Some of the College of Culinary Arts faculty joined Professors Katrina Herold, Mark Soliday and Marc DeMarchena for a work shop about Designing Deliciousness. Faculty began by tasting 4 dessert wines in a blind format and then explored how food changes wine. Next Chef Soliday provided the production aspect of the workshop. Chefs teams were organized into 4 groups went to work designing a dessert pairing for the wine selected for their group. 45 minutes later, fabulous desserts arrived into the dining room. This is where the rubber hits the road. Participants tasted their finished pairings with their selected wines and discussed their results. Many fine matchings were achieved and yes there were instances when a food component may have flattened the wine. When all was said and done, the group demonstrated strong teamwork skills and learned a little bit about wine and food pairing. Thanks you to the volunteers who gave of their free time to assist in making this event a success.

JBREW Meeting 9/18/15

Happy Brew Year, folks!

JbreW will have its first meeting this Friday in Room 111 (Brew Lab) around 1 PM.  If you know of any students that are interested, and who may have missed us at Student Activities night, please let them know. Now, just to share...

Top 5 JbreW Myths:

1. MYTH - Students have to be 21 to join JbreW
   1. TRUTH - Any JWU student, faculty or staff member can join and participate!
2. MYTH - JbreW only cares about beer and brewing
   1. TRUTH - We also make (non-alcoholic) sodas, and delicious meads, and are adding CHEESE to our line-up of tastings and trips this year.
3. MYTH - JbreW members are mad brewing fanatics in big rubber boots
   1. TRUTH - We only wear rubber boots when we're brewing, and it's really more of a  'boot- optional' time anyway.  We also do more than just make beer, like field trips, guest speakers, and so on.
4. MYTH - Being a JbreW member takes a lot of time and money
   1. TRUTH - JbreW never charges dues, we meet no more than a few times a month, and we have no mandatory meetings or required particpation.  Come as you are, when you can, if you feel like it. :)  Stay all day or for just a few minutes.
5. MYTH - (THE BIG ONE) JbreW sells it's beer to Coors; that's why their name is on the equipment.
   1. TRUTH - YES, I have actually heartd this during tours.  Not only is this incredibly illegal (Bootleggers, anyone?) but Coors spills more beer in a day than we produce all year.  Our brews are sent out to competitions (and we've won a BUNCH of awards so far) and sent to storeroom for distribution for curriculum.  We also serve it at several events throughout the year, like Emeril this weekend.

So thank you all for helping to spread the word.  Come find us this Sunday at the Emeril event and taste some of our meads and our fabulous Braggot (Mead/Ale hybrid) called Smoky Bear!

Cheers!

Jen

Fall 2015

Begins Sept. 21

PRONUNCIATION

WORKSHOP

In TACO 417

Mondays at 1:40  

__________________________________

Speech workshops are offered for students whose native language is not English.  These workshops cover pronunciation, conversation practice and listening skills. 

For further information, contact Dr. Amy Neeman at aneeman@jwu.edu.

Baking & Pastry Skills Fall 2015 Series

Fridays 9:00 am – Noon
For Johnson & Wales Students at the Providence Campus

Open to BOTH Baking and Culinary Students
Sessions Limited to 20


September 18: Basic Cake Decorating . . . with Chef Brancely, 313 CCCE
October 2: TBD . . . with Chef Welling, HAL 2
October 9: Open Lab . . . with TA, 302 CCCE
October 23rd: Italian Pastries . . . with Chef Piermarini, 209 CCCE
October 30: Open Lab . . . with TA, 302 CCCE
November 6: Piping Skills . . . with Chef Pekar, HAL 10
November 13: Macaroons . . . with Chef Cirstea, 402 CCCE

To Sign-up email:
Chef Brancely: marina.brancely@jwu.edu

9/18/15 Pastry arts club

Varietal Practice 

Whether you are a true Sommelier, a beverage manager or in some form a salesperson in the beverage world, you can always benefit from some solid varietal practice. Getting to know each grape type that brings our guests satisfaction to a higher level takes practice and continues learning.


RIESLING

Here is a grape podcast from GRAPE RADIO that covers some excellent details about Riesling from the German perspective. You will here the basics of the German approach to this grape, as well as, learn some of the finer details of Rieslings homeland. Cheers!

http://graperadio.com/podcast/GR-ENG-USA-2014-08-11.mp3

riesling review

 Coffee Service:

JWU Faculty  HEAD OUT OF THE CLASSROOM TO SEE WHAT CAN BE LEARNED!

Alumni Chefs offer their points about life in and 

out of the classroom... an integrated opinion!

Derrick Wagner

            Champ and Lisa Speidel

James Mark

Prezi and Videowerks

Please offer your thoughts about future workshops in the survey to the right.



Thank you for participating in today's learning community.
Please feel free to contact Branden or Marc to create new learning communities and/or learning workshops.

Down load:
Presentation
Prezi Web site



Do you know the difference between hosting, embedding, png, pdf etc.? Don't hesitate to contact Branden or myself about any of the content covered. Suggestions as to learning workshops you would be interested in seeing should be forwarded to us at your convenience. Thanks again for your participation.

Jack goes Egyptian

During our conversation yesterday, Jack Chiaro introduced us to his method of teaching  F& B pricing...the pricing pyramid

I've adapted it as a model onto power point

The pricing pyramid from madwinemd

Rainy Day Learning - Adding a video lesson to ulearn

Thank you to all those who participated in today's learning community. Our goal was to tackle the fun topic of creating a video lesson on unlearn. Our discussion began with the "why"? Some of the team felt a video lesson would provide a great way for students to preview the demo aspect of the lesson. Others felt this method allows for more repetition before class and then some felt it could be an excellent way to improve our use of time in and out of the classroom.

What we did!

Team members responded to an invite email that asked them to highlight areas they'd like to explore in regards to "flipping or fine tuning". Creating a video lesson seemed to be the most requested place to start. Participants prepped for class by searching out a youtube website they might like to add to their class. To drive the lesson home, they also had to create 4 learning questions to support the lesson.

On our rainy Monday, we met in the computer lab and practiced putting together a video lesson onto ulearn. Before things got too heavy, we quickly tackled some of the "geek-language" of working with our computers. 

The following terms were discussed:

Screen Cast - A mini movie of the activity you are doing on your computer screen

here is a sample  Uploading a video to ulearn - youtube method  This is the lesson in a nutshell.

Screen Capture - a picture of your computer screen

Respondus - a computer program that transforms a quiz written in word into a Ulearn quiz.

Youtube - a web based video library

Feel free to watch the linked screen cast about loading a video onto ulearn using the Youtube method. Be sure your audio is on so you can listen as you watch. 

Feel free to take a look at the presentation.  Presentation

Take away!

When planning a  lesson, often starting on the computer can be a time trap. Always start with pen and paper. Write your intention, outcome or goal. Once you have that, sketch out the parts of the lesson to achieve your goal. 

Lesson parts:

Outcome: learning goal

• Anticipatory set - why the lesson is important
• Learning Content - the information the student is to learn
• Guided Practice - in class practice of the learned material
• Independant Practice - homework, a repetition that supports the connectivity of the lesson
• Assessment - evaluate how well the content was learned
• Evaluate - check your work and process - did you achieve your outcome?

We also discussed the types of questions students should complete after watching the video. This questions provide a beginning point to be used in class for the teacher and student to explore what was to be learned from watching the video. We agreed that questions should work at multiple levels of Blooms Taxonomy. 

Other Chats:

As we worked together, other questions came up and team members offered their thoughts to these questions.

How do you organize the sidebar of your ulearn? What are Sub-headers and dividers? How do you move a content area up or down in the sidebar? What's the value of an online quiz? Should teachers group handouts into one file to speed up students time spent printing? We discussed different methods to check the learning when students come to class - discussion, demo, teach the class, pair-square-share, back to back. How do you make a narrated power point presentation? 

For a good idea of what flipping the classroom is all about watch this video:

or visit this site Friday Institute

I would like to thank Jack, Bob, Helene, Peter, Tommy and Mary for coming out to get things started.

No matter what method we apply to energize the learning in our class, its really about activating the learner. This is just one of many techniques that might do just that.

Next Learning Meeting: Monday June 17, 2013 9am - 11

WEEK SIX                                              

NOTE: No school on Monday due to Columbus Day - class will be made up on TUESDAY!!!

TUESDAY 

FOCUS:  We will take a quick flight from Germany and Austria to warm things up by arriving on the Iberian peninsula. Here we find Spain and Portugal producing a wide variety of wine styles to tempt our pallet. 

The mid-term exam will be on this Wednesday focused on the information from weeks 1 - 5.

Please complete for monday's class: 

READING: Spain and Portugal pp. 135 - 152

PRESENTATION:  

ASSIGNMENT:    

PRINTING:    

  

NOTE:   

TASTING: 

Monday Study Guide Questions

WEDNESDAY 

FOCUS:  Today we will complete the mid-term exam for the course. This assessment is worth 15% of the course grade. It will consist of 60 multiple-choice questions, 5 sub-region identifications using the map of France, 5 short answer questions about the French label and a tasting of 2 wines. Students often get nervous about the tasting, but please remember the key to the tasting is taking the quality notes just like you practiced in class since week 2. As with any test it is important to study. I’ll provide a sketch to assist you. I might suggest using quizlet or creating study groups to enhance your learning. 

Please complete for Wednesdays class: 

READING: no reading, just study

STUDY POINTS:

The following items represent the topics of the questions on the mid-term. I suggest you create an outline of information supporting them from your notes, reading, lecture and tastings. Some students find greatest success by studying the more recent material first working to the least recent just before the exam. This sometimes helps to retain the oldest information just before you need it on the test.

Alsace: wine styles	Sensory evaluation: Smell
Austria: Varietals	Taste
Bordeaux Varietal make up	Understanding the senses
Bordeaux white wine	Vine species
Bordeaux, Sauterne	Viticulture: Canopy
Bordeaux: village wine styles	Viticulture: climate
Burgundy Classifications	Viticulture: Climate
Burgundy White wine	Viticulture: Sustainable farming
Burgundy, Beaujolais	Viticulture: VIne diseases
Burgundy, Red wine	Viticulture:Aspect
Champagne production	Viticulture:Sugar levels
Champagne Production	White Wine Production
champagne production	White Wine Production
Champagne styles	Wine Chemistry
Food and wine pairing	Wine Chemistry
food recommendation for wine from specific bordeaux	Wine Chemistry
French wine label	Wine Chemistry: phenolics
French wine regions	Wine Faults
German Classifications	Wine Production
German regions	Wine recommendation - match to a oregon Pinot Noir
Germany: grape varietals	Wine Recommendation:Scallops
grape = which wine region	Wine Tasting: order
Grape varieties	Wine Tasting: Temperature
Grape varieties
How the senses work: aroma
Loire, Nantais
Loire: varietal = wine
Loire: white wines
Red wine Production
Rhone southern
Rhone: Wines of rhone
Sensory Evaluation: Body

Integrative Learning 8/27/12

Keep the Grape vine open!
Thank you for joining us at this F.A.C.E.S. Session. Both Ed and I hope you found it useful and would enjoy hearing your comments. As well, if you would like to share any of your classroom creations that support Transdisciplinary learning, we'd love to hear your comments!

COURSE SYLLABUS (2012-2013)

 

SCHOOL/COLLEGE: College of Culinary Arts

DEPARTMENT NAME: Culinary Arts, Providence Campus

TERM: Fall 2012                                                                                          

COURSE TITLE: Essentials of Dining Room

COURSE NUMBER: CUL1325

QUARTER CREDIT HOURS: 3.0 hours

CONTACT HOURS: 54 hours

PREREQUISITES(S): None

PROFESSOR NAME: Associate Professor Marc DeMarchena

OFFICE LOCATION: CCCE Building, 4th Floor, Room 414

OFFICE PHONE / TEXT: 401 - 837 - 5522 Best contact method

OFFICE FAX: 401 - 598 - 1856

E-MAIL ADDRESS: marcdemarchena.JWU@gmail.com

PUBLIC FOLDER LOCATION: See ulearn class material

OFFICE HOURS: Tuesday 3pm - 4pm, Room 414, Please make appointment

COURSE DESCRIPTION: Students are introduced to front-of-the-house (FOH) operations and professional dining service techniques. Etiquette, quality service, positive guest relations, effective communication skills and guest check handling are emphasized. Students actively perform hot and cold food and beverage service using various service techniques. Students are prepared and take the Federation of Dining Room Professionals Associate Certification exam as an outcome assessment.

COURSE OBJECTIVES:

The student will develop the critical skills necessary to effectively perform table service in a foodservice establishment.  Emphasis will be placed on etiquette and developing proficiency in performing basic dining room procedures.

CONTENT OUTLINE (see course guide on ulearn):     

Day 1 Importance of the FOH; syllabus; introduction to F-O-H; role of FOH; class rules; uniform and grooming; operational aspects of dining room and lay out; identification and use of dining room equipment; safety and sanitation HACCP and chemicals; role of server; serving protocol, position numbers; behavioral skills and dining etiquette. 

Day 2 Sequence of service; banquet service vs. à la carte; styles of service; sequence of service; water service; bread service; soup service; table setting; clearing technique; dessert service; S&S; dining etiquette; food allergies.

Day 3 F&B description; project assignment; menu types; cold beverage service; selling the menu; tray organization; salad service; tray use; hand skills; S&S: FOH chemicals and lifting; reciting the menu; order taking; check writing; anticipating guest needs; specialty flatware; marking the table; condiments; maintaining appearances.

Day 4 Buffet service; buffet equipment, buffet linen; reciting the menu; S&S: guest accidents, spillage, breakage and injuries.

Day 5 Hot beverage service; linen, entrée service and protocol platter service; S&S: server accidents, slips and breakage. 

Day 6 Introduction to wine; wine service and tasting; relationship of environment to cost and service; food and wine pairing; specialty equipment and care; S&S: cuts and burns.

Day 7 Guest relations; guest expectations; guest complaints; reservations; S&S: guest special needs; FOH costs; S&S: server illness; pincing. 

Day 8 Tea classifications; anatomy of a meal: ambiance, food, service and cost/value; casserole service.

Day 9 Written test, FDRP on-line test and practical test.

   

REQUIRED TEXT(S)/SOFTWARE to be purchased by students: 

Service and the Art of Hospitality: Creating a Dining Experience, Johnson & Wales University.

EVALUATIVE CRITERIA:

Production 60%*

Homework 10%

Quizzes 10% 

Final Test 20%

*Production: Total 60%

Personal Grooming/ Hygiene and Professionalism 9%

Mise en Place/ Time Management/ Application of Cognitive Skills 9%

Communications, Social Skills and Etiquette 9%

Use/Care/Sanitation of Tools/Lab Classroom/Equipment 9%

Applied Technical Skills 9%

Assessment of Applied Service Skills 15%

ATTENDANCE POLICY:    

Campus specific information for explanations and copies are available in the following documents using the key search words; attendance and tardiness (catalog) attendance (student handbook)  

Providence Campus: Catalogs and Student Handbook

OUTCOMES ASSESSMENT :  

Campus specific information for explanations and copies are available in the following documents using the key search words; outcomes assessment

Providence Campus: Catalogs and Student Handbook

STUDENTS WITH DISABIITIES: 

Providence Campus

Campus specific information for explanations and copies are available in the following documents using the key search words; Center for Academic Support

Providence Campus: Catalogs and Student Handbook

TURNITIN NOTIFICATION: 

Students agree that by taking this course, required assignments may be subject to submission to Turnitin for detection of plagiarism. All submitted papers will be included as source documents in the Turnitin reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin service is subject to the Usage Policy posted on the Turnitin.com site.

Campus specific information for explanations and copies are available in the following documents using the key search words; Plagiarism (Student Handbook)

Providence Campus: Catalogs and Student Handbook

ACADEMIC INTEGRITY :

If a student is found responsible for cheating, plagiarizing or in any way compromising academic integrity, the student may be subject to both academic disciplinary action (including dismissal from class) and student conduct review action (up to and including dismissal from the university). For additional information refer to the Academic Misconduct section of the current student handbook.

Campus specific information for explanations and copies are available in the following documents using the key search words; Academic Misconduct (Student Handbook)

Providence Campus: Catalogs and Student Handbook

STUDENT EMAIL: Welcome to jwuLink!  Email Account

Each student at Johnson & Wales receives an email account and uses Microsoft Outlook Web Access, a Web-based e-mail program that allows students to access their e-mail through their web browsers. Students are required to use their Johnson & Wales email account for all university-specific communication. 

OCCUPANCY IN CLASS:

Occupancy in class is limited to faculty, officially registered students, aides authorized by the Center for Academic Support, and invited guests approved by the vice president of academic affairs or the dean of the respective school, college or campus. No grade will be issued to any non-registered student in any course.

Campus specific information for explanations and copies are available in the following documents using the key search words; occupancy in class (Student Handbook)

Providence Campus: Catalogs and Student Handbook

FOOD & BEVERAGES IN CLASS:

In academic buildings, food and beverage consumption is limited to designated eating areas only. Under no circumstances are food and beverages to be consumed in classrooms.

MOBILE PHONES AND COMMUNICATION DEVICES IN CLASS:

Communication devices such as mobile telephones must be silenced (set to vibrate) during class time. For safety purposes, including emergency communication, devices such as mobile telephones may be left on during class time but disruptions to class due to communication devices will not be tolerated. Mobile communication devices should not be used during class time unless for emergency purposes. 

Campus specific information for explanations and copies are available in the following documents using the key search words; dress and manners (Student Handbook)

Providence Campus: Catalogs and Student Handbook

PERFORMANCE TRANSCRIPT:  

The performance transcript identifies the practical skills associated with a student’s academic coursework; skills are graded as developing, validated, mastered, or not tested. 

Dining Room Service: Student demonstrated prioritizing procedures and use of equipment for serving food and beverage in an à la carte environment.

Etiquette: Student demonstrated prioritizing procedures and behavioral norms for serving guests in a dining room environment.

Campus specific information for explanations and copies are available in the following documents using the key search words; performance transcript

Providence Campus: Catalogs and Student Handbook

HONORS OPTION:

An honors option is offered through this course.  By Day 2, interested students should contact the faculty member to discuss what will be required.  Students must obtain the required paperwork from the University Honors Office.

COMMUNITY SERVICE LEARNING:  N/A  

WRITING INTENSIVE COURSE: N/A  

UNIT OF CREDIT:

Campus specific information for explanations and copies are available in the following documents using the key search words; unit of credit (Catalogs)

Providence Campus: Catalogs and Student Handbook

SYSTEM OF RECORD FOR ACADEMIC GRADES

Note that official academic grades can be accessed via jwuLink. Grades maintained in the ulearn course management system are for tracking purposes only and may not reflect all of the criteria considered when calculating a student’s final grade.

ADDITIONAL POLICIES & PROCEDURES: 

Reference Text: Federation of Dining Room Professionals Dining Service

White Board

1325 Class White Board: Stuff we do in class!

Discussions:

Day 1

Welcome to Essentials of Dining Room! My name is Mr. DeMarchena. I’m looking forward to working with you throughout this course and during your education here at Johnson & Wales University.  All of the details of the course will be organized here in ulearn on a day to day basis. To be successful in this course you will need to stay organized and complete both in and out of class work according to the schedule listed on each ulearn page.  Each page will present you with tasks that will prepare and insure your learning for the day to come. These tasks will include Reading Assignments, Surveys, Quizzes, On-line work, Prep for class and assorted information like menus, job descriptions and recipes. If you run into anything that needs further clarification, please contact me as soon as possible. The best way to reach me is by mobile phone at  (401)837-5522. Feel free to text or call and I will return your call as soon as possible. 

Each day you will have items to be printed for use in class or for homework. These items along with some of your assignments will be presented during attendance to establish your Mise En Place grade. Each piece of work has a value for the days score. 

Daily Snapshot Grid
READING (26)	ASSIGNMENTS
Chapter 1 pp. 1, 4 - 5 Chapter 3 pp. 18 - 31 Chapter 4 pp. 32 - 36 Chapter 5 p. 74 “plated service” Chapter 3 (Blue book) pp. 19 - 20, pp. 27 - 28, p. 28	Class online Survey Sign into Front Summit Sign into Quizlet Print paperwork for class
SKILLS	SERVICE
Know your space - building, room, table, seat Equipment Identification Equipment Handling Tray Use - food and beverage	No Service

Use the text book, “Service and the Art of Hospitality” (yellow book), for the course readings. In a few instances, reading may also come from your Culinary Fundamentals textbook (blue book). Please use the “Key Considerations” as a way to focus what you gain from the reading. Read the “Key Considerations” before your read the chapter. It can be very helpful to answer the key considerations in you own notebook as a very successful learning technique. At the end of the reading assignment, you will find a list of terms that are important for you to know.

READING 

Please complete these readings and assignments before arriving 

to class for Day 1

Our first days reading is focused on introducing you to the dining room environment. A restaurant is the sum of many working parts aimed at building a clientele that returns time and again. As we enter the front of the house, our focus sharpens on the guest and on the skills we use to serve those guests.

Chapter 1 Service Defined pp. 1, 4 - 5

content areas - Quality Service,  Styles of Eating, Continental  and American Styles

Key Considerations: 

What is quality service in the restaurant business?

How does each component of  the acronym “S-E-R-V-I-C-E “ impact the guest?

Chapter 3 The Restaurant Environment pp. 18 - 31

content areas - Restaurant flow and layout, opening and closing duties, China, glassware, flatware, serviceware, utility equipment

Key Considerations:

How does the dining environment change according to the menu or restaurant style?

What does the flow of a restaurant refer to?

How does numbering the table and the seats impact service?

What are the four styles of table settings?

What are the proper methods of handling and polishing china (pottery), glassware and flatware?

Name 3 examples of opening and closing duties?

Name the primary pieces of china, glassware, flatware and holloware

Chapter 4 The Server pp. 32 - 36

content areas - The brigade, server attributes

Key Considerations:

Who are the many members of the Service team??

What are the three key roles a server plays in the FOH?

What characteristics might you want your staff to demonstrate when providing service?

Chapter 5 Styles and Sequence of Service p. 74 “plated service”

content areas - plated service

Please read just the highlighted section: Plated Service p.74 

Key Considerations:

Why is Plated Service such a popular form of guest service?

Chapter 3 Food Safety - Culinary Fundamentals (Blue book)
 content areas - 

Please read just the highlighted sections: Contamination pp. 19 - 20, Personal Hygiene and Hand washing pp. 27 - 28, Chemical Hazards p. 28

Key Considerations: 

How are restauranteurs responsible for the guests safety and well-being?

TERMS FROM TODAY’S READING: Service, table manners, table etiquette, STP, groom the table, auctioning food, side work, tableware, freestanding table, booth, banquette, statler, cover, fixed or focal point, amuse-bouche, service tray, beverage tray, hand tray, pottery, flatware, glassware, serviceware, waiter’s friend, lint-free linen, potage spoon, demi-tasse spoon, bouillon spoon, holloware, service set, sommelier, Maitre D’, captain, host, front waiter, back waiter, busser, suggestive selling, highlighting,  assumptive selling, upselling, positive attitude, appearance, timeliness, communication skills, station, section, job knowledge, plated service, intermezzo, chemical hazard, MSDS, labeled, foodborne illness 

PRINTING

 1 COURSE SYLLABUS 1325 Demar 201112.pdf (130.321 KB)

 1 HW-CCCE Map.pdf (301.091 KB)

 1 room 211.pdf (1.031 MB)

 211 equipment handout.pdf (3.179 MB)

 Day 1 2011.pdf (3.027 MB)

SERVICE

Service: Class will have no meal service today

ASSIGNMENTS

Welcome to Essentials of Dining Room Survey

Part 1 Please register for the Front Summit Dining Certification by going to  www.frontsummit.com . At the log in screen click on "new user” and open an account in your name using my site code “demarchenam9 “. Save your ID and password info for use on day 9.

 

Part 2 - Go to www.quizlet.com and create a password and ID. Connect with my group “DeMar’s Table 1325”, by searching groups. Just type in 1325 in the search field for the quickest results. The password to connect to group is “ontherocks”.