FOOD SERVICE & HOSPITALITY MANAGEMENT

BURLINGTON COUNTY COLLEGE

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COURSE OBJECTIVES AND OUTLINES

Index to courses:

FSM 101 Baking 1
FSM 102 Baking 2
FSM 103 Nutrition for Health
FSM 105 & FSM 106 Culinary Arts
FSM 107 Introduction to Food Service Management
FSM 110 Supervision
FSM 111 Baking Practicum
FSM 112 Cooking Practicum
FSM 120 Quality Service
FSM 121 Quantity Food Production
FSM 125 Sanitation
FSM 200 Facilities & Equipment
FSM 210 Controlling Costs
FSM 211 Purchasing
FSM 215 Nutrition
FSM 217 Marketing
FSM 225 Practicum

If course numbers listed below are underlined, the current textbook name is available. Click on the number to see the textbook name.

Click here for Course Syllabi.

FSM 101 Commercial Baking 1 3 credits
This introductory course in baking includes instruction and practice in sanitation, safety, tools, equipment, basic baking principles, recipes, yeast doughs, artisan breads, quick breads, doughnuts, fritters, pancakes, waffles, basic syrups, creams, sauces, pastry basics, and pies.

Learning Objective #1    The student will be able to understand the Basic Principles of baking.
    Learning Outcomes:
        1. Explain the importance of weighing baking ingredients.
        2. Use a baker’s balance scale.
        3. Use formulas based on baker’s percentages.
        4. Explain the factors that control the development of gluten in baked products.
        5. Explain the changes that take place in a dough or batter as it bakes.
        6. Prevent or retard the staling of baked items.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #2:    The student will be able to understand Baking and Pastry Equipment.
    Learning Outcomes:
        1. Identify and use Large Equipment.
        2. Identify and use Pans, Containers, and Molds.
        3. Identify and use Hand Tools.
        4. Identify and use Miscellaneous Tools and Equipment.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #3:    The student will be able to understand Baking Ingredients.
    Learning Outcomes:
        1. Describe the characteristics and functions of the major baking ingredients.
        2. Make appropriate adjustments in formulas when substituting ingredients, such as dry milk for liquid milk and dry yeast for cake yeast.
        3. Identify the main types of wheat flours by sight and feel.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #4:    The student will be able to understand Yeast Doughs.
    Learning Outcomes:
        1. List and describe the twelve basic steps in the production of yeast goods.
        2. Explain the three basic mixing methods used for yeast doughs.
        3. Control the factors affecting dough fermentation.
        4. Recognize and correct faults in yeast products.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #5:    The student will be able to understand Artisan Breads.
    Learning Outcomes:
        1. Select flour for making artisan breads.
        2. Prepare yeast pre-ferments.
        3. Prepare and maintain a sourdough starter.
        4. Mix bread doughs using the technique called autolyse.
        5. Bake artisan breads properly.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #6:    The student will be able to understand Lean Yeast Doughs.
    Learning Outcomes:
        1. Prepare lean straight doughs and sponge doughs.
        2. Prepare natural starters and starters, and mix sourdoughs using them.
        3. Make up a variety of loaf and roll types using lean doughs.
        4. Prepare a variety of specialty bread items with nonstandard makeup and baking techniques, including English muffins, crumpets, and bagels.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #7:    The student will be able to understand Rich Yeast Doughs.
    Learning Outcomes:
        1. Produce simple sweet doughs.
        2. Produce rolled-in yeast doughs.
        3. Produce a variety of toppings and fillings for rich yeast doughs.
        4. Make up a variety of products using sweet doughs and rolled-in doughs, including Danish pastry and croissants.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #8:    The student will be able to understand Quick Breads.
    Learning Outcomes:
        1. Prepare baking powder biscuits and variations of them.
        2. Prepare muffins, quick loaf breads, coffee cakes, and corn breads.
        3. Prepare popovers.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #9:    The student will be able to understand Doughnuts, Fritters, Pancakes, and Waffles.
    Learning Outcomes:
        1. Prepare doughnuts and other deep-fried desserts and pastries.
        2. Prepare pancakes and waffles.
        3. Prepare crêpes and crêpe desserts.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #10:    The student will be able to understand Basic Syrups, Creams. and Sauces.
    Learning Outcomes:
        1. Cook sugar syrups to various stages of hardness.
        2. Prepare whipped cream, meringues, custard sauces, and pastry cream variations.
        3. Prepare dessert sauces.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #11:    The student will be able to understand Pies.
    Learning Outcomes:
        1. Prepare pie doughs.
        2. Roll pie doughs and line pie pans.
        3. Fill, assemble, and bake single-crust pies, double-crust pies, and lattice-topped pies.
        4. Form and bake pie shells for unbaked pies.
        5. Prepare fruit fillings.
        6. Prepare soft or custard-type pie fillings.
        7. Prepare cream fillings.
        8. Prepare chiffon fillings.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #12:    The student will be able to understand Pastry Basics.
    Learning Outcomes:
        1. Prepare pâté brisée and short pastries.
        2. Prepare puff pastry dough, blitz puff pastry dough, and reversed puff pastry doughs, and prepare simple pastries from these doughs.
      3. Prepare pâté à choux (éclair paste), and prepare simple pastries from it.
        4. Prepare strudel dough, handle commercial phyllo (strudel) dough, and prepare pastries using either homemade or commercial dough.
        5. Bake meringue and meringue-type sponges, and assemble simple desserts with these meringues.
   Assessment Methods: Test, workbook exercises, class activities.

FSM 102 Commercial Baking 2     3 credits
This introductory course in baking includes instruction and practice special pastries, cakes, cake decorating, special cakes, cookies, custards, puddings, mousses, soufflés, frozen desserts, fruit desserts, decorative work, and chocolate.

Learning Objective #1:    The student will be able to understand Tarts and Special Pastries.
    Learning Outcomes:
        1. Prepare baked and unbaked tarts and tartlets.
        2. Prepare a variety of special pastries based on puff pastry, choux pastry, and meringue-type pastry.
        3. Define: tart, French pastry, sfogliatelle.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #2:    The student will be able to understand Cake Mixing and Baking.
    Learning Outcomes:
        1. Perform basic cake mixing methods.
        2. Produce high-fat or shortened cakes, including high-ratio cakes and cakes mixed by creaming.
        3. Produce foam-type cakes, including sponge, angel food, and chiffon cakes.
        4. Scale and bake cakes correctly.
        5. Correct cake failures or defects.
        6. Define: pound cake, air cell.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #3:    The student will be able to understand Assembling and Decorating Cakes.
    Learning Outcomes:
        1. Prepare icings.
        2. Assemble and ice simple layer cakes, sheet cakes, and cupcakes.
        3. Make and use a paper-decorating cone.
        4. Use a pastry bag to make simple icing decorations.
        5. Define: turntable, fondant, glaze.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #4:    The student will be able to understand Specialty Cakes, Gâteaux, and Torten.
    Learning Outcomes:
        1. Select from a variety of components to plan cakes that have well-balanced flavors and textures.
        2. Line charlotte rings or cake rings for specialty cakes.
        3. Coat a cake with marzipan.
        4. Assemble a variety of European-style cakes, Swiss rolls, small cakes, and petits fours.
        5. Define: torte, tiramisu, Swiss roll.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #5:    The student will be able to understand Cookies.
    Learning Outcomes:
        1. Understand the causes of crispness, moistness, chewiness, and spread in cookies.
        2. Prepare cookie doughs by the three basic mixing methods.
        3. Prepare eight basic types of cookies: dropped, bagged, rolled, molded, icebox, bar, sheet, and stencil.
        4. Bake and cool cookies properly.
        5. Define:
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #6:    The student will be able to understand Custards, Puddings, Mousses, and Soufflés.
    Learning Outcomes:
        1. Prepare starch-thickened or boiled puddings.
        2. Prepare baked custards and baked puddings.
        3. Prepare steamed puddings.
        4. Prepare Bavarian creams and mousses.
        5. Use Bavarian creams to prepare charlottes.
        6. Prepare hot dessert soufflés.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #7:    The student will be able to understand Frozen Desserts.
    Learning Outcomes:
        1. Judge the quality of commercial ice creams.
        2. Prepare ice creams and sorbets.
        3. Prepare ice cream and sorbet desserts using commercial or homemade ice creams and sorbets.
        4. Prepare still-frozen desserts, including bombes, frozen mousses, and frozen soufflés.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #8:    The student will be able to understand Fruit Desserts.
    Learning Outcomes:
        1. Select good-quality fresh fruits and prepare them for use in desserts.
        2. Prepare various fruit desserts, including poached fruits and fruit compotes.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #9:    The student will be able to understand Dessert Presentation.
    Learning Outcomes:
        1. Plate and serve attractive presentations of desserts with appropriate sauces and garnishes.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #10:    The student will be able to understand Chocolate.
    Learning Outcomes:
        1. Temper chocolate couverture.
        2. Use tempered chocolate for dipping and molding.
        3. Produce a variety of chocolate decorations.
        4. Make chocolate truffles.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #11:    The student will be able to understand Decorative Work: Marzipan, Nougatine, and Pastillage.
    Learning Outcomes:
        1. Make and handle marzipan, and mold decorative items from it.
        2. Make pastillage and use it to create decorative items.
        3. Make nougatine and shape it into simple decorative items.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #12:    The student will be able to understand Decorative Work: Sugar Techniques.
    Learning Outcomes:
        1. Boil sugar syrups correctly for decorative sugar.
        2. Make spun sugar, sugar cages, and poured sugar.
        3. Pull sugar and use it to make simple pulled and blown sugar decorative items.
   Assessment Methods: Test, workbook exercises, class activities.

Index to courses:
FSM 103 Nutrition for Health
FSM 105 & FSM 106 Culinary Arts
FSM 107 Introduction to Food Service Management
FSM 110 Supervision
FSM 120 Quality Service
FSM 121 Quantity Food Production
FSM 125 Sanitation
FSM 200 Facilities & Equipment
FSM 210 Controlling Costs
FSM 211 Purchasing
FSM 215 Nutrition
FSM 217 Marketing
FSM 225 Practicum

FSM 103 Nutrition for Health and Fitness 1 credit

This course provides meal planning advice and nutritional information to support a heath and fitness lifestyle, improve exercise efficiency, and enhance training regimes. 2004.
Learning Objective 1:
The student will be able to understand the elements of good nutrition.
        Learning Outcomes:
        1. State which basic nutrient should provide the majority of calories in the diet to fuel muscles.
        2. List the 3 basic keys to healthful eating.
        3. Name the groups of the food guide pyramid and the number of recommended servings from each.
        4. Name 4 better food choices in the fat, oil, sweet "tip" of the pyramid.
        5. Name 6 good food sources of calcium.
        6. Explain 2 requirements to build stronger bones.
        7. Explain how the body uses whole grains.
        8. Name the minimum number of pyramid food groups that should be included in a meal.
        9. Explain the danger that could result of letting oneself get too hungry.
        10. Define RDI.
        11. Name the percentage of calories in the diet that should come from carbohydrate.
        12. Explain what is removed by the milling process of refined grains.
        13. Name 3 milk myths.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 2:
The student will be able to choose foods that help improve health.
        Learning Outcomes:
        1. State the recommended percentage range of fat calories in the diet that fat should provide: heart disease; cancer.
        2. Explain the role of eggs and beef in the diet.
        3. Define cholesterol, HDL, fiber, free radicals.
        4. Explain the significance of saturated fat with blood cholesterol.
        5. Name the blood total cholesterol level/range (number) that is considered good.
        6. Explain the reason to eat fish in regards to blood cholesterol.
        7. Explain he reason for eating foods rich in soluble fiber.
        8. For cancer, heart disease and hypertension, name a nutrient, when eaten in large amounts, that may reduce the risk for developing that disease.
        9. Define phytochemicals.
        10. Explain the nutritional needs of the pregnant athlete.
        11. List some special changes that effect eating during pregnancy.
        12. Explain the purpose and details of the DASH diet.
        13. List some ways to reduce sodium in the diet.
        14. Define diabetes and list some health problems that may occur with diabetes.
        15. List some good habits for bone health.
        16. Explain the differences and health benefits of soluble and insoluble fiber.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 3:
The student will be able to understand the importance of breakfast.
        Learning Outcomes:
        1. Name the most important meal of the day (according to the text's author).
        2. List 5 benefits of cereal for breakfast.
        3. Name 5 quick fix breakfasts.
        4. Define duffel bag breakfast.
        5. Name some reasons for dieters to eat breakfast.
        6. State the consequences at supper when very little food is eaten throughout the day.
        7. Explain the likely results for dieters when they skip breakfast.
        8. Name some important nutrients that should be in cereal and recommendations to look for on the Nutrition Facts label..
        9. List some excuses for not eating breakfast that people make.
        10. Name some conditions people may have in which they should avoid caffeine.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 4:
The student will be able to choose and understand meals to fight stress and fatigue.
        Learning Outcomes:
        1. Name some healthy, staple foods to keep at home.
        2. Explain how a "cook-a-thon" can be a way to having a quick meal.
        3. Name some healthful restaurant choices.
        4. Name some healthy food ideas at fast food restaurants.
        5. Name 5 high carbohydrate foods you can tote along as snacks or to supplement a fast food meal.
        6. Name 5 easy-to-tote foods that are high in carbohydrate and could supplement quick service, high fat foods.
        7. Explain the importance of color in vegetables and salads.
        8. Name some foods that can be included in salads to boost protein.
        9. Name some foods that can be included in salads to boost carbohydrate.
        10. Explain the advantages to using low fat or fat free salad dressings.
        11. Name foods to increase calcium in salads.
        12. List 4 nutrients that should be in a salad bar meal.
        13. Name the 5 highest scoring vegetables according to the Center for Science in the Public Interest.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 5:
The student will be able incorporate snacks to control cravings and provide pre-exercise energy.
        Learning Outcomes:
        1. Name 5 good between meal snacks and explain what they provide nutritionally.
        2. Name 7 fruits with a high "nutrition score" and explain the reason behind the nutrition score.
        3. State the relationship between the menstrual cycle and sweets.
        4. Explain 3 reasons why snacks are important for athletes.
      5. Name 4 reasons for eating before exercise.
        6. Explain the reasons behind limiting high fat proteins before exercise.
        7. Explain the pros and cons of using energy bars.
        8. Explain caffeine's role and effect on exercise.
        9. Name some examples where stomach distress can occur.
        10. Explain the relationship of glycemic effect and exercise that lasts longer than 60 to 90 minutes.
        11. State the number-range of grams of carbohydrates to eat before a morning workout that gets good results with many people.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 6:
The student will be able plan proper eating during and after exercise.
        Learning Outcomes:
        1. Name 5 best choices for replacing sweat losses.
        2. Explain how to estimate the amount of fluid to replace after exercise.
        3. Explain how to eat after exercise if sodium is lost.
        4. State the nutrition priority after a hard workout.
        5. Name the recovery electrolytes.
        6. Explain why protein is important after hard exercise.
        7. Explain why fluid replacement drinks are not the best drink after a long, hard workout.
        8. Explain how to eat to replace depleted glycogen from muscles.
        9. Name the 2 reasons for rest after hard exercise.
        10. Name 3 nutrients that should receive priority after exercise and explain the importance of each.
        11. Name 2 nutrients that should be eaten in abundance, from food, right after glycogen depletion.
        12. Describe how much fluid should be consumed during exercise to possibly prevent cramping.
        13. Stated what dehydration and a 1% body weight loss 14. can do to performance.
        14. Explain the primary reason for weighing before and after exercise.
        15. Explain the relationship between air temperature and hydration.
        16. Name the top nutrition priority after a hard workout.
        17. State the function of sweating.
        18. Compare water and sports drinks and what they provide during exercise.
        19. Explain alcohol's effect on hydration and other effects on the body.
        20. Explain dehydration's role with muscle cramps.
        21. State the eating goals during exercise.
        22. Explain what happens to fluids leaving the stomach when too much sugar is eaten.
        23. Explain what might happen with hyper hydration.
      Assessment Methods:
        Written exam, class activities.

Learning Objective 7:
The student will be able understand the importance of carbohydrates..
       Learning Outcomes:
        1. Define glucose, glycogen, glycemic response, carbo loading, bonking.
        2. State the only reason athletes should use honey in their diet.
        3. Explain why excess fats are more fattening than carbohydrates.
        4. Explain the function of glucose polymers in sports drinks.
        5. Name the substance that carbohydrates are converted to and stored in the body.
        6. Name the substance that runs low when an athlete is running out of energy.
        7. Explain the routine to ensure lots of energy reserves and improved performance for a special event.
        8. Name some foods that are high in carbohydrate and contain hidden fats.
        9. Name 3 categories of foods that are high in carbohydrate
        Assessment Methods:
        Written exam, class activities.

Learning Objective 8:
The student will be able select appropriate amounts and types of protein foods.
        Learning Outcomes:
        1. State simply what it takes to build muscle mass.
        2. Explain why protein is needed.
        3. Describe 4 disadvantages of a high protein diet.
        4. Name 4 categories of people that have the highest protein needs.
        5. State the protein recommendation as a range of protein grams per pound of body weight.
        6. Name 2 important minerals in meat.
        7. Explain the disadvantages of eating too many protein foods.
        8. Explain why there is no need for protein supplements.
        9. Explain the importance of protein to the vegetarian athlete and how they can obtain it in the diet.
        10. Name 3 types of athletes who may eat too much protein.
        11. Name 3 ways to boost iron intake.
        12. Define amino acids.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 9:
The student will be able to understand body fat and body types.
        Learning Outcomes:
        1. Name the body fat percentage for the reference men and for the reference women.
        2. Describe 4 methods of measuring body fat.
        3. Explain the effectiveness of spot reducing.
        4. Define cellulite and explain why women may have more of it.
        5. Explain the best method to remove body fat from the thighs.
        6. Name and explain the different types of body shapes.
        7. Explain how low intensity exercise may help reduce body fat.
        8. Calculate examples of a healthy weight range for a men and a women given each's height.
        9. List some reasons why people need body fat.
        10. State the role of exercise in weight management.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 10:
The student will understand eating principles to build muscle.
        Learning Outcomes:
        1. List 3 methods to boost calorie intake.
        2. Describe why carbohydrate and protein are important in muscle building.
        3. Simply state the activity to build muscle.
        4. Explain some ways to boost calorie intake.
        5. Name the supplement, a natural occurring compound in meat that may help allow higher intensity workout to help build muscle.
        6. Simply state the dietary regime to follow to build lean muscle.
        7. List 2 supplements that probably do not help with body building.
        8. Name 3 important nutrients for body building found in red meat.
        9. Name the practice that strict vegetarians must follow to get all the amino acids.
        10. Explain how and why it may be beneficial to use high calorie, high carbo protein sport drinks in body building.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 11:
The student will become familiar with the principles of losing fat weight.
        Learning Outcomes:
        1. Explain how a weight control is based on a calorie budget.
        2. Explain relationship of meal timing (night vs. day) in relationship to weight control.
        3. Name 9 steps for successful weight loss.
        4. Explain why favorite food denial will not help but perhaps hurt weight loss efforts.
        5. State the percentage of calories that should come from fat to help weight loss efforts.
        6. Explain why going on and off diets is not recommended.
        7. State the 3 categories of daily activity used when calculating a person's calorie needs.
        8. List the 4 steps to estimate daily calorie requirements.
        10. State the recommended goal for the amount of weight loss per week
        11. List 4 possible results of limiting calories too low.
        12. List 4 dieting myths.
       Assessment Methods:
        Written exam, class activities.

Learning Objective 12a:
The student will become familiar with eating disorders.
        Learning Outcomes:
        1. Describe anorexia nervosa and bulimia and state characteristics of each.
        2. Explain nutritional amenorrhea and 3 of its problems.
        3. Name the percentage of female college athletes with a disordered eating pattern.
        4. Name 4 characteristics of sub clinical eating disorders.
        5. List 5 dietary recommendations to help athletes resolve amenorrhea.
        Assessment Methods:
        Written exam, class activities.

Learning Objective 12b:
The student will understand good eating practices for the child athlete.

   Learning Outcomes:
   1. Name the first and foremost goal of sports nutrition for children.
   2. State 2 reasons for eating prior to activities.
   3. Name the food component that provides the quickest and most efficient source of energy.
   4. Explain what to do if children are nervous and excited too much to eat.
   5. Explain why fatty foods are not a good choice in a pre-exercise meal.
   6. List 3 examples of pre-event meals: 1 hour before, 2.5 hours before, 3 hours before.
   7. Name the 4 "food teams" to be used before events.
   8. List some advice for eating during exercise.
   9. List some advice for eating for all-day tournaments.
   10. List some advice for eating after exercise.
Assessment Methods:
Written exam, class activities.

Learning Objective 13: The student will understand food safety related to pesticides, antibiotics, hormones, food additives and biotechnology.

   Learning Outcomes:
   1. Explain the safety of additives used in foods in the U.S.
    2. Name the country with the safest food supply.
    3. Name the system (its 5 letter abbreviation) that ensures food safety within seafood, meat and poultry industries, and used in some hospitals.
    4. Name a natural carcinogen that may occur in food, name a food that it occurs, and the type of cancer it can cause.
    5. Name the agencies that regulate pesticides.
    6. Name some foods that may have too much pesticide residues, and how to remove the residues.
    7. Name the benefit of eating large amounts of fruits and vegetables.
8. List some reasons for food additives.
    9. Explain GRAS.
   10. Define biotechnology.
   11. Name some benefits of genetically engineered foods.
   Assessment Methods:
   Class activities.

FSM 105 Culinary Arts 1 3 credits.
This introductory course in food preparation includes instruction and practice in sanitation, safety, tools, equipment, basic cooking principles, recipes, menus, work preparation, stocks, sauces, soups, meats, and poultry.

Learning Objective #1:    The student will be able to understand the Food Service Industry.
    Learning Outcomes:
        1. Name and describe four major developments that have significantly changed the food service industry in the 20th century.
        2. Identify seven major stations in a classical kitchen.
        3. Explain how the size and type of an operation influence the organization of the modern kitchen.
        4. Identify and describe three skill levels of food production personnel.
        5. Identify eight behavioral characteristics that food service workers should develop and maintain to achieve the highest standards of professionalism.
        6. Define: Careme, Escoffier, chef, short order cook.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective # 2: The student will be able to understand Sanitation and Safety.

Learning Outcomes:

1. Describe steps to prevent food poisoning and food-borne diseases in the following areas: personal hygiene; food handling and storage techniques; cleaning and sanitizing procedures; and pest control.

2. Identify safe workplace habits that prevent injuries from the following: cuts, burns, operation of machinery and equipment, and lifting.

        3. Identify safe workplace habits that minimize the likelihood of fires and falls.
        4. Define: bacteria, pathogen, intoxication, infection, salmonella, staph, cross contamination, HACCP, flow of food.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #3: The student will be able to understand Tools and Equipment.
    Learning Outcomes:
        1. Identify the do’s and don’ts associated with the safe and efficient use of standard cooking equipment, processing equipment, holding and storage equipment,             measuring devices, and knives, hand tools, and small equipment.
        2. Define: conventional oven, convection oven, salamander, griddle, tilting skillet, steam jacketed kettle, pressure steamer, VCM, bain-marie, brazier, French                 knife, China cap, colander.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #4:    The student will be able to understand Basic Cooking Principles.
    Learning Outcomes:
        1. Name the most important components of foods and describe what happens to them when they are cooked.
        2. Name and describe the three ways in which heat is transferred to food in order to cook it.
        3. List three factors that affect cooking times.
        4. Explain the differences between moist-heat cooking methods, dry-heat cooking methods, and dry-heat methods using fat.
        5. Describe each basic cooking method used in the commercial kitchen.
        6. Identify five properties that determine the quality of a deep-fried product.
        7. Explain the difference between a seasoning and a flavoring ingredient and give examples of each.
        8. Identify appropriate times for adding seasoning ingredients to the cooking process in order to achieve optimal results.
        9. Identify appropriate times for adding flavoring ingredients to the cooking process in order to achieve optimal results.
        10. List eleven guidelines for using herbs and spices in cooking.
        11. Define: caramelization, gelatinization, smoke point, herb, spice.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #5:    The student will be able to understand the Recipe: Its Structure and Its Use.
    Learning Outcomes:
        1. List three basic limitations of written recipes.
        2. Identify three reasons for using judgment when following a recipe.
        3. State the two functions of a standardized recipe and list eight types of information it is likely to include.
        4. Define the purpose of an instructional recipe and describe how it differs from a standardized recipe.
        5. Identify the three methods used to measure ingredients and provide an example of the types of ingredients commonly measured by each method.
        6. Name the five techniques used for portion control in plating and service.
        7. Name the four basic units of measurement in the metric system and what each measures.
        8. Apply the two-part formula required to convert recipes to a higher or lower yield and identify factors that can negatively impact results when cooking with a             converted recipe.
        9. Define yield cost analysis and explain the distinction between as purchased and edible portion quantities of food.
        10. Perform yield cost analysis.
        11. Calculate raw food costs.
        12. Define: portion control, food cost percentage.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #6:     The student will be able to understand the Menu.
    Learning Outcomes:
        1. Name and explain the factors that make up a menu.
        2. Describe the differences between static and cycle menus, and between à la carte and table d’hôte menus.
        3. List in order of their usual service the various courses that may appear in modern menus.
        4. Devise balanced menus that contain an adequate variety of foods and that can be efficiently and economically prepared.
        5. Describe how to incorporate the total utilization of foods concept into menu planning.
        6. Describe ways that cooks can incorporate nutrition principles into their cooking.
        7. Define: fiber, cholesterol, prix fixe menu.

Learning Objective #7: The student will be able to understand Mise en Place.
    Learning Outcomes:
        1. Define mise en place and explain why care must be taken in its planning.
        2. Describe five general steps used in planning mise en place.
        3. Explain the difference in preparation requirements for set meal service and extended meal service.
        4. List five guidelines to observe when sharpening a chef’s knife.
        5. Demonstrate major cutting techniques required in food preparation.
        6. Describe basic precooking and marinating procedures.
        7. Set up and use a standard breading station.
        8. Define convenience foods in the context of mise en place and list eight guidelines for their use.
        9. Define: batter, blanch.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #8: The student will be able to understand Stocks and Sauces.
    Learning Outcomes:
        1. Prepare basic mirepoix.
        2. Flavor liquids using a sachet or spice bag.
        3. Prepare white veal or beef stock, chicken stock, fish stock, and brown stock.
        4. Cool and store stocks correctly.
        5. Prepare meat, chicken, and fish glazes.
        6. Evaluate the quality of convenience bases and use convenience bases.
        7. Explain the functions of sauces and list five qualities that a sauce adds to foods.
        8. Prepare white, blond, and brown roux and use them to thicken liquids.
        9. Prepare and use beurre manié.
        10. Thicken liquids with cornstarch and other starches.
        11. Prepare and use egg-yolk-and-cream liaison.
        12. Finish a sauce with raw butter (monter au beurre).
        13. Prepare the five leading sauces: Béchamel, Velouté, Brown Sauce or Espagnole, Tomato Sauce, and Hollandaise.
        14. Prepare small sauces from leading sauces.
        15. Identify and prepare five simple butter sauces.
        16. Prepare compound butters and list their uses.
        17. Prepare pan gravies.
        18. Prepare miscellaneous hot and cold sauces.
        19. Define: stock, slurry, roux, au jus, emulsion.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #9:   The student will be able to understand Soups.
    Learning Outcomes:
        1. Describe three basic categories of soups.
        2. Identify standard appetizer and main course portion sizes for soups.
        3. State the procedures for holding soups for service and for serving soups at the proper temperature.
        4. List three groups of soup garnishes.
        5. Prepare clarified consommé.
        6. Prepare vegetable soups and other clear soups.
        7. Prepare cream soups.
        8. Prepare purée soups.
        9. Prepare bisques, chowders, specialty soups, and national soups.
        10. Define: consommé, bisque, potage, national soup, coagulation.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #10: The student will be able to understand Meats and Game.
    Learning Outcomes:
        1. Describe the composition and structure of meat and tell how it relates to meat selection and cooking methods.
        2. Explain the use of the federal meat inspection and grading system in selecting and purchasing meats.
        3. Explain the effect that aging has on meat and identify the two primary aging methods.
        4. Identify the primal cuts of beef, lamb, veal, and pork, and list the major fabricated cuts obtained from each of them.
        5. Choose appropriate cooking methods for the most important meat cuts, based on the meat’s tenderness and other characteristics.
        6. Prepare variety meats.
        7. Identify the characteristics of game meats and select the appropriate cooking methods for them.
        8. Determine doneness in cooked meat.
        9. Store fresh meat and frozen meat to gain the maximum shelf life.
        10. Define: marbling, Cryovac, barding, yarding, sweetbreads.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #11: The student will be able to understand the Cooking of Meats and Game.
    Learning Outcomes:
        1. Cook meats by roasting and baking.
        2. Cook meats by broiling, grilling, and pan-broiling.
        3. Cook meats by sautéing, pan-frying, and griddling.
        4. Cook meats by simmering.
        5. Cook meats by braising.
        6. Cook variety meats.
        7. Define: roasting and baking, broiling, grilling, pan-broiling, sautéing, pan-frying, griddling, simmering, braising.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #12: The student will be able to understand Poultry and Game Birds.
Learning Outcomes:
        1. Explain the differences between light meat and dark meat, and describe how these differences affect cooking.
        2. Describe four techniques that help keep chicken or turkey breast moist while roasting.
        3. Define the following terms used to classify poultry: kind, class, and style.
        4. Identify popular types of farm-raised game birds and the cooking methods appropriate to their preparation.
        5. Store poultry items.
        6. Determine doneness in cooked poultry, both large roasted birds and smaller birds.
        7. Truss poultry for cooking.
        8. Cut chicken into parts.
        9. Define: free-range, organic, capon, guinea, squab.
   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #13: The student will be able to understand the Cooking of Poultry and Game Birds.
    Learning Outcomes:
        1. Cook poultry by roasting and baking.
        2. Cook poultry by broiling and grilling.
        3. Cook poultry by sautéing, pan-frying, and deep-frying
        4. Cook poultry by simmering and poaching.
        5. Cook poultry by braising.
        6. Identify the safety, quality, and practicality concerns associated with preparing dressings and stuffings.
        7. List basic ingredients for dressings and stuffings.
        8. Prepare dressings and stuffings.
        9. Define: presentation side.
   Assessment Methods: Test, workbook exercises, class activities.

FSM 106 Culinary Arts 2. 3 credits.
This introductory course in food preparation includes instruction and practice in the production of seafood, vegetables, potatoes and starches, salads and dressings, sandwiches and hors d’ oeuvres, breakfast items, cured foods, cold foods, garnish, international cuisine, and basic baking principles.

Learning Objective #1: The student will be able to understand Fish and Shellfish.
Learning Outcomes:

1.    Explain how the cooking qualities of fish are affected by its lack of connective tissue.
2.    Determine doneness in cooked fish.
3.    Demonstrate the appropriate cooking methods for fat and lean fish.
4.    List the basic market forms of fish.
5.    Dress and fillet round fish and flatfish.
6.    List and describe the most common varieties of saltwater and freshwater fin fish in North American food service.
7.    Identify the characteristics of fresh fish, and contrast them with characteristics of not so fresh fish.
8.    Store fish and fish products.
9.    Identify the popular varieties of shellfish and discuss their characteristics.
10.    Outline the special safe handling and cooking procedures for shellfish.
11.    Open oysters and clams, split lobster, and peel and devein shrimp.
12.    Define: flaking, drawn, dressed, tomalley.

   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #2:    The student will be able to understand the Cooking of Fish and Shellfish.
    Learning Outcomes:

1.    Cook fish and shellfish by baking.
2.    Cook fish and shellfish by broiling.
3.    Cook fish and shellfish by sautéing and pan-frying.
4.    Cook fish and shellfish by deep-frying.
5.    Cook fish and shellfish by poaching and simmering in court-bouillon.
6.    Cook fish and shellfish by poaching in fumet and wine.
7.    Cook fish and shellfish by mixed cooking techniques
8.    Prepare dishes made of raw seafood.
9.    Define: court bullion, fish tartar.

   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #3:    The student will be able to understand Vegetables.
    Learning Outcomes:

1.    Describe the factors that influence texture, flavor, color, and nutritional changes when cooking vegetables.
2.    Cook vegetables to their proper doneness.
3.    Judge quality in cooked vegetables, based on color, appearance, texture, flavor, seasonings, and appropriateness of combination with sauces or other vegetables.
4.    Perform the pre-preparation tasks for fresh vegetables.
5.    Calculate yields based on trimming losses.
6.    Determine the quality of frozen and canned vegetables.
7.    Prepare vegetables using the batch cooking method and the blanch and chill method.
8.    Store both fresh and processed vegetables.
9.    Define: al dente, trimming loss, AP weight, EP weight, blanch and chill.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #4: The student will be able to understand the Cooking of Vegetables.
Learning Outcomes:

1.    Identify vegetables that are well suited to the different vegetable cooking methods.
2.    Cook vegetables by boiling and steaming.
3.    Cook vegetables by sautéing and pan-frying
4.    Cook vegetables by braising.
5.    Cook vegetables by baking.
6.    Cook vegetables by broiling.
7.    Cook vegetables by deep-frying.

   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #5:    The student will be able to understand Potatoes and Other Starches.
    Learning Outcomes:

1.    Classify potatoes into two types, describe the general properties of each type, and identify the most suitable cooking method for each type.
2.    Identify characteristics of high-quality potatoes and describe how to store them.
3.    Cook potatoes by boiling and steaming.
4.    Prepare potato purée.
5.    Cook potatoes by baking, sautéing, pan-frying, and deep-frying.
6.    Distinguish five major types of rice.
7.    Prepare rice by boiling and steaming and by the pilaf and risotto methods.
8.    Distinguish the major kinds and shapes of commercial pasta and determine their quality.
9.    Identify the ingredients in the best commercial pastas and identify the common characteristics of these pastas.
10.    Prepare fresh and commercial pasta, and list the steps involved in the alternate steam table service method of its preparation.
11.    Define: solanine, enriched rice, couscous, hominy, dumpling, semolina.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #6: The student will be able to understand Salads and Salad Dressings.
Learning Outcomes:

1.    Identify and describe five different salad types, and select appropriate recipes for use as an appetizer, accompaniment, main course, separate course, or dessert salad.
2.    Identify a dozen popular salad greens; list six categories of other salad ingredients, and recognize several examples from each category.
3.    Judge the quality of fruit and complete the pre-preparation procedures for fruit.
4.    Identify the four basic parts of a salad.
5.    Prepare and arrange salads that achieve maximum eye appeal.
6.    Set up an efficient system for producing salads in quantity.
7.    Prepare the following types of salads: green, vegetable, cooked, fruit, combination, and gelatin.
8.    Set up a successful salad bar and buffet service.
9.    Identify the major salad dressing ingredients.
10.    Prepare the following: oil and vinegar dressings, mayonnaise and mayonnaise-based dressings, cooked dressings, and specialty dressings.
11.    Define: winterized oil.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #7: The student will be able to understand Sandwiches and Hors D’ Oeuvres.
Learning Outcomes:

1.    Select, store, and serve fresh, good-quality breads for sandwiches.
2.    Use sandwich spreads correctly.
3.    Identify the most popular sandwich fillings.
4.    Set up an efficient sandwich station.
5.    Prepare the major types of sandwiches to order.
6.    Prepare simple, cold sandwiches in quantity.
7.    Prepare canapés and other popular categories of hors d’oeuvres.
8.    Define: pullman bread, wrap, antipasto.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #8: The student will be able to understand Breakfast Preparation, Dairy Products, Coffee and Tea.
Learning Outcomes:

1.    Describe the composition of eggs and the major differences among grades.
2.    Store eggs properly.
3.    Prepare the following egg items: hard-, medium-, and soft-cooked eggs; poached eggs; fried eggs; shirred eggs; scrambled eggs; omelets, entrée soufflés;         and savory custards.
4.    List the key differences between waffle batter and pancake batter, and prepare each.
5.    Prepare French toast, and identify the common variations possible by changing the basic ingredients.
6.    Prepare each of the two general types of cooked breakfast cereals.
7.    Identify the three most common breakfast meats and prepare them.
8.    Describe the major milk, cream, and butter products.
9.    Explain why milk curdles and why it scorches, and identify the steps to take to prevent curdling and scorching.
10.    Whip cream.
11.    Describe the most important kinds of cheese used in the kitchen.
12.    Store and serve cheese properly.
13.    Cook with cheese.
14.    Prepare coffee and tea.
15.    Define: conditioned pan, pasteurized, homogenized, espresso, demitasse.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #9: The student will be able to understand Sausages and Cured Foods.
Learning Outcomes:

1.    Prepare simple dry-cured and brine-cured foods.
2.    Prepare simple smoked foods.
3.    Prepare fresh, cured, and smoked sausages.
4.    Define: certified pork.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #10: The student will be able to understand Pâtés, Terrines, and Other Cold Foods.
Learning Outcomes:

1.    Prepare and use aspic jellies.
2.    Prepare and use classic chaud-froid and mayonnaise chaud-froid.
3.    Prepare livers for use in forcemeats.
4.    Prepare basic meat and poultry forcemeats.
5.    Prepare pâtés and terrines using basic forcemeats.
6.    Prepare galantines.
7.    Prepare mousseline forcemeats and make terrines based on them.
8.    Prepare specialty terrines and other molded dishes based on aspics and mousses.
9.    Handle raw foie gras and prepare foie gras terrines.
10.    Prepare baked liver terrines.
11.    Prepare rillettes.
12.    Define: garde manger.

Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #11: The student will be able to understand Food Presentation and Garnish.
Learning Outcomes:

1.    Explain why attractive food presentation is important.
2.    Serve food that is attractively arranged on the plate or platter, with proper balance of color, shape, and texture.
3.    Identify common terms from classical garniture that are still in general use today.
4.    Garnish a banquet platter with attractive and appropriate vegetable accompaniments.
5.    Prepare simple garnishes out of common fruits and vegetables using decorative techniques.
6.    Plan and arrange attractive food platters for buffets.
7.    Define: garnish.

   Assessment Methods: Test, workbook exercises, class activities.

Learning Objective #12:    The student will be able to understand Recipes from International Cuisines.
    Learning Outcomes:

Prepare some typical recipes from Japan, China, and Mexico, and from Italy and other European countries.

Learning Objective #13: The student will be able to understand Basic Principles and Ingredients of Bakeshop Production.
Learning Outcomes:

1.    Explain why it is important to weigh baking ingredients.
2.    Use a baker’s balance scale.
3.    Calculate formulas based on baker’s percentages.
4.    Explain the factors that control the development of gluten in baked products.
5.    Explain the changes that take place in a dough or batter as it bakes.
6.    Prevent or retard the staling of baked items.
7.    Describe the major ingredients of baked goods and their functions and characteristics.
8.    Define: gluten, staling, leavening, creaming, foaming.

Assessment Methods: Test, workbook exercises, class activities.

FSM 107 Introduction to Food Service & Restaurant Management 2 credits
Students learn about the entire food service operation and how the menu controls it. This course helps the student see the menu's effect on production, planning and service. 2007
Learning Objective 1: The student will be able to understand the history and organization of the modern foodservice industry, and the fundamentals of its management.
Learning Outcomes:
Chapter 1

Explain how entrepreneurs can enter the restaurant business with relatively little capital.
List some examples of commercial food service operation and some examples noncommercial operations.
State the goals for noncommercial operations in these two areas: expenses and nutrition.
List some advantages that independent restaurants tend to have over large chain restaurants.
Explain how a franchising agreement tends to favor the franchisor.
List 3 possibilities in the future for quick-service operations.
Define franchise.
List 3 innovations in the home delivery and replacement meals category.
Define co-branding.

Chapter 2

List the responsibilities of the garde-manger.
List the responsibilities of top managers in an organization.
List the responsibilities of executive chefs.
Define "flat" organizational structure and explain the supervisory relationships if used in a very small restaurant.
Explain how the organization chart of a county club is different form the organization charts of most other food service operations.
Explain the misconceptions regarding use of modern technology and marketing techniques in the food service industry.
Compare the subject of work hours in commercial and noncommercial foodservices
Explain service at a public bar.
Name the primary function of staff managers.
Define line manager.

Chapter 3

List the resources available to managers.
Define controlling.
Define organizing.
Explain disciplining employees.
State the primary objective of noncommercial food and beverage operation owners.
List 3 examples of how a manager can be an excellent role model of hospitality.
Define management.
Name the 7 steps in the management process.
Define directing.
List the primary groups that food service managers typically have interactions
Define job specification.

Assessment Methods: Test, quizzes, homework, class activities.

Learning Objective 2: The student will be able to understand the principles of food and beverage marketing, nutrition, and menu planning.
Learning Outcomes:

Chapter 4

Name the first responsibility of hospitality managers.
Define moment of truth.
Explain the purpose of feasibility studies.
Explain how mangers can best understand what the competition is doing.
Explain how food servers using suggestive selling helps the food service operation.
Name some advantages of radio advertising.
Explain how the 5 functions of a feasibility study could be used when a business decides to self operate or use a contract food service.
List the 3 parts of ongoing marketing research.
Define marketing plan.
Define publicity.
Define public relations.

Chapter 5

Name the nutrient that is consumed in the greatest quantity and also the most critical for survival.
Define fat soluble vitamins and list some examples.
Explain what happens to protein if insufficient carbohydrate is consumed.
List some nutrients destroyed by exposure to air.
State the relationship of caloric needs and aging.
Explain why precise measurements are required in preparation if an operation plans to list calories for items on the menu.
List 3 ways an operation can provide reduced calorie food choices.
Name the food categories on MyPyramid.
Define cholesterol and state where it is found and not found in foods.
List some exceptions to the nutrition labeling requirement.
Define functional foods.

Chapter 6

Define prix fixe and table d'hôte.
List the 3 watchwords for typical breakfast menu items.
Explain the basic rule of menu planning: knowing your guests.
Define aesthetic balance in menu planning.
Name the only copy that is generally needed on the menu cover, and list other items that may also be included on the cover.
List a meal that demonstrates variation in texture.
Explain why a menu planner would keep menu engineering 'stars' on the menu.
List 8 common menu design mistakes.
Define cycle menu.
Define business balance (menu balance).
Define a la carte menu.

Assessment Methods: Test, quizzes, homework, class activities, project.

Learning Objective 3: The student will be able to understand product costs and menu pricing, and the production process.
Learning Outcomes:

Chapter 7

List and define 4 subjective (menu item) pricing methods.
List and define 2 objective pricing methods.
Define chaining recipes.
Explain the use of an adjustment factor in a yield of a standard recipe.
Calculate an example of per ounce cost of an alcoholic beverage using the cost of the bottle and number of ounces in the bottle.
Explain how value is considered in the reasonable price method of pricing menu items.
Explain the significance of the order of recipe ingredients on a standard recipe.
Define contribution margin.
Calculate an example of portion cost of a menu item using the total cost of the menu item and the number of portions yielded.
List the information that should be included on a standard recipe.

Chapter 8

Explain how purchasing directly from a distributor or grower can reduce purchasing costs.
Define make or buy analysis.
Define physical inventory.
Define call brand.
Explain why alcoholic beverages should be moved immediately to secure storage areas after receipt.
Compare inventory turnover rates for beverages and foods.
Define prime supplier and just in time inventory system.
Explain the perpetual inventory system.
Define FIFO.

Chapter 9

Name the primary task of production planning.
List the dry heat cooking method using hot air.
Explain aging as it applies to meat.
Explain the purpose of using eggs as an emulsifying agent.
Explain the influence of altitude on baking.
List the 2 primary control concerns of managers during food and beverage production.
List the 11 basic food production principles.
Explain the nutritional relationship between the fat content of fish and vitamins.
Define pasteurization and homogenization.
Compare simmering and braising.
Define dry heat cooking methods.

Assessment Methods: Test, homework, quizzes, class activities.

Learning Objective 4: The student will be able to understand service, sanitation, facility design, and equipment.
Learning Outcomes:

Chapter 10

Define French service.
List 8 factors to consider when assigning food server stations.
Describe the server procedures to Take the Food Order and Follow Order-Placing Procedures for Food Items.
Describe how a bottle of wine should be brought by the server to the guest's table.
Describe the 2 basic income collection systems that manager can use for server revenue control.
Explain the purposes of a shopper service.
Explain suggestive selling and list 3 types of service that it can be used.
Explain family style service.
Define open check file.
Explain dram shop acts.

Chapter 11

Explain the procedure to follow if a foodservice employee has been exposed to an infectious disease.
Explain how the acidity of food affects the ability of bacteria to grow.
Explain why food containers should never be stored on the floor.
Define MSDS and state when it should be reviewed with new employees.
List some measures to prevent slip and fall accidents.
List 4 special precautions for working with electrical equipment.
Name the person who is ultimately responsible for a property's sanitation and safety efforts.
Define HACCP and list the 7 principles.
Name the federal agency that inspects meats and poultry.
Define food temperature danger zone.

Chapter 12

Name one of the most important determinants of a kitchen's needs.
Name the types of items that some facilities keep in lockable precious storage areas.
Explain why a precheck register most likely be found in a server supply station.
Describe a tilting braising pan.
Describe a walk in refrigerator and its purpose.
Describe a compartment steamer.
Describe the beverage control unit in an automated beverage control system.
List the people likely to part of a new construction or remodeling planning team.
List some concerns that should be addressed in plans to redesign a kitchen.
Define work flow.

Assessment Methods: Test, homework, quizzes, class activities.

Learning Objective 5: The student will be able to understand financial management of a foodservice business.
Learning Outcomes:

Chapter 13

Name the trade association that publishes the Uniform System of Accounts for Restaurants.
Explain the purpose of the Uniform System of Accounts for Restaurants.
Explain annual operations budgets.
List 8 controllable expenses found on the income statement.
List the 3 main categories on the balance sheet.
Explain the purpose of ratios and ratio analysis on financial statements.
Explain accounts payable.
List some operations typical of accounts payable software.
Calculate an example of inventory turnover ratio using cost of products used and average product inventory in dollars.
Define labor cost percentage.
Calculate an example of seat turnover using number of guests served and number of available seats.
Explain solvency ratio.

Assessment Methods: Test, homework, quizzes, class activities.

FSM 103 Nutrition for Health
FSM 105 & FSM 106 Culinary Arts
FSM 107 Introduction to Food Service Management
FSM 110 Supervision
FSM 120 Quality Service
FSM 121 Quantity Food Production
FSM 125 Sanitation
FSM 200 Facilities & Equipment
FSM 210 Controlling Costs
FSM 211 Purchasing
FSM 215 Nutrition
FSM 217 Marketing
FSM 225 Practicum

(top of page)

FSM 110 Hospitality Supervision and Management 3 credits
This course is designed to provide food service operators, manager and supervisors a foundation for developing sound people managing skills. Required course for individuals pursuing department of health's Certified Food Service Supervisor (Dietetic Assistant) certificate. 2004

Learning Objective # 1
The student will be able to understand the supervisor as manager and leader.
Learning Outcomes:
Chapter 1
    1. Describe the primary role of a supervisor in the hospitality industry.
    2. State why supervisors must learn to motivate employees to do their jobs properly.
    3. Define line functions on an organizational chart and identify the category of personnel involved.
    4. Define authority, responsibility, formal authority, bureaucratic leadership, autocratic leadership.
    5. Explain how workers performance depends on their supervision.
    6. Explain how the success of a supervisor is measured.
    7. Name and explain the different levels of supervision.
    8. Define boomerang management, humanistic management.
    9. Name the category of personnel who typically convey the image of the entire hospitality organization to
                the customers.
    10. Define these functions of management: planning, organizing, staffing, leading, controlling, coordinating.
    11. Explain why hospitality supervisors use a flex style of management.
    12. Explain the difference between exempt and non-exempt employees.
    13. List examples of technical, human, and conceptual skills used by hospitality supervisors.
    14. Explain why a supervisor’s ability to do the tasks of his employees is important.
    15. Name the type of management theory seen in fast food/quick service to maintain consistency.
    16. Explain the way opportunity thinkers deal with challenges.
Chapter 2
    1. Identify typical hourly jobs in hospitality.
    2. Define leader, leadership, democratic leadership, formal authority, transformational leader.
    3. Outline the demographics of the labor pool typically hired for hourly jobs in hospitality.
    4. Name the biggest minority employed in foodservice.
    5. Compare and contrast the concepts of formal authority and real authority.
    6. Name the management theory put forth by McGregor that believes work is as natural as play or rest.
    7. Name the management theory that believes employees will commit energy to objectives that fulfill their
                personal needs.
    8. Describe and give examples of the 4 leadership styles.
    9. Name the situational leadership style that tells employees exactly what must be done.
    10. Define carrot and stick technique, MBWA, informal leader.
    11. Name the situational leadership style should supervisors use with an enthusiastic brand new employee.
    12. Compare and contrast theory X and theory Y management styles.
    13. Explain how transactional leaders motivate people.
    14. Name the leadership style that is best for new employees whole interest is lagging.
    15. Name the 3 basics in determining the best style of leadership.
Assessment Methods:
   Exam, quiz, workbook, class activities.

Learning Objective # 2
The student will be able to understand workplace diversity and how to communicate effectively.
Learning Outcomes:
Chapter 3
    1. Define diversity, culture, stereotype, culture bound.
    2. List examples of primary dimensions of diversity and secondary dimensions of diversity.
    3. Name the best and first step in developing cross-cultural skills.
    4. Explain how silence in a culturally diverse workplace can mean other things than an employee not
                listening.
    5. Name the fastest growing segments of the U.S. population.
    6. Explain why diversity in hospitality requires supervisors have cross-cultural awareness.
    7. Describe the steps that increase positive cross-cultural interaction and communication skills.
    8. Explain how supervisors can improve their ability to manage a diverse workforce.
    9. List 2 reasons to learn some of the foreign language phrases used by employees.
   10. Explain the meaning of silence in some Asian cultures.
   11. Summarize the 5 general guidelines to manage diversity positively and transcend cultural boundaries.
   12. State the commonsense procedure to follow if a supervisor offends an employee from another culture.
Chapter 4
    1. List and describe the various types of communication.
    2. Name the most neglected communication skill.
    3. List examples of non-verbal communication.
    4. Explain why jargon would not be used with new hospitality employees.
    5. State the result of the message sent when the supervisor says it in anger.
    6. Discuss common obstacles to good communication and recommend tactics to avoid them.
    7. Compare and contrast effective and ineffective listening practices.
    8. Define active listening,
    9. List the 3 essentials of getting messages accepted by employees.
    10. Explain why a supervisor using a commanding tone to direct employees has forgotten what communication
                should be.
    11. Name 2 problems with directing employees by handing out written instructions.
    12. Explain the supervisor’s role when an employee presents personal problems.
    13. Discuss timing as it applies to an employee receiving and understanding a message.
    14. Define and name the 3 communication zones.
    15. Outline common pitfalls of business writing and list tips/guidelines for avoiding them.
    16. Name one way to test understanding of instructions given to employees.
    17. List guidelines for effective business meetings.
Assessment Methods:
Exam, quiz, workbook, class activities.

Learning Objective # 3
The student will be able to understand how to create a positive work climate and develop job expectations.
Learning Outcomes:
Chapter 5
    1. Identify common employee expectations of their supervisors.
    2. Explain the typical communication/feedback on worker performance between boss and workers.
    3. Name the motivational theory that states employee productivity is improved solely by wages.
    4. Explain the concept of job content as seen by the person performing it, including the employee’s
                feelings when asked do additional work.
    5. Explain how and why the supervisor personifies the company to his workers.
    6. Name the motivation technique that should only be used when all other methods failed.
    7. Define motivation, morale, dissatisfiers.
    8. Explain how motivation and productivity relate.
    9. Name and explain each of Maslow’s hierarchy of needs.
    10. State the effect of a need on motivation after a need is satisfied in Maslow’s theory.
    11. Explain the supervisor’s responsibility to motivate his employees.
    12. Name the environmental conditions in Herzberg’s theory that reduce motivation.
    13. Explain the limiting factor, in terms of the nature of many jobs, that affects motivating people in
                 hospitality.
    14. Name the motivational theory based on positive reinforcement.
    15. Identify 9 ways to build a positive work climate by focusing on employees as individuals.
    16. List 3 reasons why supervisors should develop all their employees.
    17. Describe 2 ways a supervisor can build a positive work climate by focusing on himself.
    18. Explain role model and management by example, including how a supervisor should act if discouraged
                with the company.
    19. Explain supervisory empowerment and enrichment of employees.
Chapter 6
    1. Define job analysis, position, job description, job specification, job evaluation, performance standard.
    2. Name what needs to added to a traditional job description to enhance it and make it more useful.
    3. Define job title, job setting, job summary, job task.
    4. Explain the relationship between units of work and tasks in a job analysis.
    5. List the 3 essentials to a performance standard system.
    6. List the steps in developing a performance standard system.
    7. Explain the 3 levels of performance that is appropriate to define in analyzing a job.
    8. State the level at which performance standards should be written.
    9. Explain how performance standards affect worker performance levels and independence.
    10. Explain what often happens when employees are not given explicit instructions.
    11. State the 2 functions of standard procedures.
    12. List 6 reasons why a performance standard system can fail.
    13. State the obvious drawback of a performance standard system.
Assessment Methods:
Exam, quiz, workbook, class activities.

Learning Objective # 4
The student will be able to understand recruiting, selecting and training.
Learning Outcomes:
Chapter 7
    1. Describe typical characteristics of entry-level hospitality hobs.
    2. Identify common sources of and competition for workers for hospitality.
    3. List and briefly describe the U.S. laws related to equal employment opportunity and fair employment.
    4. Describe and evaluate the usefulness the most used methods of recruiting.
    5. Name some advantages of hiring older, retired workers.
    6. Define demographics, employment requisition form, reasonable accommodation, internal recruiting,
    7. Explain why supervisors forecast/anticipate their personnel needs.
    8. State how long (in weeks) it would typically take to replace an employee who quits with little or no notice.
    9. Define blind ad, labor market, job qualification, EEO laws, recruiting, direct recruiting.
   10. Explain why a high school diploma may not be a qualification for an entry-level foodservice job.
   11. Define halo effect, projection, negligent hiring, patterned interview, job posting.
   12. Explain EEOC and its responsibility.
   13. State the act that requires employers to verify the people hired are eligible to work in the U.S.
   14. List the 3 reasons why most hospitality firms do not use tests for hiring non-management jobs.
   15. Name the final step before hiring, and explain substance and style.
Chapter 8
    1. State the benefits of training.
    2. List the items that a supervisor will lose control when he uses trailing, or the buddy system for training.
    3. State why some managers do not take the time to train employees.
    4. List the 7 steps in developing and carrying out a training plan.
    5. Define summative evaluation, coaching, employee handbook, pretest.
    6. List 7 benefits of training to the supervisor.
    7. Relate ROI and training.
    8. List the 4 steps in job instruction training.
    9. Explain why employees should be given training materials in small segments.
    10. State the difference in performance standards for trainees as they apply to time limits and margin of error.
    11. State the training method often