9
Demonstrate a variety of service styles (French, Russian, etc.)
N10
Demonstrate a variety of service styles (French, Russian, etc.)
N10
Build relationships
O2
Build relationships (external)
O2a
BUILD COMMUNITY O
BUILD COMMUNITY O
BUILD COMMUNITY O
Use P.O.S. (point of sale) systems
N13
Use P.O.S. (point of sale) systems
N13
Restaurant CookingCanadian Regional and Seasonal CuisineRestaurant Service
134
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Demonstrate social responsibility (e.g. donate product / time / money)
O3
Demonstrate social responsibility
O3
Human Resource Management
Use social media
O4
Use social media
O4
Interact w ith media
O5
Interact w ith media
O5
Cook for co-w orkers
O6
Cook for co-w orkers
O6
Obtain quotes
P3
Use quote process
P3
DESIGN FACILITIESP
DESIGN FACILITIESP
DESIGN FACILITIESP
Design kitchen
P1
Design kitchen
P1
Kitchen Layout & Design
Design restaurant / front of house
P2
Design restaurant / front of house
P2
Act as an ambassador
O7
Act as an ambassador
O7
Cooperative Education PreparationHuman Resource ManagementCooperative Education 2
Capture images
O8
Capture images
O8
(Note: Students enter w ith skill and use regularly)
135
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Purchase equipment and furnishings
P4
Purchase equipment and furnishings
P4
Kitchen Layout & Design
Match menu to kitchen / kitchen to menu
P5
Match menu to kitchen / kitchen to menu
P5
Menu DevelopmentKitchen Layout & Design
Orient staff
Q2
Orient staff
Q2
Human Resource Management
Design / assemble a f ield kitchen
P8
Design / assemble a f ield kitchen
P8
Prepare for special (off-site) events
P9
Prepare for special (off-site) events (includes licenses)
P9
Analyze w orkflow
P6
Analyze w orkflow
P6
Kitchen Layout & Design
Enhance w orkflow
P7
Enhance w orkflow
P7
Kitchen Layout & Design
Apply employment standards
Q3
Apply employment standards
Q3
Human Resource Management
MANAGE HUMAN RESOURCESQ
MANAGE HUMAN RESOURCESQ
MANAGE HUMAN RESOURCESQ
Recruit staff
Q1
Recruit staff
Q1
Human Resource Management
136
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Train staff
Q4
Train staff
Q4
Human Resource Management
Manage performance
Q5
Manage performance
Q5
Human Resource Management
Work w ith unions
Q8
Work w ith unions(Note: Not a trend in industry)
Q8
Human Resource Management
Administer employee benefits
Q9
(Note: See employment standards Q3)
Q9
Conduct performance review s
Q6
Conduct performance review s
Q6
Human Resource Management
Discipline staff
Q7
Discipline staff
Q7
Human Resource Management
Match task to talent
Q12
Match task to talent
Q12
Human Resource Management
Manage volunteers
Q13
Manage volunteers
Q13
Human Behaviour-HospitalityHuman Resource Management
Recognize employees
Q10
Recognize employees
Q10
Human Behaviour-HospitalityHuman Resource Management
Build team
Q11
Build team
Q11
Human Behaviour-Hospitality
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Terminate staff
Q14
Terminate staff
Q14
Human Resource Management
Calculate labour costs
R4
Calculate labour costs
R4
Human Resource ManagementInventory Management
Calculate food costs
R2
Calculate food costs
R2
Basic Food PreparationMenu DevelopmentInventory management
Sell
R3
Sell
R3
Restaurant CookingCanadian Regional and Seasonal CuisineRestaurant Service
MANAGE FINANCESR
MANAGE FINANCESR
MANAGE FINANCESR
Use spreadsheets
R1
Use spreadsheets
R1
Culinary Computer Applications
Budget
R6
Budget
R6
Menu DevelopmentInventory management(Note: Could this go into a catering course?)
Manage government remittances
R7
Manage government remittances
R7
Human Resource Management
Schedule staff
R5
Schedule staff
R5
Human Resource Management
Manage cash f low
R8
Manage cash f low
R8
Restaurant Service
138
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1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
1 2 3 4 1 2 3 4 1 2 3 4
Analyze profit and loss statements
R11
Analyze profit and loss statements
R11
Inventory Management
Manage payroll
R9
Manage payroll
R9
Human Resource Management
Pay invoices
R10
Pay invoices
R10
Inventory Management
Negotiate contracts
R14
Negotiate w ith suppliers
R14
Inventory Management
Develop a business plan
R15
(Note: Outside scope of 2 year program)
R15
Contribute to the development of a marketing plan
R12
Contribute to the development of a marketing plan
R12
Organize contractors
R13
(Note: Outside scope of program)
R13
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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 self-
discipline, 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
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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
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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 co-workers 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 Food Preparation • Basic Knife Skills • Garde Manger • Black box developed creativity
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• 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
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• 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
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Appendix F – Program Renewal Vision, Goals and Actions
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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)
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Goal #2 Update the CA program so that it is relevant to industry standards Short Term:
2.1 Create refresher course for basic math and conversions 2.2 Re-institute a meat cutting section into the CA program 2.3 Establish cooperatives with industry chefs to ensure current content 2.4 Ensure there is enough hands-on training to establish mastery of basic skills
Medium Term:
2.5 Develop and integrate new delivery options for nutrition that are more relevant 2.6 Enhance the global, regional and sustainable focus in the CA course material 2.7 Ensure continuity and quality of recipes throughout program 2.8 Extend the buffet course and develop separate Charcuterie course
Long Term:
2.9 Develop a catering and quantity cooking course Developed from the following ideas to renew the program: Revise / Update Curriculum (indicates number of votes)
• Maintain practical lab hours at current levels (8) • Increase the mastery of basic skills (7) • Update programs related to industry (2) • Increase emphasis on basic math skills (2) • Add a more solid meat cutting block to culinary (2) • Develop new way to teach nutrition in the lab portion of course (2) • Use / teach sustainable food products (1) • Increase meat cutting practical work • Review and research all recipes used in our teachings and standardize • Increase guest chef appearances • Create a course for institutional cooking • Develop on site off site catering • Extend time for buffet and charcuterie • More focus on global and regional cuisine • Accommodate research and development time for students (supervised lab time
available)
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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) Developed from the following ideas to renew the program: Review Student Assessment (indicates number of votes)
• Develop black box (6) • Review test banks (2) • Develop fundamental skill levels and knowledge through first two terms of program
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Goal #4 Develop delivery for advanced programming to meet the needs of industry
professionals and students Short Term:
4.1 Introduce a short course (boot camp) to prepare students for the Red Seal test Medium Term:
4.2 Develop a body of supplemental programs available to students and community. Example specialty courses: cheese making, sous-vide, modernist cuisine
Long Term:
4.3 Develop an optional third year program for advanced skills and chef preparation Developed from the following ideas to renew the program: Develop Delivery For Advanced Programming (indicates number of votes)
• Add optional third year for chef preparation and advanced skills • Develop a body of supplemental (à la carte) programs available to students (electives)
and community (2) o Develop specialty courses (e.g., cheese making, sous-vide…) o Explore the idea of having a platter / plate designing class, include portion control o Introduce courses or seminars on modernist cuisine o Catering
• Introduce Red Seal prep course / boot camp (4)
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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
Developed from the following ideas to renew the program: Revise Admissions and Continuation Requirements (indicates number of votes)
• Add to entrance requirements: food safe, culinary investigation report (4) • We need to hold back students that are not ready for the next term. Admissions to Year
2 (2) • Separate culinary courses into two programs. Entry exam for Year 2 • Revise supply list and online materials • Combine student costs into one fee in total
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Goal #6 Develop programming for international, EAL and aboriginal students to
increase success and retention Short Term:
6.1 Establish a training needs assessment of: • International Students with (cultural diversity) • EAL students • Aboriginal students
Medium Term:
6.2 Create a cohort for international and/or EAL students to achieve a basic foundation of English language along with culinary skills – 1 year program?
6.3 Create an aboriginal program entrance to culinary arts Long Term:
6.4 Partnership visits / exchanges to other countries for RRC CA Instructors – for cultural development
Developed from the following ideas to renew the program: Develop Programming for At Risk Populations (indicates number of votes)
• Initiate international cohort (4) • Develop cooking EAL course for international students (1) • Develop detailed orientation program for international students: language, college
culture, terminology (1) • Create aboriginal program entrance to culinary arts (1) • Facilitate needs of EAL students (1) • Develop curriculum for international student programs • Investigate pre-culinary program for basic skills, learning technologies and orientation to
aid retention of at risk populations
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Goal #7 Develop articulation and partnerships with secondary and post-secondary
institutions to facilitate student transition from high school into the CA program and from the CA program into more advanced post-secondary programs
Short Term:
7.1 Intro to CA to provide realistic information on RRC CA program 7.2 Dialogue with high school / technical school instructors in cooking programs 7.3 Review mandatory orientation
Medium Term: 7.4 Review and update partnership / articulation agreements with high schools 7.5 Review and update partnership / articulation agreements with universities 7.6 Utilize partnerships for guest speakers, professors and field trips to food science labs 7.7 Develop joint degree program with university food science and nutrition programs. Chefs
can progress from the kitchen into degree program-Science. Developed from the following ideas to renew the program: Develop Articulation with Secondary and Post-Secondary Institutions (indicates number of votes)
• Develop articulation with high schools (3) • Work with high school programs • Streamline integration of students from high school programs • Develop better relationship: high schools to PGI • Investigate credit for advanced standing for high school culinary students • Emphasize post-secondary articulation agreements • Market to high schools, partners, etc.
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Goal #8: Develop and enhance the co-op placement experience for students and our
co-op partners to improve student retention and to build relations within the community
Short Term:
8.1 Work more closely with chefs to establish expectations and duties for placed students 8.2 Expand on-site presence of co-op staff – possibly instructors to provide additional
support for co-op students and improve student retention 8.3 Host appreciation event for co-op partners to improve and develop relationships
Medium Term:
8.4 Hire additional staff in the co-op department 8.5 Explore the idea of unpaid stage (internship) to maximize the number of willing co-op
partners and create opportunities for high profile out of province placements Long Term:
8.6 Maintain the existing length of co-op placements to ensure maximum exposure for placed students
Developed from the following ideas to renew the program: Enhance Co-op (Student / Staff) (indicates number of votes)
• Increased face to face time and support for students on co-op (3) • Review co-op ed placements to build relations with industry and community (3) • Maintain co-op (3) • Co-op department needs to get out and promote the programs (1) • We need more staff in the co-op department (1) • Consider industry visits from instructors as well as co-op coordinators (1) • Improve student retention after co-op placement • Have one unpaid co-op placement
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Goal #9 Provide support and development to faculty to maintain and improve current
standards and support growth and knowledge of current trends Short Term:
9.1 Hire full-time continuing education instructors to develop and deliver courses 9.2 Hold regular meetings / retreats to review course material and execution to ensure
continuity within the program
Medium Term: 9.3 Establish a budget to support continued education and career development of faculty
Developed from the following ideas to renew the program: Supporting and Developing Faculty (indicates number of votes)
• Develop plan continuing education for instructors (4) • Foster positive work environment (2) • Stay on same page (1) • Hold yearly validation meetings for course material • Hire full-time continuing education instructors for development and teaching
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Appendix G – Five (5) Year Program Renewal Plan (Draft)
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Culinary Arts Renewal Plan - DRAFT
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GOAL #1: Coordinate student lab production with outlet utilization to increase student mastery of practical applications and maximize food production utilization.
Short Term: 1.1 Maintain product production list / timetable for the outlet chef. 1.2 Strongly encourage outlets to market / promote products. 1.3 Improve merchandizing of products - packaging and display. 1.4 Ensure quality controls for products - storage time. 1.5 Enhance the current retail outlet (The Culinary Exchange).
Developed from the following ideas to renew the program: Coordinate Student Production With Outlet (indicates number of votes)
• Develop a lab production plan for the outlet chef / Improve packaging and sales (3)
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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 Develop Semester 2 Courses 2.2.5 Develop Semester 2 Course Materials 2.2.6 Implement Semester 2 Courses 2.2.7 Develop Semester 3 Courses 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 2.2.13 Develop Semester 5 Courses 2.2.14 Develop Semester 5 Course Materials 2.2.15 Implement Semester 5 Courses / Materials 2.2.16 Develop Semester 6 Courses 2.2.17 Develop Semester 6 Course Materials 2.2.18 Implement Semester 6 Courses / Materials
NOTES are not clear on the status of this action – please advise 2.9 Determine the feasibility of developing an institutional cooking program (e.g.,
cooking/catering).
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Developed from the following ideas to renew the program: Revise / Update Curriculum (indicates number of votes)
• Maintain practical lab hours at current levels (8) • Increase the mastery of basic skills (7) • Update programs related to industry (2) • Increase emphasis on basic math skills (2) • Add a more solid meat cutting block to culinary (2) • Develop new way to teach nutrition in the lab portion of course (2) • Use / teach sustainable food products (1) • Increase meat cutting practical work • Review and research all recipes used in our teachings and standardize • Increase guest chef appearances • Create a course for institutional cooking • Develop on site off site catering • Extend time for buffet and charcuterie • More focus on global and regional cuisine • Accommodate research and development time for students (supervised lab time
available)
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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?). Developed from the following ideas to renew the program: Review Student Assessment (indicates number of votes)
• Develop black box (6) • Review test banks (2) • Develop fundamental skill levels and knowledge through first two terms of program
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Goal #4: Develop delivery for advanced programming to meet the needs of industry professionals and students.
Short Term: 4.1 Recommend Continuing and Distance Education investigate a short course (boot camp) to
prepare students for the Red Seal test. Medium Term: 4.2 Develop a body of supplemental programs available to students and community. Example
specialty courses: cheese making, sous-vide, modernist cuisine, charcuterie, ice carving, black box cooking, etc.
4.3 Develop an optional third year post-diploma for advanced skills and chef preparation (integrated with and comprised of courses developed in 4.2).
Developed from the following ideas to renew the program: Develop Delivery For Advanced Programming (indicates number of votes)
• Add optional third year for chef preparation and advanced skills • Develop a body of supplemental (à la carte) programs available to students (electives)
and community (2) o Develop specialty courses (e.g., cheese making, sous-vide…) o Explore the idea of having a platter / plate designing class, include portion control o Introduce courses or seminars on modernist cuisine o Catering
• Introduce Red Seal prep course / boot camp (4)
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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. Developed from the following ideas to renew the program: Revise Admissions and Continuation Requirements (indicates number of votes)
• Add to entrance requirements: food safe, culinary investigation report (4) • We need to hold back students that are not ready for the next term. Admissions to Year
2 (2) • Separate culinary courses into two programs. Entry exam for Year 2 • Combine student costs into one fee in total
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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?
Developed from the following ideas to renew the program: Develop Programming for At-Risk Populations (indicates number of votes)
• Initiate international cohort (4) • Develop cooking EAL course for international students (1) • Develop detailed orientation program for international students: language, college
culture, terminology (1) • Create aboriginal program entrance to culinary arts (1) • Facilitate needs of EAL students (1) • Develop curriculum for international student programs • Investigate pre-culinary program for basic skills, learning technologies and orientation to
aid retention of at risk populations
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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 Develop marketing and communications materials for high schools to provide realistic
information on RRC CA program. 7.2 Review Orientation and Enrollment pilot project orientation. 7.3 Dialogue with high school / technical school instructors in cooking programs. 7.4 Review, update and communicate partnership / articulation agreements with universities. 7.5 Utilize partnerships for guest speakers, professors, and field trips to food science labs. Medium Term: 7.6 Review, update and communicate partnership / articulation agreements / dual credits with
high schools. Long Term: 7.7 Investigate joint degree programs with universities. Developed from the following ideas to renew the program: Develop Articulation with Secondary and Post-Secondary Institutions (indicates number of votes)
• Develop articulation with high schools (3) • Work with high school programs • Streamline integration of students from high school programs • Develop better relationship: high schools to PGI • Investigate credit for advanced standing for high school culinary students • Emphasize post-secondary articulation agreements • Market to high schools, partners, etc.
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Goal #8: Develop and enhance the co-op placement experience for students and our co-op partners to improve student retention and to build relations within the community.
Short Term: 8.1 Work more closely with chefs to establish expectations and duties for placed students. 8.2 Expand on-site presence of co-op staff – possibly instructors to provide additional support
for co-op students and improve student retention. 8.3 Explore the co-op system (e.g., timing, duration, co-op/stage, etc.) to maximize the quality
of the experience. 8.4 Apply the appropriate resources to the co-op department. 8.5 Host annual appreciation event for co-op partners to improve and develop relationships.
Developed from the following ideas to renew the program: Enhance Co-op (Student / Staff) (indicates number of votes)
• Increased face to face time and support for students on co-op (3) • Review co-op ed placements to build relations with industry and community (3) • Maintain co-op (3) • Co-op department needs to get out and promote the programs (1) • We need more staff in the co-op department (1) • Consider industry visits from instructors as well as co-op coordinators (1) • Improve student retention after co-op placement • Have one unpaid co-op placement
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Goal #9: Provide support and development to faculty to maintain and improve current standards, and support growth and knowledge of current trends.
Short Term: 9.1 Identify the process to utilize the budget to support continued education and career
development of faculty. 9.2 Partnership visits / exchanges to other countries for RRC CA Instructors – for cultural
development. 9.3 Hire continuing education instructors to develop and deliver courses. [Complete] 9.4 Hold regular meetings / retreats to review course material and execution to ensure
continuity within the program. 9.5 Organize professional development workshops for faculty.
Developed from the following ideas to renew the program: Supporting and Developing Faculty (indicates number of votes)
• Develop plan continuing education for instructors (4) • Foster positive work environment (2) • Stay on same page (1) • Hold yearly validation meetings for course material • Hire full-time continuing education instructors for development and teaching
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Goal #10: Develop industry involvement, community building, and partnerships. Short Term: 10.1 Establish relationships with industry chefs to ensure current content.
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