BURLINGTON
COUNTY COLLEGE
FSM HOME PAGE FSM CURRICULUM FSM TEXTBOOKS FSM FACULTY
FSM CAREERS FSM
ADVISORY COMMITTEE FSM
NEWS
FSM GRADES
COURSE OBJECTIVES AND OUTLINES
BURLINGTON
COUNTY COLLEGE
FSM CAREERS FSM
ADVISORY COMMITTEE FSM
NEWS
FSM GRADES
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
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
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 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.
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 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.
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
#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.
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
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
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
Chapter 3
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
Chapter 5
Chapter
6
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
Chapter 8
Chapter 9
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
Chapter 11
Chapter 12
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
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
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.
FSM 103 Fitness 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 111 Baking Practicum
3 credits
This
work experience course consists of
supervised on-the-job learning experiences at college-approved work
sites. This includes at least 150 hours in
planned
activities in baking and related duties.
Students also develop a personal portfolio.
Learning
Objective #1: The student will be able to prepare
themselves and their work area.
Learning Outcomes:
1. Demonstrate
proper attire and grooming.
2. Demonstrate sanitation
practices.
3. Demonstrate
safety practices.
4. Operate
tools and equipment.
5. Demonstrate
mise en place.
6. Follow the
menu and recipes as directed .
Learning Objective
#2: The student will be able to prepare doughs.
Learning
Outcomes:
1. Prepare
products from yeast doughs.
2. Prepare
products from lean yeast doughs.
3. Prepare
products from rich yeast doughs.
Learning Objective
#3: The student will be able to prepare quick breads.
Learning
Outcomes:
1. Prepare
baking powder biscuits and variations.
2. Prepare
muffins.
3. Prepare
quick loaf breads.
4. Prepare
coffee cakes.
5. Prepare corn
breads.
6. Prepare
popovers.
Learning Objective
#4: The student will be able to prepare doughnuts,
fritters and breakfast items.
Learning Outcomes:
1. Prepare
deep-fried desserts and pastries.
2. Prepare
pancakes and waffles.
Learning Objective
#5: The student will be able to prepare cakes.
Learning
Outcomes:
1. Prepare
cakes.
2. Prepare
specialty cakes.
3. Perform cake
decorating.
Learning Objective
#6: The student will be able to prepare cookies.
Learning
Outcomes:
Prepare various cookies.
Learning Objective
#7: The student will be able to prepare custards,
puddings, mousses, and soufflés.
Learning
Outcomes:
Prepare custards, puddings, mousses, and soufflés.
Learning Objective
#8: The student will be able to prepare fruit desserts.
Learning Outcomes:
Prepare various fruit desserts.
Learning Objective
#9: The student will be able to complete dessert
presentation.
Learning Outcomes:
1. Prepare
sauces and garnishes.
2. Complete
decorative work.
Learning Objective
#10: The student will be able to prepare other products.
Learning Outcomes:
Prepare other bakery products unique to the establishment.
Learning Objective
#11: The student will be able to place their work area
in-order at end of work.
Learning Outcomes.
1. Demonstrate
sanitation practices.
2. Store tools and
equipment.
Learning Objective #12: The student will develop
a personal portfolio.
Learning Outcome:
Complete the portfolio according to the outline in the text.
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 112 Cooking Practicum
3 credits
This
work experience course consists of
supervised on-the-job learning experiences at college-approved work
sites. This includes at least 150 hours in
planned
activities in cooking, food preparation, and related duties. Students also develop a personal
portfolio.
Learning
Objective #1: The student will be able to prepare
themselves and their work area.
Learning Outcomes:
1. Demonstrate
proper attire and grooming.
2. Demonstrate
sanitation practices.
3. Demonstrate
safety practices.
4. Operate
tools and equipment.
5. Demonstrate
mise en place.
6. Follow the
menu and recipes as directed .
Learning Objective
#2: The student will be able to prepare cooked foods.
Learning Outcomes:
1. Prepare
gravies, stocks and sauces.
2. Prepare
soups and soup garnishes.
3. Prepare
meats.
4. Prepare
poultry.
5. Prepare fish
and shellfish.
6. Prepare
vegetables.
7. Prepare
potatoes
8. Prepare
rice.
9. Prepare
pastas.
Learning Objective
#3: The student will be able to prepare cold foods.
Learning Outcomes:
1. Prepare
salads and salad dressings.
2. Prepare
sandwiches.
3. Prepare hors
d’ oeuvres.
4. Prepare
garnish for food presentation.
Learning Objective
#4: The student will be able to prepare breakfast
items.
Learning
Outcomes:
1. Prepare eggs.
2. Prepare
waffles and pancakes.
3. Prepare
French toast
4. Prepare
cooked breakfast cereals.
5. Prepare
breakfast meats
6. Prepare
juices, coffee and tea.
Learning Objective
#5: The student will be able to place their work area
in-order at end of work.
Learning
Outcomes:
1. Demonstrate
sanitation practices.
2. Store tools
and equipment.
Learning Objective #12: The student will develop
a personal portfolio.
Learning Outcome:
Complete the portfolio according to the outline in the text.
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 120 Quality
Service in Food Operations
2 credits
This course covers in detail what managers and servers must know to
serve food professionally and competently. Service as a total
concept
the service age, history of service, demeanor and attitude, product
knowledge,
suggestive selling, laws affecting servers, managing guest complaints,
serving guests with special needs, banquet service, buffet service,
drive
through service, room service, table service, equipment, the steps in
serving,
greeting and seating guests, cleaning tables, formal dining, the
busperson's
role, management's responsibilities, motivation, scheduling, training,
reservations and serving alcohol responsibility are covered. 2006.
Learning Objective 1: The student will be able
to
understand the historical background to service and know the attributes
of a professional server.
Learning Outcomes:
Chapter 1, History:
1. Name the type of
hospitality operation where Escoffier became famous.
2. Name the chef who
trained a large number of famous chefs and promoted a high level of
food service.
3. Explain the basis
for the following: excellent service depends on excellent, professional
servers..
4. State the
percentage
of customer complaints involving poor service (National Restaurant
Association).
5. Describe the trend
in food service employment, comparing the foodservice industry with
other service industries.
6. Define service,
guild, sanctuary, taberna vinaria, thermopolium.
7. Name the ethnic
group associated with kosher dietary laws.
8. Name the beverage
associated with a Japanese
religious ceremony.
9. Name 2 guilds
involving food professions of the medieval Europe.
10. Of these choices: modern
or
ancient, name
the historical tradition and foundation of hospitality.
11. Name the material
used to make the earliest cookware.
12. Name the symbolic
meaning of 5 special foods used in Passover.
13. Name the
culture/mythology where butter is turned into ghee (clarified butter).
14. Name the
source-country
for haute cuisine brought to France by Catherine de Medici .
15. Name what
differentiates one foodservice establishment from another in a
competitive environment.
Chapter 2, Professional Server:
1. List the
characteristics
of shoes that a server should wear.
2. Describe how hair
should be on a server.
3. Explain the
purpose
behind a server having menu item knowledge.
4. Name the areas
of tableware which should never be touched by hands.
5. List 5 areas of
operation knowledge that all employees should know.
6. List some subjects
that servers should never discuss with or near guests when maintaining
a positive server attitude.
7. Name the best
place for a server to keep a pen and order pads (on their person).
8. Explain the Equal
Pay Act.
9. State the age
that the Age Discrimination in Employment Act is applicable.
10. Define dram shop
laws, control states, tips, camaraderie, and Family & Medical Leave
Act.
11. Name the 4 areas that
are appropriate for interview questions.
12. Define suggestive
selling and describe its focus from the guest's perspective.
13. Write 3 open-ended
interview questions.
14. Describe a room
where an interview could occur.
15. List 2 positive
body language forms for the interviewer to use.
Assessment Tools:
Homework.
Learning Objective 2: The student will be able to
understand
how to exceed customers' needs and to practice mise en place.
Learning Outcomes:
Chapter 3, Exceeding Needs:
1. Explain how to
use guest complaints as an opportunity.
2. Name 7 things
servers should never do to avoid customer service problems.
3. List 8 of the most
frequent guest complaints in foodservice.
4. List 5 tips in
dealing with angry guests.
5. State the 3 part
rule in receiving a complaint during an attack of an irate
customer.
6. Explain what an
unhappy guest will do if they do not return to a restaurant.
7. Explain how guest
complaints can be opportunities.
8. List some signs of
an unhappy guest.
9. Name 4 ingredients
that people may ask to be omitted from recipes.
10. Explain the policy
and process of using guide dogs in food services.
11. Name some of the
special dietary needs that many food services are able to provide for
people who are
health-conscious.
Chapter 4, Mise en Place:
1. Explain the
purposes
of shadowing and indirect lighting.
2. State 2 purposes
of sufficient lighting.
3. Explain why
humidity is important and name the desired humidity level in the dining
room.
4. State the desired
comfortable temperature for a dining room.
5. Explain the effect
of hard water on glassware.
6. Name the minimum
temperature that hot holding equipment must keep foods.
7. Explain what the
manager should do if criminal activity is suspected.
8. List 10 closing
activities
that could be included on a checklist.
9. Name who is
responsible
for keeping guest areas clean and attractive.
10. State the type
of service in which a gueridon is used.
11. State the maximum
allowable holding time for brewed coffee.
12. List 10 items
to keep at the server station.
13. Define mise en
place, silencer, bunching guest checks, pre-shift meeting (lineup),
traffic sheet, extra board service employees.
14. List the 3 parts
that mise en place is usually divided.
15. Explain the
importance
of the a food service's exterior appearance.
16. Explain why health
authorities frown on wiping dry dishware and flatware.
17. Calculate an
example
of the number of servers required using: a forecasted number of
guests and the capability of a server (number of guests per server per
shift).
18. Name the maximum temperature
for cold holding equipment.
Assessment Tools:
Homework, project.
Learning Objective 3: The student will be able to
understand
the different types of service and the use of service equipment in all
the service areas.
Learning Outcomes:
Chapter 5, Industry Segments:
1. Name and explain
the 2 most common service styles used in banquet service.
2. Name the 3 ethnic
buffets and list their respective menus.
3. State the handle
position when coffee cups are set for a banquet.
4. Explain regular
buffet service.
5. State the type
of service where only one kind of food is on each table and
guests
go to each table as they please.
6. Name some forbidden
foods and allowed foods according to kosher dietary laws.
7. List the
characteristics
of a high tea and a low tea.
8. Name the most
common
shape of tables used for a banquet, and give 2 reasons why they are
used.
9. Explain the
purposes
of the pre-shift meeting.
10. Give the name
of the banquet table where important guests sit.
11. Define flying
service, cafeteria service, showroom service, flying platter, sweet
table, and action station.
12. Explain the wave
system.
13. Explain the
advantages and disadvantages of buffets.
14. Name the foods
on a continental breakfast.
15. Explain the
relationship
between service and speakers at a banquet.
16. Name and explain
the menu for 3 special occasion breakfasts.
17. Explain a main
concern of banquet operators managing banquet table service.
18. Explain the
purpose
of the sneeze guard.
19. Explain briefly
the process of room service.
20. List the foods
available in fountain service.
21. Explain why buffet
service should only be used with fairly small banquets.
22. Explain how
counter
service should be designed to facilitate fast and efficient service.
Chapter 6, Equipment and Staff:
1. List some functions
of the POS system in the command center that helps the server.
2. List some foods
prepared at the service station.
3. Explain the
function
of the expediter.
4. Define silencer,
demitasse, voiture, gueridon, rechaud, serviette.
5. Name the common
shape of a platter.
6. State the type
of material used to make a sizzling platter.
7. Explain how and
why restaurants use vertical space in service stations.
8. Explain the
characteristics
of chairs used in food service.
9. State what can
and cannot be done in a service area hand washing sink.
10. State the basic
premise on storing used items and clean items in relationship to each
other.
11. List
6 functions of service stations.
12. Compare the
functional uses of an iced
tea spoon, a teaspoon, and a tablespoon.
13. Name the menu
type that list and prices each item separately.
14. Define California menu,
general menu, cycle menu, du jour menu, table d'hôte menu.
15. Explain the difference
between a meal plan and a menu.
16. Define maitre
d'hotel, chefs de rang, commis, commis debarasseur, sommelier.
Assessment Tools:
Homework.
Learning Objective 4: The student will be able
to
understand the classic service styles..
Learning Outcomes:
Chapter 7, Classic Service Styles:
1. Name the 5 classic service
styles and their alternative names that are sometimes used.
2. Name the classic service style
that is the fastest, least labor-intensive.
3. Name the classic service style
that is the most labor intensive and most expensive.
3. State where English service is
seen in the United States.
4. Define flambeing, chef de
trancheur, tureen.
5. Name the classic service style
that cooking and carving are done in the kitchen, and only dishing is
done at tableside.
6. Name the classic service style
that can be modified easily to suit many needs.
Assessment Tools:
Homework.
Learning Objective 5: The student will be able
to
understand serving the meal and bar service.
Learning Outcomes:
Chapter 8, Serving the Meal:
1. List 3 methods
of payment.
2. Describe the proper
way to hold stemware and tumbler glasses.
3. Define pivot
system,
tray jack, serviette, captain, spindle method, crumber, gratuities.
4. Write 3 questions
which are good examples of suggestive selling.
5. Explain how
suggestive selling is more than a sales tool.
6. Name some duties
at closing.
7. Explain the
challenges in serving booths.
8. Explain how menus
are traditionally given to guests.
9. Explain how proper
serving is a craft.
10. Describe how to
handle a spill, including timing of cleanup.
11. Describe how to
fill a water glass.
12. State which part
of the body should
most of the load be carried when carrying trays.
13. Describe how to
turn when carrying a heavy load.
14. List the types
of surfaces recommended on a carrying tray.
15. Explain where
carrying trays can and cannot be placed in the dining area.
16. Describe how to
load a tray properly.
17. Name the person
who normally first greets guests.
18. Name the goal
when developing a flow pattern for servers and kitchen workers.
19. Describe 2 ways
to present the guest check.
20. Describe how to
load hot and cold items on the same tray.
21. Explain the
importance
of the first contact that a server makes with a customer.
22. Describe the most
common server trays.
23. Name the
busperson's first responsibility, and 5 additional duties.
24. List 5
characteristics
of formal dining.
Chapter 9, Bar and Beverage Service:
1. List the 3 ways wines are
named in the United States.
2. Define spirits, liqueurs
(cordials), fortified wines, proprietary name, finish, well stock, call
stock, mixology, lees.
3. Describe how decaffeinated
coffee is made.
4. Name and describe the 3
different types of teas, based upon processing.
5. Describe the 4 basic mixing
methods of mixology.
6. Explain third party liability
in serving alcohol.
7. Name a type of wine for each
of the following that would match well: appetizers, fish,
poultry, beef.
8. Explain how aging affects
spirits, wine and beer.
Assessment Tools:
Homework, project.
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
121 Managing Quantity Food Production
3 credits
This course covers management considerations on quantity food service:
schools, health care, hotels and other large volume institutions.
2006
COURSE OBJECTIVES
Learning Objective 1:
The student will be able to utilize the basic
concepts of management,
organization, computerization, nutrition, and menu planning in managing
a food
service.
Learning Outcomes:
Chapter 1.
1.
Name the
industry that employs more people than any other industry.
2.
Name the
portion of $2.50 spent on food by consumers in food services.
3.
Name the
food service industry sector that captures most of the dollar business,
and the
sector that is losing market share.
4.
List and
define the types of organizations.
5.
Define
turnover as it applies to labor and explain its significance in
foodservice.
6.
Define
management and list management's purpose.
7.
Explain
chain of command.
8.
Name the
college department that would offer a four year degree in foodservice
management.
9.
List the
hierarchy in a food service and responsibilities of each.
10.
Give
examples of mid management positions.
11.
Name the
first original computer programs unique to the foodservice industry.
12.
List and
explain 6 computer applications used in food service.
13.
List 10
types of menu analysis (found in the appendix).
14.
Define
forecasting as it applies to food service.
15.
Using
issues, directs, and sales, calculate percentage food cost.
16.
Define
maitre d'hotel, chefs des parties, garde manger, standardized recipe,
recipe
file, commissary.
Chapter 2.
1.
State the
approximate percent of a person's nutritional intake that is provided
from
meals
away from home.
2.
List the
calorie containing nutrients, their calories per gram, and the main
functions
for
each.
3.
Explain
the purpose for and the major characteristics of a low sodium diet, low
cholesterol diet, and high fiber diet.
4.
Explain
the result of eating too much fiber.
5.
Explain
the general function of minerals.
6.
Explain
the general function of vitamins.
7.
List
foods high in vitamin C.
8.
List
foods high in vitamin A.
9.
State the
dietary purpose of water.
10.
List
foods high in sodium.
11.
State
which food provides most of the sodium in a person's diet.
12.
Define
edema.
13.
Name the
major step in combating or avoiding hypertension.
14.
Name the
most widespread nutritional concern in the U.S. today.
15.
State
the nutritional responsibility of a food service.
16.
Explain
the relationship between physical activity and food consumption.
17.
Define
nutrition, U.S. RDA, cholesterol, junk food, fiber.
18.
State
the dieting trend as it applies to the consumption of red meat.
19.
Name the
groups of the food guide pyramid.
20.
Explain
the nutritional significance of boiling vegetables.
Chapter 3.
1.
Explain
how the menu is the operation's primary sales medium.
2.
Define
front of the house.
3.
List 6
heart of the house considerations in planning a menu.
4.
List and
explain 6 types of menus.
5.
Explain
how to place/position prices on a menu.
6.
State the
category of food that receives the most attention on the menu.
7.
State one
of the first things the customer sees when handed a menu.
8.
Explain
the importance of competitors when designing a menu and targeting a
market.
9.
Describe
4 factors important in designing a menu.
10.
State
the best menu position for gaining the reader's attention.
11.
Define
cover stock, feasibility study.
12.
Describe
9 common mistakes in menu planning.
13.
State
the recommended type style for menus.
14.
Define
cycle menu, du jour menu, limited menu, a la carte menu.
15.
State
the most common type of cyclical menu.
16.
Define
logo, convenience foods, feasibility study, clip-ons.
17.
Explain
how foods' form, shape, color, temperature, texture, presentation and
relationship to other foods have in planning a menu.
Assessment Methods:
Multiple
choice exam, class activities.
Learning Objective 2:
The student will be able to supervise, manage, and
control
equipment, purchasing, receiving, storing, and issuing in a food
establishment.
Learning Outcomes:
Chapter 4.
1.
Explain
how the menu effects equipment selection.
2.
Name 3
pieces of receiving equipment and their functions.
3.
Explain
the 2 items to check in food before receipt is accepted.
4.
Name 2
areas of the food service that should be located near both dry and cold
storage.
5.
Name 3
pieces of storage equipment and their functions.
6.
State 4
factors to be considered when comparing refrigerated storage units.
7.
Name the
temperature range that refrigerators are designed to hold foods.
8.
Explain
the function of a blast freezer.
9.
Explain
the effects of convenience cooking and cooking from scratch upon
equipment
selection.
10.
Name 6
pieces of preparation equipment and their functions.
11.
Explain
the purpose of scales in preparation equipment.
12.
Name 12
pieces of cooking equipment and their functions.
13.
Explain
the difference between a convection oven and a conventional oven.
14.
Name the
2 heat methods in a combo oven.
15.
Explain
why microwave ovens have not replaced conventional ovens.
16.
Name the
type of heat energy that a broiler uses to cook food.
17.
Name a
type of food that steamers will not produce in acceptable quality.
18.
Explain
the cook-chill system.
19.
Name 5
pieces of holding and serving equipment and their functions.
20.
State
the hot holding minimum temperature requirements for entrees and for
soups.
21.
Name 3
pieces of waste removal equipment and their functions.
22.
Name 4
pieces of dishwashing equipment and their functions.
23.
Define
VCM, pulper, reconstituting oven, buffalo chopper, convection oven.
Chapter 5.
1.
Name the
most frequently used receiving method in food service.
2.
Differentiate
between formal and informal buying methods.
3.
Name 6
factors that affect purchasing requirements.
4.
Describe
3 formal buying methods.
5.
Explain
open type buying.
6.
Name 5
categories of vendors.
7.
Define
quality standards and explain USDA's role in quality grades.
8.
Define
production specification.
9.
List
information to be included in a product specification.
10.
Define
standard of identity.
11.
Explain
the 4 types of tests to define quality.
12.
Write
the value formula as it applies to purchasing.
13.
Define
trade grade and give an example.
14.
Name the
government agency that has jurisdiction of standards for alcoholic
beverages.
15.
Name the
first consideration in selecting a purveyor/vendor.
16.
List 6
general principles of receiving practices.
17.
Explain
the ideal location for dry storage.
18.
Define
perpetual inventory and physical inventory.
19.
List 7
practices essential to good receiving.
20.
Distinguish
among the 3 receiving practices.
21.
Explain
how to weigh a box from a meat delivery containing hot dogs, ground
beef, and
sirloin steak.
22.
Describe
the requirements for dry, refrigerated, and frozen storage.
23.
Name the
acceptable temperature and humidity ranges of dry storage
24.
Named 8
general practices for refrigeration units.
25.
Describe
the relationship between tagging merchandise and the FIFO rule.
26.
Explain
the importance of using a requisition properly.
27.
Define
issuing, buyer, perpetual inventory, blind check receiving, request for
credit
memo, blank check buying, safety stock and par stock supplying..
28.
Define
raw food test as it applies to procurement.
Assessment
Methods:
Multiple
choice exam, class activities.
Learning Objective 3:
The student will be able to utilize information
about
service, people, products, plant, property, profits, and promotions to
effectively manage a foodservice.
Learning Outcomes:
Chapter 6.
1.
Identify
and briefly describe the 6 types of seated service.
2.
Name the
most expensive type of service.
3.
Explain
the differences between French and Russian services.
4.
Describe
the differences between centralized and decentralized tray service.
5.
Define
informal service; give examples.
6.
List the
5 types of self-service.
7.
Explain
the characteristics of banquet service.
8.
Explain
the relationship between buffets and showmanship.
9.
Describe
the shopping center cafeteria system.
10.
Explain
why cafeteria service is popular.
11.
Explain
where and how counter service is combined with table service.
12.
Name the
least expensive type of service.
13.
Explain
vending service.
14.
Define
scramble system, ECR, price look up keys, rechaud, chef de rang, finger
bowl,
California service, hotel room service, smorgasbord, and gueridon.
Chapter 7.
1.
Describe
human resources objectives at the strategic level, managerial level,
and
operational level.
2.
Explain
the 3 levels of personnel management.
3.
Name the
3 steps in the human resources cycle.
4.
Name the
first step in determining an appropriate human resources program.
5.
Name the
first step in designing an effective training program.
6.
Define
needs analysis, skills audits, job design, assessment center, internal
recruitment, halo effect.
7.
List the
2 items the manager determines on the G.E. matrix..
8.
Describe
the contents of a job description.
9.
Name 5
types of performance appraisals.
10.
Explain
the characteristics of performance appraisals.
11.
Name the
3 most prevalent types of performance evaluations.
12.
Explain
the contents of employee orientation.
13.
Name the
3 steps in an effective training program.
14.
Explain
the specific goal of training.
15.
Explain
behavioral training.
Chapter 8.
1.
Define
standardized recipe and describe possible problems with ratios if a
recipe is
expanded.
2.
Describe
the function of the production sheet.
3.
Name and
briefly describe 4 ways to determine selling prices of food.
4.
State a
problem with the multiplier method of pricing.
5.
List
information that can be obtained from yield tests.
6.
Describe
quality control in receiving, storage, production and holding.
7.
Define
raw food cost, contribution margin, prep item, extended cost, and
profit.
8.
Calculate
an example of cost per portion using extended cost and portion
yield.
9.
Calculate
an example of portion cost using recipe yield, number of portions
per
gallon, and purchase price per gallon.
10.
Calculate
an example of food cost percentage using food cost and total sales.
11.
Calculate
an example of food cost percentage using operating cost percentage,
labor cost
percentage, and planned profit percentage.
12.
State
the results of over forecasting and under forecasting of menu items.
13.
Define
pre costing, cost factor, standard, capital, business entity.
14.
State
the backbone of all standardized recipes.
15.
Name 2
chief causes of high food costs.
16.
Define
profit and loss statement, balance sheet, food cost, labor cost, fixed
costs,
fixed asset, variable costs, gross profit, operating profit, and net
profit.
17.
Name the
bottom line figure of a profit and loss statement.
18.
Name the
first step in preparing a profit and loss statement.
19.
Calculate
an example of cost of goods sold using inventories and purchases.
20.
Define break-even
point, break-even analysis, and revenue.
21.
List 3
examples of a controllable expense.
22.
Name 7
rules to follow when establishing a budget.
Chapter 9.
1.
Describe
the 2 designs of kitchen workflow.
2.
Explain
the important considerations for a kitchen exhaust system.
3.
Identify
ways to ensure external, internal and fire security.
4.
Define
site analysis, codes, makeup air, HVAC, four tops, waste pulping
(pulper).
5.
Describe
how checklists aid in the maintenance of facilities and equipment.
6.
Name the
type of food service operation that the process method of design would
be most
commonly found.
7.
Define
space allocation and explain its importance in dishwashing and waste
disposal.
8.
List 3
important factors to consider when determining space needed for
dishwashing
equipment.
9.
Name the
2 most important topics to consider during the allocation of dining
room space.
10.
List 3
methods to build food service business.
11.
State
the approximate percentage of a foodservice's annual sales spent on
utilities.
12.
Name the
first step in creating an attractive internal atmosphere in a
foodservice.
13.
Define
market, marketing, market research survey, suggestive selling,
merchandising,
and public relations.
14.
Name the
factor that customers use to determine whether or not to return to a
restaurant.
15.
Explain
why and when a server will mention the item they wish to sell the most.
16.
Name the
most effective form of promotion that a foodservice can use.
17.
Name 3
factors needed to create a positive external atmosphere for a
restaurant.
18.
Give 3
examples of using promotional materials within an operation.
19.
Name 5
food/menu items that can be used in merchandising programs.
20.
Explain
how a table tent can merchandise food.
Assessment Methods:
Multiple
choice exam, class activities.
Learning Objective 4:
The student will be able to supervise and manage
cooking
methods, sanitation, safety and pantry products in a food
establishment.
Learning Outcomes:
Chapter 10.
1.
Explain
the 3 heat transfer methods.
2.
Explain
ways to control and evaluate energy use, including the responsibilities
of
different personnel.
3.
Name the
2 general cooking categories and briefly explain them, including some
food
examples used in each.
4.
Briefly
explain these cooking methods: boiling, blanching, braising, poaching,
simmering, steaming, and stewing.
5.
Briefly
explain these cooking methods: baking, barbecuing, broiling, grilling,
ovenizing, roasting, and frying.
6.
Define
these cooking methods: infrared, microwave, and quartz.
7.
Define
hydrogenation, smoking point, parboiling, and scalding.
8.
Define
calorie, collagen, mise en place, well done cooked meat, radiant heat.
Chapter 11.
1.
Explain
the difference between clean and sanitary.
2.
Name the
classifications of microorganisms and explain the characteristics of
each.
3.
Explain
how food borne illnesses occur and how they can be prevented.
4.
Name some
chemicals in food that can cause allergic reactions in sensitive
individuals.
5.
Explain
the difference between food borne infection and food borne
intoxication.
6.
Explain
the affect of cooking on food borne toxins.
7.
Identify
the major disease-producing microorganisms that pose problems for food
services.
8.
Define
virus, pathogen, ptomaine, putrefaction, intoxication.
9.
Explain
the public health requirements for shellfish.
10.
Name the
basic source of salmonella bacteria.
11.
Describe
how molds can affect food and affect facilities.
12.
Explain
the role of bacterial spores.
13.
Explain
the importance of stock rotation.
14.
Define
food temperature danger zone.
15.
Explain
how to help control flies in a food service.
16.
List 6
unsafe acts that frequently lead to accidents.
17.
Name the
cause of most slips and falls.
18.
Define
OSHA and its purpose.
19.
Name 4
major causes (injury related) of lost employee time in food service.
20.
Explain
the correct way to lift heavy objects.
21.
Define
HACCP, explain its purpose and describe some of its features.
Chapter 12.
1.
Identify
different types of appetizers and give examples of each.
2.
Describe
methods of preparing sandwiches.
3.
Name some
sandwich fillings that freeze well.
4.
Define
emulsifying agent, emulsion, California service (as it applies to
salads).
5.
State the
storage requirements for sandwiches.
6.
Name 4
parts of sandwich as displayed in a plate for a customer.
7.
State the
storage refrigerated temperature range for most produce.
8.
Define
appetizer salad, accompaniment salad, main dish salad, and dessert
salad.
9.
Describe
the presentation differences between in individual salads, buffet
salads and
salad bars.
10.
Define
underliner, body, garnish, and salad dressings as they apply to salads.
11.
Name the
base of most salads.
12.
Explain
the functions of gelatin in salads.
13.
Define
aspic, Bavarian cream, charlotte.
14.
Explain
management's control in salads concerning standards and cost control.
15.
Name 3
salad dressings and their main ingredients.
16.
Define
and give an example of an emulsified dressing.
17.
State
methods to prevent cut fruits from darkening.
18.
Explain
how salad bars can save money.
19.
Explain
the effect of grinding on coffee's flavor.
20.
List the
equipment used to make coffee.
21.
Name the
method used when making coffee in an urn.
22.
State
the holding temperature for brewed coffee.
23.
Explain
the relationship between water, coffee grinds and contact time in the
coffee
making process.
24.
Define
wet service as it applies to tea.
25.
Explain
the importance of sanitation as it applies to coffee making.
26.
Define
hors d'oeuvres, rancidity, canapé, mise en place.
Assessment Methods:
Multiple
choice exam, class activities.
Learning Objective 5:
The student will be able to monitor and manage the
production of stocks, soups, sauces, fruits,
vegetables, cereals, meats, poultry, and seafood in a kitchen.
Learning Outcomes:
Chapter 13.
1.
Define
stock and mirepoix.
2.
Name 4
stocks and their unique ingredients.
3.
Define
consommé, demiglaze, saucier, Béchamel sauce, brown
stock.
4.
Name
different types (classifications) of soups.
5.
Briefly
list 4 special procedures that may be used for soups.
6.
State the
temperature range to hold hot soup for service.
7.
Name the
best bones to use when preparing stock.
8.
List the
purposes for sauces.
9.
Name the
items that can be used to thicken sauces.
10.
Explain
the relationship between major sauces and secondary sauces.
11.
Name the
major sauces.
12.
Explain
how to make a velouté sauce.
13.
Define
bouillon, gumbo, mulligatawny, roux, slurry, Escoffier, au jus,
hollandaise
sauce.
14.
State
the temperature to cool a stock to prevent it from souring.
15.
Define
emulsifying ingredient and give an example.
Chapter 14.
1.
Briefly
describe 8 cooking methods for fruits and vegetables, including
examples of
foods.
2.
State the
maximum length of time a canned fruit or vegetable will retain its
quality.
3.
Name the
most commonly used dried vegetable.
4.
Rank
order and name (the numbering system) the cans used for fruits and
vegetables
5.
State 2
methods to help prevent discoloration in fresh fruits and vegetables.
6.
Name the
different preservation states (form in which they are purchased) for
fruits and
vegetables, including examples of foods.
7.
State the
shelf life of canned fruits & vegetables, and canned high acid
fruits &
vegetables.
8.
Explain
the reason for using syrup as the cooking medium for fruit.
9.
Describe
braising of vegetables.
10.
Explain
the effect of boiling on the nutrient content of vegetables.
11.
State
the proportion of solid product, drained weight to liquid, in a typical
can of
fruit or vegetables.
12.
Describe
the purpose of parboiling vegetables that will be broiled.
13.
State
the temperature (descriptive term, not degrees F) of the water that is
best to
wash vegetables.
14.
Explain
the purpose of dipping cut pieces of fruits and vegetables into acidic
juices.
15.
Name the
first step in preparing dried fruits for use.
16.
State
the moisture percentage in a naturally dried fruit.
17.
Describe
product rotation with fresh produce.
18.
State
considerations when cooking frozen fruits and vegetables.
19.
Briefly
describe the Oriental method for cooking rice.
20.
Briefly
describe the method for cooking dried beans and other legumes.
21.
Define
legume, semolina, long grain rice, garbanzo, sublimation..
22.
Give
examples of legumes.
Chapter 15.
1.
Name the
important nutrients in meat, poultry and seafood.
2.
Describe
the factors that effect the tenderness of meat.
3.
Explain
the difference between inspection for wholesomeness and grading for
meats and
poultry.
4.
Name the
most popular variety of meat in the U.S.
5.
Define
myoglobin, U.S. Prime, collagen, elastin, IMPS numbers, steers,
wholesomeness,
squab.
6.
List 5
dry heat cooking methods and 5 moist heat cooking methods for meat,
poultry,
and seafood.
7.
Name
changes that will occur in meat, poultry and fish when they are cooked.
8.
Explain
pot roasting as it applies to meat.
9.
Describe
broiling of meats, and give examples of meats that can be broiled.
10.
Explain
the effect of high heat on meats and roast beef.
11.
Describe
the signs of spoiled fish, compared to a fresh fish.
12.
State 2
benefits in the final product of cooking meat directly from the frozen
state.
13.
Describe
the traits of live, safe shellfish.
14.
Explain
the purposes for cooking meat, poultry, and fish.
15.
List the
market forms for meats, poultry, fish, and shellfish.
16.
State
the relationship between age, moistness and tenderness in poultry.
17.
Explain
the effect of an animal's age on its connective tissue, meat fibers and
moisture content of its flesh.
18.
Describe
the color of freshly cut meat.
19.
State
the grade designations for poultry.
20.
Name the
temperature that fresh meat, poultry and seafood should be held at in
the
refrigerator.
21.
Give an
example of a flat fish.
22.
State
the best type of cooking method for lean fish.
23.
Describe
methods that management can control cost and quality of meat, poultry,
and
seafood.
24.
Define
PDQ, yield grades, free venting, papain, eviscerated, dressed fish,
chicken
lobster, shucked.
Assessment Methods:
Multiple
choice exam, class activities.
Learning Objective 6:
The student will be able to monitor and manage the
production of the bakery, dairy, and eggs in a kitchen.
Learning Outcomes:
Chapter 16.
1.
List the
6 main ingredients in baking and the functions they provide.
2.
Define
gluten, winter wheat, patents, oven spring, meringue, pumpernickel
bread,
pastry flour.
3.
Describe
4 types of flours.
4.
List 4
leavening agents and how each works.
5.
Name the
by-products of yeast in baking.
6.
Explain
the significance of "X" on sugar labels.
7.
Describe
the differences between yeast bread and quick breads, giving examples
of each.
8.
Explain
how to make drop biscuits.
9.
Describe
the straight dough method of making dough.
10.
Explain
the characteristics of the 3 types of cakes, and give examples of each
type of
cake.
11.
Describe
the 3 mixing methods for cakes.
12.
Explain
the advantage of scratch cakes over cakes from mixes.
13.
Describe
the 3 types of crusts for pies.
14.
Name the
ingredients in pie dough.
15.
Explain
why a pie dough is left standing for 15 minutes after mixing.
16.
Define
steam pudding, starch thickened pudding, punch, bench, proof, scaling,
compote,
fritter, and docked crust.
Chapter 17.
1.
Define
pasteurization and homogenization as they apply to dairy products.
2.
Describe
the different types of milk based upon fat content.
3.
Explain
how milk products have the ability to foam.
4.
Describe
half & half, sour cream, coffee cream, and whipping cream based
upon fat
content.
5.
Define
dry milk, evaporated milk, condensed milk, milk solids.
6.
Explain
how milk can curdle.
7.
Explain
why dry milk reconstituted a day before usually tastes better than
newly
reconstituted milk.
8.
Name the
type of fat in butter.
9.
Define
natural cheese, processed cheese, processed cheese food, Swiss cheese,
rennet,
curds, whey, blue cheese, casein, and ripened cheese.
10.
Explain
the nutritional significance of eggs.
11.
Name the
U.S. government grades for eggs.
12.
Explain
the relationship between egg shell color and grading.
13.
Describe
the characteristics of a high quality, AA egg.
14.
Explain
the relationship between egg age, flavor, and product appearance.
15.
Explain
the significance of C grade eggs.
16.
Describe
8 methods for preparing eggs.
17.
Explain
the relationship of whipping, foam and egg age; and egg whites, contact
with
fat, and foaming.
18.
Define
basted eggs, country style eggs, custard, proprietary eggs,
coagulation,
syneresis.
Assessment Methods:
Multiple
choice exam, 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
FSM
125 Food Service Sanitation and Accident
Prevention
3 credits
This course provides students with comprehensive knowledge of food
safety and kitchen accident prevention that they will need as
managers.
Required course for individuals pursuing department of health's
Certified
Food Service Supervisor (Dietetic Assistant) certificate.
2006.
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
200 Managing Food Service Facilities and
Equipment
3 credits
This course reviews food service design, implementation and equipment
in both new construction and renovation.
COURSE OBJECTIVES:
January 2004
Learning Objective #1:
The student will be able to comprehend preliminary
planning of a foodservice facility.
Learning Outcomes:
1. Define scope of a
project,
including the 4 levels, and give examples at each level.
2. Name the project levels of
scope that an architect would be involved.
3. Name the level of scope
that would be repeated in multiple facilities.
4. State the length of time
needed to complete a level 1 scope project.
5. Name the foodservice
concept that requires a complex kitchen to serve seated guests, meal
delivery and catering.
6. Rank order, from shortest
time to longest time, the time needed to complete these tasks in most
levels of scope: equipment selection, equipment delivery,
equipment installation.
7. Name the foodservice
concept that has simple equipment needs because the menu has few items.
8. Name the 5 elements (M's)
of concept
development and give a reason why each element is important.
9. Define ROI analysis,
financial
feasibility study, market feasibility study, gross profit, pro forma
profit and loss statement, projected balance sheet..
10. List the main steps of the
market feasibility study.
11. Name a common mistake in the
market feasibility study in the sales projection section.
12. Name the study that determines
the dining capacity (number of seats) of a new facility.
13. Explain the owner's
expectations in financial feasibility of a food facility.
14. List 8 factors determined
by the menu in concept development.
15. List the 3 alternatives
courses to explore if one elements of the go/no go decision is
uncertain.
16. Name the professional likely
to be involved in a level 1 scope project.
17. List 7 considerations for a
food service's site selection.
18. Define concept, concept
development, theme restaurant, demographic data, traffic counts, demand
generators, competitive analysis, GIS, menu mix, contribution margin.
Assessment Methods:
Multiple choice exam,
homework exercises, class activities, quizzes.
Learning Objective #2:
The student will be familiar with the
foodservice design process.
Learning Outcomes:
1. Name the member of
the project team usually hired first.
2. Name the member of the project
team to coordinate the overall work of a large project (scope 2 or 3.
3. Explain why owners and
architects call upon the specialized expertise of a foodservice
facility design consultant.
4. List 5 responsibilities
of the owner's representative.
5. Name the project team
member who works closely with contractors during construction.
6. Name the engineer who
design the building systems that provide water and waste drains.
7. Name the engineer who
design the building systems that support the weight to the roof
and the equipment that is installed there.
8. Name the service provided
by a foodservice design consultant when a foodservice is director is
weighing alternative for a new dish room and ware washing operation.
9. Name the service provided
by a foodservice design consultant when a university wants to change
its menu, facilities, and concept.
10. Name the project team
member who most likely will select the furniture in the dining area.
11. List the 9 steps of the
design sequence for developing a food facility and briefly
describe each step.
12. Name the phase of the
design sequence for these items: project submittals reviewed by the
consultant; owner's representative receives the first estimate of the
cost of equipment; utility drawing for the equipment are prepared by
the consultant; proposals for equipment substitutions evaluated by
owner's representative and consultant; bubble diagram is used;
consultant prepares a punch list; architectural program statement
prepared for the foodservice.
13. List and define the 3
types of specifications.
14. Name the type of
specification usually done for foodservice equipment.
15. Name the situation in which a
proprietary specification for food service equipment is least likely to
be used.
16. Define punch list,
bubble diagram, value engineering, site architect, electrical engineer,
civil engineer, systems, systems analysis, foodservice equipment
contractor, HVAC.
17. Name the primary purpose
of the schematic design.
18. Name 4 types of services
a design consultant provides.
Assessment Methods:
Multiple choice exam,
homework exercises, class activities, quizzes.
Learning Objective #3:
The student will be familiar with the
principles of design.
Learning Outcomes:
1. Compare design
versus layout and give examples.
2. List the 6 basic
design principles and list 1 example of each.
3. Name the basic
design principle in of this example: mounting equipment on wheels.
4. Name the basic design
principle in this example: drop in cooking equipment that eliminates
corners, edges and under shelves.
5. Name the basic design
principle in this example: locating the dish room adjacent to where
servers bus dishes.
6. Name the basic design
principle in this example: using drop in equipment that is mounted on a
wall hung counter system.
7. Name the basic design
principle in this example: stainless steel work surfaces in food
contact areas.
8. Name the basic design
principle in this example: locating pre-preparation area on the
same floor as the supervisor's office.
9. Name the basic design
principle in this example: the production office is located near the
preparation areas.
10. Name the basic design
principle in this example: half walls (4 feet high) behind equipment.
11. Explain the principle of
lifetime value.
12. Name the best way
to install a cooking battery that includes a fryer and a griddle.
13. Name 4 examples to
promote ease of sanitation.
14. Name the recommended width
in inches of a double aisle with protruding equipment.
15. Name the recommended width
in inches of a single aisle with protruding equipment.
16. Explain the 3 choices
that a designer has when the client insist on a choice that departs
from the principles of good design.
17. State the worktable height
from the floor and depth (front to back) that will accommodate most
workers.
18. Name the foodservice
work area that engineers need to give particular attention in
controlling humidity.
19. List the primary factors of
human engineering.
20. List 4 provisions of the
Americans with Disabilities Act that need to be addressed in the
planning process.
21. Define human
engineering, CFM, skatewheel conveyors, splash contact surfaces, wall
hung equipment, modularity.
22. Explain an example of the
principle
of flexibility using work tables.
Assessment Methods:
Multiple choice exam,
homework exercises, class activities, quizzes.
Learning Objective #4:
The student will be able to understand the space
analysis process for each functional area of a
foodservice.
Learning Outcomes:
1. List 4 considerations
in determining the size of the receiving area?
2. Name 3
reasons why the receiving dock needs to accessible to the kitchen.
3. State the
number of parking spaces for trucks at the receiving dock that is
needed for: small restaurant under 75 seats,
4. State the
number of parking spaces for trucks at the receiving dock that is
needed for: medium institution 1000 to 2000 meals per day.
5. Name the piece of
equipment often omitted in a receiving area.
6. Explain the 2
alternatives for door width connecting receiving and the loading dock.
7. Explain the storage
requirements for cleaning and pest control chemicals and pest control
traps.
8. Calculate the
size of a walk in cooler given shelving length and width, aisle width
to accommodate a hand truck, and with the shelves placed on the cooler
sides and back wall.
9. Name 8 types of
equipment typically found in the pre-preparation area.
10. Name the area that
should be the closest to pre-preparation.
11. Name the preparation
area that should have ovens and kettles.
12. Name the preparation
area that should be the closest to the pre-preparation area.
13. Name the preparation
area that should have charbroilers and fryers.
14. Name the area most
likely to be heavily exposed to grease.
15. Name the preparation
area that can be separate from the main activity of the foodservice.
16. Name the mode of
service that generally requires the greatest area for service.
17. Name the preparation
area that needs to be the closest to the point of service.
18. Name the mode of
service that generally requires the greatest area per seat in the
dining room.
19. Name the mode of
service that generally is the slowest in terms of meals served per
minute.
20. Explain 3
possibilities when determining the bar's location in relation to other
areas of the foodservice.
21. Name the area of
the foodservice that deserves the most detailed analysis of time and
motion.
22. Explain the advantage
of
using booths instead of tables.
23. Name the
person who sets
the space requirements for an operation.
24. Name the
types of equipment
located in the final preparation area.
25. Explain why employee
locker
rooms should be located so they can be observed.
26. Name the
considerations
in determining the size of a dining room.
27. Name 3 areas that
should
never be on a separate level from the kitchen.
28. Name and
explain the most important relationship (other food facility area) to
warewashing.
29. Define space
analysis, receiving dock, air curtains, platform hand trucks,
pre-preparation, garde-manger, tray service (health care), food court,
back bar.
Assessment Methods:
Multiple choice exam,
homework exercises, quizzes, class activities, design project.
Learning Objective #5:
The student will be able to understand basic
relationships about foodservice equipment layout.
Learning Outcomes:
1. Define layout, system,
service kitchen, scatter system (scramble), spreaders,
cart parking, backsplashes, casters, pantry, caged area.
2. Explain why access to raw materials
is an important layout principle.
3. Provide 3 examples of layouts
to improve access to raw materials.
4. Explain the importance of a straight
line or L shape in a flow relationship.
5. List 5 factors that would improve
the ease of sanitation in manufactured equipment.
6. List 5 design factors that would
improve the ease of sanitation in fabricated equipment.
7. Explain the recommendation for
stainless steel as the material for legs and cross-members on work and
dish tables.
8. Name the equipment mounting method
that offers the greatest ease of cleaning but also is the most
expensive.
9. State the ideal width for storage
shelving in most operations.
10. List and briefly describe
6 methods for mounting equipment.
11. Explain the inefficiency of small
walk-in coolers and give dimensions of one example.
12. Arrange an efficient work area,
linear from left to right, for pre-preparation, using these items: 2
work counters, 1 sink, 1 parking space for rolling rack.
13. Name the restaurant concept in
which the layout of final preparation is the most critical for success,
most detailed, and most researched.
14. Name the principal drawback
to mounting large equipment on concrete bases.
15. List 10 items found
at a server station.
16. Name 3 items that should not be at
a server station.
17. Name the type of dish machine that
requires the smallest dish room.
18. Explain the U shaped, parallel and
back-to-back layouts.
19. Name the disadvantage of
large equipment on small legs.
20. Explain the function of
wash down rooms.
Assessment Methods:
Multiple choice exam,
homework exercises, quizzes, class activities, design project.
Learning Objective #6:
The student will be able to understand basic
information
about selecting foodservice equipment.
Learning Outcomes:
1. Explain total cost of
ownership for a piece of equipment and list the 6 factors.
2. Explain the factors to
consider when determining the useful life of a piece of equipment.
3. Explain why an equipment
dealer may push to sell one product over another competitor.
4. List 3 examples of a very high
equipment installation cost.
5. Define NSF standards,
fabricated equipment, Section 11400 of the project manual, gauge (of
stainless
steel).
6. List the 5 most common
materials for constructing a piece of food service equipment and
typical specific uses of each material.
7. Name the best material for
table tops and other food contact surfaces.
8. Name the material that offers
a variety of colors, is inexpensive and is frequently used in service
areas.
9. Name the gauge of stainless
steel typically used for worktable tops, counter tops, and dish table
tops.
10. Name the 3 major
divisions/sections, in order, of an equipment specification outline.
11. Name the equipment
specification section that requires the equipment contractor to clean
and sanitize the equipment after installation.
12. Name the equipment
specification section that discusses who is responsible for making
utility connections to foodservice equipment.
13. Name the equipment
specification section that lists specific requirements for a piece of
equipment.
14. Explain why galvanized iron for
dish table legs is not recommended.
15. Name the equipment
specification section that describes the general requirements for
fabricated equipment.
16. List the 5 primary sources
of standards for specifications to purchase equipment.
17. List acceptable uses of
wood in food services.
18. List 8 items that would be
included in a manufactured piece of equipment's specification.
Assessment Methods:
Multiple choice exam,
homework exercises, quizzes, class activities, design project.
Learning Objective #7:
The student will be able to understand introductory
information
about manufactured foodservice equipment.
Learning Outcomes:
1. List 6 materials that can be
used for shelving.
2. State the best approach to floors in
walk in coolers with new construction.
3. Name the ideal location for
compressors for walk-in coolers.
4. Define bain marie, steam
jacketed kettle, flaker, speed rails, VCM, blast chiller, buffalo
chopper, sheeter, roll divider/rounder, proofer, retarder.
5. Describe the door arrangement of a
single compartment pass through refrigerator with double doors.
6. Explain why the convection oven is
the best all-purpose oven.
7. Explain why the conveyor oven is the
best oven for cooking products consistently and with minimal operator
skill.
8. Name the oven that is best for high
volume baking.
9. Name some foods that can be prepared
in a SJK.
10. Name some foods that can be
prepared in a steamer and why.
11. Explain why a hot top range has no
place in a properly designed commercial kitchen.
12. Name the cooking method in which an
open top range is preferable if a large number of items are made this
way.
13. Name the 4 types of broilers.
14. Name the piece of equipment that
make a lot of smoke, airborne grease and heat.
15. Describe the combi oven and list
the cooking methods that can be completed.
16. List the versatility/primary uses
of the tilting fry pan in food preparation.
17. Name the type of coffee machine
that is the most popular.
18. Name the 5 types of dishwashing
machines.
19. Name 5 specification considerations
for dish machines.
20. List 3 considerations for a large
foodservice in the decision process concerning pulper extractors.
21. Name and explain 3 types
of steam cooking equipment.
22. Explain how a grill can
be energy efficient and how it can be a high energy user.
23. Name the piece of equipment in a
food service that is usually the most
expensive.
24. Name the purpose of each
tank in a 3 tank flight type dishwashing machine.
25. Explain the reasons for selecting 1
mixer, 1 slicer and 1 high speed food processor for the pre-preparation
area of a 100 seat restaurant.
Assessment Methods:
Multiple choice exam,
homework exercises, quizzes, class activities.
Learning Objective #8:
The student will be able to understand foodservice
facilities
engineering.
Learning Outcomes:
1. State the percentage of a typical
restaurant's energy budget consumed by heating water.
2. Define watt, kilowatt-hours, hot
water booster, hard water,
step rates, demand charge, PSI, boiler horsepower, BTU, CFM, make-up
air, extractor.
3. List 4 locations preparation/service
areas in which water needs to be supplied/piped.
4. List hot water temperatures required
for washing pots, hand washing, final rinse hot water sanitizing
dishmachine.
5. List 4 strategies for saving heating
costs in heating water.
6. List the typical building supplies
of electricity in terms of volts and phase.
7. Name specific types of equipment
affected by water hardness.
8. Name the only operating costs that
usually exceed the cost of energy.
9. List 5 ways to reduce cooking energy
loss.
10. List 5 advantages of steam cooking.
11. List 4 uses and/or pieces of
equipment where steam can be used as an energy source.
12. Name the 4 basic functions of a
kitchen ventilation system.
13. Compare the exhaust requirements
of a steamer, hot top range and a charbroiler.
14. Explain the 2 disadvantages
of introducing (discharging) make-up air inside the
hood.
15. List 3 advantages of utility
distribution systems.
16. Discuss the reasons to avoid
vertical conveying systems.
17. Name the most universally accepted
floor material for kitchens.
18. Name the floor finish recommended
for range and dishwashing areas.
19. List the only location in which
painted dry wall is a recommended wall finish.
20. List the recommended wall finishes
for the range section and dishwashing.
21. List the recommended wall finishes
for the storeroom and dining room.
22. Explain the considerations
regarding voltage and phase connections if electrical motors are
involved.
23. Describe heat recovery systems and
give 2 examples.
Assessment Methods:
Multiple choice exam,
homework exercises, 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
FSM
210 Controlling Costs in Food
Service 3 credits
This course teaches the importance of cost control throughout the food
service operation. Prerequisite:
MTH 104 or higher.
2006
COURSE
OBJECTIVES:
Learning Objective #1:
The student will be able to understand revenue and expense management,
and
creation of sales histories and sales forecast.
Learning Outcomes:
Chapter 1
1. Define expenses,
ideal expense, revenue, profit, food costs, beverage costs, labor
costs,
budget, 28 day period approach, income statement.
2. Give examples
of 'other' expenses.
3. Calculate an
example of a percentage given two numbers, the smaller one being part
of a
larger number.
4. Write and name
the 3 ways to write a percent.
5. State the profit
oriented formula and calculate an example of using revenue and expense.
6. State the decimal
equivalent of a percentage number.
7. Calculate an
example of monthly expense given revenue and profit.
8. Calculate
an example of monthly profit given revenue and expenses.
9. Calculate an
example of profit percentage using profit in dollars and revenue in
dollars.
10. Define profit
and loss statement.
11. Name the element
of a profit and loss statement that is given the value of 100%.
12. Calculate an
example of percentage of budget given an estimated revenue and actual
revenue.
13. Name the person
who sets an operation's significant variation.
14. State the
purpose of the Uniform System of Accounts for restaurants.
Chapter 2
1. Calculate an
example of customers served in a week given a daily forecast of
customers to be
served and the number of days the operations is open in the week.
2. Define sales
history and where it comes from (or where it is tracked).
3. Calculate an
example of a 7 day fixed sales average given 7 days of dollar sales.
4. Define rolling
average, sales volume, sales to date, guest counts, sales forecast.
5. Define weighted
average and calculate an example using sales and guest counts for 2
days.
6. Calculate an
example of average sale per guest using number of guests and total
sales.
7. State how many
years sales histories should be kept.
8. Calculate an
example of sales variance between 2 months by using sales figures for
the 2
months.
9. State the
difference between two foodservice operations that percentage variance
becomes
very valuable.
10. Calculate an
example of a revenue forecast using sales last year and an estimated
percent
increase.
11. Calculate an
example of customer count forecast using customers served last year and
an
estimated percent increase.
12. List some
factors to consider when developing a sales forecast.
Assessment Methods: Multiple choice exams,
homework.
The student will be able to understand managing food cost and beverage
cost.
Learning Outcomes:
Chapter 3
1. Calculate an
example of popularity index using sales volume of an item compared to
total
sales volume for a menu category.
2. Define
standardized recipe, safety stock, working stock, opportunity cost, EP,
cherry
picker, LIFO, FIFO, purchase point, minimum order requirement.
3. Calculate an
example of AP weight requirement using weight in pounds and yield
percentage.
4. Give some
examples of a supplier using compromising ethics.
5. Calculate an
example of waste percentage using product loss weight and AP weight.
6. State how to use
a price comparison sheet.
7. Name some
information contained on a purchase order.
8. List some
equipment found in the receiving area of a foodservice.
9. Calculate an
example of an extended price using unit price and number of units.
10. Calculate an
example of item inventory value using item amount and item value.
11. Name the
document used when a foodservice has been shorted on a delivery.
12. Explain the
affect on the cost of food sold when employee meal costs are
considered.
13. Name one of the
most effective ways to maintain security over inventory items.
14. Calculate an
example of cost of food sold using beginning and ending inventories,
employee
meals, and purchases.
15. Calculate an
example of food cost percentage using food cost and food sales.
16. Calculate an
example of the 6 column food cost estimate over 3 days using 3 days of
purchases and sales.
Chapter 4
1. Name some
beverage-only operations.
2. Define draft
beer, premium liquor, broken case, sales mix, dramshop laws, license
states,
control states, house wine, jigger, vintner, well liquor, call liquor,
two key
system.
3. Calculate an
example of beverage cost percentage using sales price and ingredient
cost.
4. Explain the
affect on cost when the quantity of liquor varies in a drink.
5. Explain the
protective effect of the cork in bottle wine.
6. Explain the use
of rulers in liquor inventory.
7. Calculate an
example of beverage cost using beverage sales and beverage cost
percentage.
8. Explain the
reason for monitoring bar transfers (food cost) to and from the kitchen
when
calculating beverage cost.
9. Calculate an
example of beverage cost percentage using cost of beverage sold and
beverage
sales.
10. Name 9 beverage
receiving checkpoints.
11. Name the type
(category) of alcoholic beverage that sales are the most difficult to
track.
Assessment
Methods:
Multiple choice exams, homework , article project.
Learning Objective #3:
The student will be able to understand cost effective management of the
food
and beverage production process, and hospitality pricing process.
Learning Outcomes:
Chapter 5
1. Name the first
step of the production process.
2. Name the form in
which employees request supplies from inventory.
3. Calculate an
example of the number of portions needed to be produced today (new
production)
using a sales forecast and the number of leftover/carryover portions on
hand.
4. Calculate a food
category's proportion of total costs using cost of food consumed within
a
category and cost of food consumed from all food categories.
5. List 5 guidelines
when determining the adoption of a convenience product.
6. Name a process or
technique to ensure wine issues will match wines sales at the
conclusion of a
shift.
7. Calculate an
example of a beverage cost estimate using issues to date and sales to
date.
8. Define bin card,
beverage gun, hydrometer, free pouring, perpetual inventory, empty for
full
issuing system.
9. Explain how
overcooking meat can affect portion cost.
10. Explain how
varying portion size can affect portion cost.
11. Calculate an
example of a food cost percentage of a food category using total sales
and cost
of food consumed within that food category.
12. Explain the ABC
inventory system and give 3 food examples from each of the categories.
13. Calculate an
example of a product yield percentage using pounds of yield (EP weight)
and AP
weight.
14. Explain the
importance of a restaurant's operational efficiency ratio between
100-110%, and
over 110%.
15. Explain how
varying recipe composition can affect overall product cost percentage
(use a
alcoholic mixed drink as an example).
Chapter 6
1. Name the type of
menu that allows management to respond quickly to changes in the price
of raw
materials.
2. Name the powerful
cost control tool that allows for testing guest acceptance of new menu
items.
3. Explain how a
cycle menu impacts menu variety for regular customer clientele.
4. Calculate an
example of a contribution margin for a menu item using selling price
and item
cost.
5. Explain how food
presentation impacts portion size and menu pricing.
6. Calculate an
example of a selling price for an item using food cost percentage and
item
cost.
7. Calculate an
example of food cost percentage for a menu using number sold for each
item,
cost of each portion, and menu prices.
8. Define standard
menu, bundling, price blending, contribution margin, value pricing,
price
spread, price value relationship.
9. Calculate an
example of a pricing factor using a desired product cost percentage.
10. Calculate an
example of a sales price given a product cost and a pricing factor (or
product
cost percent.
Assessment Methods:
Multiple choice exams, homework.
The student will be able to understand labor cost control and other
expenses
cost control.
Learning Outcomes:
Chapter 7
1. Define payroll,
fixed payroll, split shift, negligent hiring, empowerment, standard
cost, job
specification, employee on call, salaried employee.
2. Calculate an
example of the productivity ratio for servers using the number of
servers and
total guests per day.
3. Name what is the
beginning of the employee selection process.
4. Write 3 examples
of primary tasks in a job description.
5. List 5 items
that could be in orientation program information.
6. Calculate an
example of employee earnings (payroll) using wage per hour and
hours
worked.
7. Calculate an
example of involuntary employee turnover rate using total employees and
number
of terminations.
8. Name an example
of a fixed payroll/fixed cost employee.
9. Calculate an
example of labor cost percentage using average wage per hour and total
labor
hours, and average guest check and total guests served.
10. Name the most
controllable labor cost.
11. List 3 questions
that the EEOC suggests an employer consider when determining interview
or
application questions.
12. Calculate an
example of sales per labor hour using total sales and total hours.
13. Calculate an
example of the number of servers needed using total guests expected and
the
average number of guests a server can serve.
14. Calculate an
example of guests served per labor hour using total labor hours and
total
guests.
15. Name the first
step in the payroll cost management process.
16. Define and give
an example of productivity standards.
17. Calculate an
example of guests served per labor dollar using total guests and total
labor
dollars.
18. Calculate an
example of labor costs for next month using a forecasted customer
count,
average guest check, and labor cost percentage.
19. Calculate an
example of labor cost percentage using labor coasts and total sales.
Chapter 8
1. List 5
administrative and general expenses.
2. Define and give
an example of a variable expense.
3. Calculate an
example of direct operating expense percentage using total direct
operating
expenses and sales.
4. Explain the trend
(decrease or increase) of a fixed expense percentage as total sales
increase.
5. Define and give
an example of fixed expenses.
6. Calculate an
example of direct operating cost per guest using total direct operating
costs
and total guests served.
7. Explain how
employee turnover affects other expense costs related to labor.
8. Explain how
frequently each should be inspected for purposes of preventive
maintenance:
kitchen equipment, refrigerated units.
9. State the typical
range that other expenses comprise as a percentage of sales.
10. Define and give
an example of controllable expenses.
11. Define and give
an example of non-controllable expenses.
12. Calculate an
example of linen supply cost percentage using linen costs and total
sales.
13. Define and give
an example of occupancy costs.
14. Define source
reduction, management by exception.
15. Calculate an
example of linen supply cost per guest using linen costs and number of
guests.
16. Name the
category of other expenses in which product testing is classified.
Assessment Methods:
Multiple choice exam, homework.
The student will be able to understand the income statement and profit
planning.
Learning Outcomes:
Chapter 9
1. Calculate an
example of total gross profit using an income statement and the figures
for
food/beverage sales and cost of food/beverage sales.
2. List 4 ways a
restaurant could experience total sales increases.
3. Explain the
primary purpose of the Uniform System of Accounts.
4. Calculate an
example of net income using an income statement and sales, gross
profit,
interest income, income taxes, and operating expenses.
5. Name the key
management tool for cost control.
6. Calculate an
example of total operating expense percentage using operating expenses
and
total sales.
7. Explain the
purpose of the supporting schedules for the income statement.
8. Calculate an
example of percentage variance using total sales of the year and the
prior
year.
9. Calculate an
example of food cost percentage using food cost and food sales.
10. Define cost
accounting, USAR, ROS, COLA, aggregate statement.
11. Explain the
controllable factor as it applies to a food service manager and the 3
sections
of the USAR.
12. Write the ratio
formula for operating expense percentage.
13. Calculate an
example of average inventory value using beginning inventory and ending
inventory.
14. Calculate an
example of food inventory turnover using cost of food for the period
and
average inventory.
15. Explain the
inventory turnover per month if the inventory turnover is 24.
16. Calculate an
example of salaries/wages expense percentage using total sales, and
total
salary/wage expenses.
17. Name the most
telling indicator of a manager's overall effectiveness at generating
revenues
and controlling costs within forecasts.
18. Explain how food
cost percentage and popularity can be used to analyze a menu.
19. Calculate an
example of the contribution margin of an item using number of items
sold, item
cost, and selling price.
20. Calculate an
example of return on sales/profit margin as a percent using net income
and
total sales.
Chapter 10
1. Define goal value
analysis, loss leader, annual budget, achievement budget, yardstick
method.
2. Explain how food
cost percentage and popularity (number sold) can be used to analyze a
menu.
3. Explain how an
operation breaks even in terms of operational expenses and sales
revenue.
4. Calculate an
example of breaking even in sales using fixed costs in dollars
and
contribution margin percentage.
5. Calculate an
example the number of guests required to break even using fixed costs
in
dollars and a contribution margin in dollars (per guest).
6. Explain how the
minimum sales point can be used in deciding upon an extension of
business
hours.
7. Name the first
step in developing yardstick standards using the yardstick method.
8. Name the menu
analysis method that is the oldest and most traditional.
9. Calculate an
example of high popularity (food cost percentage method of analysis)
using
total number of entrees sold and a number of possible menu choices.
10. Name a drawback
to the contribution margin matrix method.
11. Calculate an
example of total costs for a period using total sales and total
contribution
margin.
12. Calculate an
example of food cost percentage using item cost and selling price.
13. State 3
marketing strategies to consider for a menu item with a high popularity
and
high food cost percentage.
14. Draw a 4 box
food cost matrix identifying high/low food cost and high/low popularity.
15. State the length
of a long range budget (or strategic plan).
16. Calculate an
example of budgeted revenue for next year using this year's revenue and
costs,
and estimated percentage increases in revenue, food cost, labor
cost, and
other expenses.
17. Calculate an
example of budgeted total expenses percentage using budgeted revenue
and actual
budgeted total expenses.
18. Calculate an
example of sales per seat using total sales and available seats.
19. Calculate an example
of items sold using total contribution margin and average contribution
margin
per item.
Assessment
Methods: Multiple choice exams, homework.
The student will be able to understand the revenue control system and
using
technology in control systems.
Learning Outcomes:
Chapter 11
1. Identify a food
service operation where skipping the bill is unlikely.
2. Identify a food
service operation where skipping the bill is likely.
3. Describe the
difference in debit card and credit card used in restaurant customer
payment.
4. Explain the
restaurant's fees when accepting payment by credit card.
5. Define quick
change artist and his technique.
6. Explain how to
prevent being victimized by a quick change artist.
7. List some ways to
avoid credit card fraud.
8. List some ways to
avoid a guest walking the check.
9. List some
examples of cashier theft.
10. Explain how to
verify product issues equal guest charges.
11. Explain how
service personnel can make mistakes within revenue control.
12. Define over and
short within revenue control.
13. Define bonding,
accounts receivable, embezzlement, walk or skip the bill.
14. Name the 2
people who should verify sales receipts.
15. State the most
common way that guests fraudulently pay the bill.
16. Explain the
pre-check/post-check system.
17. Explain how
guest wait time is effected by ‘guest pays the server who pays the
cashier’.
Chapter
12
1.
Define handheld device, communication device, professional trade
association.
2. List important
reliability factors to consider when selecting a technology vendor.
3. Name some ways in
which technology can impact management of revenue and expense.
4. List 6 sources of
information for foodservice professionals on technological
advancements.
5. Explain the
disadvantages of using computer systems in financial management.
6. List 5 tasks in
the sales forecast category that computers can efficiently handle.
7. List 5 tasks in
the cost of food category that computers can efficiently handle.
8. Explain how
professional trade associations can serve its members.
9. Explain the
importance of warranty as it applies to technology.
10. Explain how
cellular phones can be used within a foodservice.
11. List 2 items
that can be stored on a hard drive.
12. Name 3 types of
hardware components that could be used in hospitality operations.
13. Name the cost
control category in which 'make or buy' calculations would be made.
Assessment
Methods: Multiple choice exams, homework.
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
211 Purchasing for the Hospitality
Industry
3 credits
This course provides management information needed to make sound
selection
and procurement decisions.
COURSE OBJECTIVES 2008:
Learning Objective #1:
The student will be able to discuss the purchasing
function and how to use computers in purchasing.
Learning Outcomes:
Chapter 1
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Assessment Methods:
Multiple choice exams (lecture class only), homework, additional
homework
(on-line course only).
Learning Objective #2:
The student will be able to identify the planning
process used in purchasing.
Learning Outcomes:
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Assessment Methods:
Multiple choice exams (lecture class only), homework, additional
homework
(on-line course only), project.
Learning Objective #3:
The student will be able to discuss how to order,
receive and store purchases,
Learning Outcomes:
Chapter 13
Chapter 14
Chapter 15
Chapter 16
Assessment Methods:
Multiple choice exams (lecture class only), homework, additional
homework
(on-line course only).
Learning Objective:
The student will be able to identify the information
to
purchase produce, processed foods and dairy products.
Learning Outcomes:
Chapter 17
Chapter 18
Chapter 19
Assessment
Methods:
Multiple choice exams (lecture class only), homework, additional
homework
(on-line course only).
Learning Objective:
The student will be able to identify the information
to
purchase eggs, poultry, fish and meat.
Learning Outcomes:
Chapter 20
Chapter 21
Chapter 22
Chapter 23
Assessment Methods:
Multiple choice exams (lecture class only), homework, additional
homework
(on-line course only).
Learning Objective:
The student will be able to identify the information
to purchase beverages, services, equipment, and other nonfood items.
Learning Outcomes:
Chapter 24
Chapter 25
Chapter 26
Chapter 27
Assessment Methods:
Multiple choice exams (lecture class only), homework, additional
homework
(on-line course only), project.
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
215 Elementary Nutrition
2 credits
UNDER REVISION.
Designed for the student without a science background, this course
introduces the basics of nutrition, with a focus on a healthy
lifestyle.
Required course for individuals pursuing department of health's
Certified
Food Service Supervisor (Dietetic Assistant) certificate.
COURSE OBJECTIVES:
Learning Objective
1:
The student will be able to identify the
fundamentals of personal nutrition and nutrition guidelines.
Learning Outcomes:
Chapter 1
1. List the main groups of energy yielding nutrients
and the amount of calories within each group.
2. Define nutrients, nutrition, calories.
3. Explain the role of nutrients.
4. Describe the route of food as it moves through the
digestive tract, and name the major organs involved.
5. Define basal metabolism and explain 6 factors that
affect it.
6. Define fortified foods, nutrient dense foods, and
organic foods.
7. Name the 3 parts of the small intestine.
8. Describe briefly the 4 basic characteristics of a
nutritious diet.
9. Define digestion, absorption, anabolism,
catabolism, and
metabolism.
10. Explain the affect of age on the taste
buds.
11. Explain the relationship between the sense of
smell and taste.
12. Define variety, moderation, balance, and adequacy
in a nutritious diet.
Chapter
2
1. Explain the abbreviation RDA.
2. Name 6 groups within the Food Guide Pyramid.
3. List the recommended number of servings per day
from each group of the Pyramid.
4. Give an example of a complete meal using the
Pyramid.
5. Name the food group within the Pyramid with the
most recommended servings.
6. State the components of the U. S. Dietary
Guidelines for Americans.
7. Draw an example of the Nutrition Facts panel on a
food label.
8. Explain how health claims on food labels are based.
9. Explain the factors influencing a person's food
selection.
10. Define nutrition quack and ways to identify one.
Assessment Methods:
Multiple choice exams, workbook assignments, classroom activities.
Learning Objective
2:
The student will be able to identify how the
carbohydrates and fats affect their health.
Learning Outcomes:
Chapter 3
1. Define hypoglycemia, hyperglycemia,
gelatinization, diverticulosis
2. Compare and contrast table sugar and honey.
3. Define enzymes and explain their role in
carbohydrate digestion.
4. Explain the relationship of sugar in the diet and
diabetes.
5. Define simple carbohydrate and complex
carbohydrate; give 2 food examples of each.
6. Give the carbohydrate category name for starch and
fiber.
7. List some foods high in starch.
8. Compare the nutritional quality between fruit and
a cookie.
9. Explain the process that occurs to all sugars by
enzymes at the intestinal wall.
10. Name the only health problem that can be linked
directly to sugar consumption.
11. Explain the function of glucose in the body.
12. Define lactose and lactose intolerance.
13. Define dietary fiber and list 5 foods that
contain it.
14. Explain soluble fiber and its relationship with
blood cholesterol.
15. Define sugar alcohol and list 2 examples.
16. Define glycogen and name where it is stored in
the body.
17. Define the term alternative sweetener and give 5
examples.
18. Calculate an example of maximum calorie intake
from sugars given caloric intake and US Dept. of Agriculture dietary
guidelines.
19. Calculate an example of minimum number of grams
of fiber given caloric intake and US Dept. of Agriculture dietary
guidelines.
Chapter 4
1. List 3 recommendations from the 2000 Dietary
Guidelines for Americans for the percentage of calories from fat and
saturated fat, and the amount of cholesterol.
2. Define lipid and list examples.
3. Define fat, trans fatty acids, fat substitutes,
GRAS, rubs, marinades, plaque.
4. Explain the difference between fats and oils at
room temperature.
5. Define linoleic acid and linolenic acid.
6. List 4 things the body makes from cholesterol.
7. Explain which types of foods have cholesterol and
which foods do not.
8. Explain the difference between saturated fat and
unsaturated fat as it applies to hydrogen
atoms and their bonds.
9. Explain LDL, VLDL, HDL, chylomicron.
10. Define triglycerides.
11. Name 2 purposes of fat.
12. Give examples of foods that are lowest in fat.
13. Give examples of animal foods that are low in fat.
14. List plant foods that contain significant amounts
of fat.
15. Name the 3 categories of fat based upon
saturation and give food examples of each.
16. Define rancidity and explain how it can be
prevented.
17. List 5 foods that contain saturated fat.
18. Explain the speed and efficiency of fat digestion.
19. Explain the effect of fat digestion on a person's
feeling of fullness.
20. Calculate an example of the percentage of
calories from fat in a food given the grams of fat, calories from fat,
and total calories.
Assessment Methods:
Multiple choice exams, workbook assignments, classroom activities.
Learning Objective
3:
The student will be able to identify how protein and
vitamins affect their health.
Learning Outcomes:
Chapter 5
1. Explain the role of pepsin in digestion.
2. Define polypeptide and amino acids.
3. Define complete protein and incomplete protein;
give food examples of each.
4. List 6 good food sources of protein.
5. List 8 functions of proteins in the body.
6. Define antibodies, hormones, enzymes, pepsin.
7. Define denaturation, marasmus, kwashiorkor, PEM,
irradiation.
8. Explain the health risks of consuming too many
protein foods.
9. Explain the relationship of fat content and
protein content in foods.
10. Define complementary protein.
11. List some symptoms of protein deficiency.
12. List some dangers of over-consumption of high fat
animal foods.
13. Name the category of countries that have the most
protein energy malnutrition.
14. Explain the differences between homogenized and
pasteurized (milk).
Chapter 6
1. Explain the difference between fat-soluble
vitamins and water-soluble vitamins.
2. Define the terms vitamin and vitamin precursor.
3. Name 10 vitamins, state whether they are fat or
water soluble, and list 1 important role for each.
4. List 2 good food sources of vitamin C, vitamin A,
vitamin D, vitamin E.
5. Name 4 types of B vitamins.
6. Explain the major reason for folate (folic acid)
supplementation.
7. State which vitamin can be made in the body by
exposure to sunlight.
8. Define scurvy, rickets, RAE, osteomalacia, neural
tube defects, functional foods, phytochemicals.
9. Name the vitamin important in blood clotting.
10. Explain the toxicity concern with fat-soluble
vitamins.
11. Explain methods that can destroy vitamins and
nutrients in foods.
12. State the significance of vitamin B12 to
vegetarians.
13. Explain the consequence of vitamin A deficiency.
14. List the vitamins important in DNA formation.
15. Name the vitamin important to night vision.
16. Define the measurement labels (these
abbreviations: gm., mg., IU, mcg.) used with vitamins.
Assessment Methods:
Multiple choice exams, workbook assignments, classroom activities.
Learning objective
4:
The student will be able to understand how water and
minerals affect their health.
Learning Outcomes:
Chapter 7
1. Define bioavailability, phytic acid,
hypothyroidism, flurosis.
2. Explain the difference between major minerals and
trace minerals, and give 3 examples of each.
3. Name 10 minerals and 1 important role for each.
4. Name good food sources of iron, calcium, sodium,
potassium, fluoride.
5. Explain the relationship between sodium and high
blood pressure.
6. List the major minerals found in bones.
7. Explain osteoporosis.
8. State the mineral important for thyroid function.
9. Name the mineral the helps maintain water balance
and acid base balance.
10. Define electrolytes, and give examples.
11. Explain the relationship between coffee and
non-heme iron.
12. Explain the difference between heme and nonheme
iron.
13. Explain the reason to keep iron supplements
locked away from children.
14. Explain the relationship between iron and
behavior of children.
15. List 6 functions of water.
16. Explain the role of water in survival and life
expectancy without water.
17. Explain how the body gets rid of excess water.
18. List some dangers of lead intake and precautions
to take with lead poisoning.
Assessment Methods:
Multiple choice exams, workbook assignments, classroom activities.
Learning
Objective 5:
The student will be able to plan healthy recipes and
menus, and identify methods to market
menus and beverages.
Learning
Outcomes:
Chapter 8
1. Name 3 ways a restaurant manager can develop
healthier and nutritious menus.
2. Name the maximum percentage of calories from fat
in a balanced and moderate meal.
3. Explain basic ways a recipe can be modified to
make it healthier.
4. Explain the role of taste in marketing healthy
menu items.
5. Give examples of entrees high in complex
carbohydrates.
6. List healthy methods to cook foods.
7. Give examples of low fat thickeners to could be
used in sauce recipes.
8. Define rubs, marinades, chutney, compote, mojo.
9. Compare the difference between chutney from
traditional cream sauce.
10. Name the lipid that is eliminated when using egg
whites instead of whole eggs.
11. Name some healthful substitutions for mayonnaise
creamy dressings.
12. List the main considerations in the art of food
presentation.
Chapter 9
1. Define hospitality marketing, advertising, sales
promotions, publicity.
2. List some questions on a survey to gather data
about customers' wants and needs.
3. Explain how a press release is an economical form
of publicity.
4. Name some information that wait staff needs to
know in implementing a nutritious menu.
5. List 4 items to evaluate the success of a healthy
menu program.
6. Explain how to identify healthy foods on
menus.
7. Describe 5 ways to inform clientele of healthy and
low calorie portions on a menu.
8. Describe 3 methods to promote a nutrition
program.
Chapter 10
1. Explain the difference between a wine cooler and a
wine spritzer.
2. Explain the difference between a light beer and a
regular beer.
3. Define mocktail, fruit smoothie, seltzer, club
soda, tonic water.
4. Explain the reasons people buy bottled water.
5. Explain the difference between a spring water,
mineral water and sparkling water.
6. Rank-order various alcoholic beverage categories
(beer, wine, light beer, liquor) according to alcohol content.
7. Name the first step to market light beverages.
8. Name 5 nutritious foods appropriate for alcoholic
beverage operations.
Assessment
Methods:
Multiple choice exams, workbook assignments,
recipe project, classroom activities.
Learning Objective
6:
The student will be able to in identify nutrition's
role in heart disease, cancer, diabetes, weight management, exercise,
and vegetarian eating.
Learning Outcomes:
Chapter 11
1. Name the 3 major risk factors for cardiovascular
disease.
2. Name the most common form of artery disease.
3. Explain the TLC diet for high blood cholesterol.
4. Name the organ that uses 75% of glucose
circulating in the blood.
5. Define diastolic pressure, primary (essential)
hypertension, secondary hypertension systolic pressure.
6. List dietary recommendations to treat
hypertension.
7. Define metastasis, cruciferous vegetables, plaque
buildup (arteries), and insulin.
8. Name 3 dietary components that are associated with
development of coronary artery disease.
9. List the desirable numbers for total blood
cholesterol, LDL, and HDL.
10. Define "good cholesterol" and "bad cholesterol".
11. Name 4 dietary recommendations to reduce cancer
risk.
12. List the 4 American Cancer Society Guidelines to
reduce cancer risk.
13. Define hyperglycemia, insulin, biotechnology,
metastasis, promoters, carcinogen.
14. List the risk factors for developing diabetes.
15. List the problems that can develop if a person
has diabetes.
16. Explain the differences between the 2 types of
diabetes.
17. Explain the relationship of eating a lot of
sweets and developing diabetes.
18. Name the treatment goal for either type of
diabetes.
19. Name 3 types of vegetarian diets and briefly
explain each.
20. List 5 possible health benefits of vegetarian
eating.
21. Describe the advantages and disadvantages of
vegetarian protein foods.
22. Explain the need of and reason for vitamin B12 in
vegetarian eating.
23. Explain the trend of vegetarian eating in the
general American population.
Chapter 12
1. Name 5 health problems related to obesity.
2. Explain how exercise is important within a weight
management program.
3. State the caloric expenditure desired in an
exercise session designed for weight management.
4. List and explain various obesity theories.
5. Define obesity in terms of BMI.
6. Name some eating behaviors to discourage
overeating.
7. Name some healthy weight loss snacks.
8. State a weekly weight loss target for a healthy
weight loss program.
9. Explain the ideal daily meal pattern (number and
types of meals) for weight loss.
10. Explain how body fat accumulation at various body
sites has associated health risks.
11. Explain the use of the body mass index.
12. Explain the use of height weight tables, body fat
percentage.
13. Define obesity compared to overweight.
14. Explain the role of skipping meals for weight
loss.
15. Explain setting reasonable goals in weight
management.
16. Define underweight and give some suggestions to
gain weight.
17. State the ideal percentages of a balanced diet in
terms of carbohydrate, fat and protein for an athlete.
18. Explain aerobic activity.
19. Define desirable body fat percentages for men and
women.
20. Define carbohydrate loading.
21. Describe 7 basic concepts of nutrition education
for weight loss.
22. Name 3 nutritional requirements of an athletic
pre-competition meal
Assessment Methods:
Multiple choice exams, workbook assignments, classroom
activities.
Learning Objective
7:
The student will be able to discuss healthy eating
over the life cycle.
Learning Outcomes:
Chapter 13
1. Name the food that is recommended for all infants
under normal circumstances.
2. State the recommended fat intake as a percent of
calories for children at age 5.
3. Describe the nutrition advice for morning
sickness, constipation and heartburn during pregnancy.
4. Name the folate needs during pregnancy.
5. Give an example of a healthy breakfast for a
lactating mother.
6. Describe 4 special nutrition needs during
lactation.
7. Define colostrum, placenta, lactation and milk
letdown.
8. List 5 advantages of breast-feeding over
bottle-feeding.
9. List advantages of formula feeding.
10. Name the most important indicator of a newborn's
future health status.
11. Define baby bottle tooth decay, gag reflex.
12. List 5 menu planning guidelines for children.
13. State the recommended amount of weight gain
during pregnancy.
14. State the relationship of folate, spina bifida
and food fortification.
15. Explain the risks to low birth weight babies.
16. Explain the relationship of fish consumption,
mercury and pregnancy.
17. Define fetal alcohol syndrome.
18. Describe obesity in children.
19. Define food jags, growth spurts.
20. Compare and contrast nutrition needs and food
habits of teenage boys and teenage girls.
21. Define 4 eating disorders.
22. Explain the relationship of metabolism, activity
and caloric needs of the elderly.
23. Explain the different "base" in the modified food
pyramid for adults over 70 years.
24. Explain the purpose of puréed diets.
25. Describe the difference between a food allergy
and a food intolerance.
26. Define anaphylactic shock.
Assessment Methods:
Multiple choice final exam, workbook assignments, extra credit dietetic
assistant project, classroom 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
FSM HOME PAGE FSM CURRICULUM FSM TEXTBOOKS FSM FACULTY
FSM
217 Hospitality Marketing
3 credits UNDER REVISION.
Students learn the role of marketing in the hospitality industry.
Learning Objective
1:
The student will be able to understand the basic concepts of marketing
in the hospitality industry and how services are marketed.
Learning Outcomes:
Chapter 1
1. Explain the issue of employee shortages in
hospitality.
2. Name the 4 'P's of marketing.
3. Explain the relationship of the product service
mix and consumer needs.
4. Name the 'mix' in hospitality marketing that
departs the most from traditional marketing.
5. Explain the relationship of purchasing power and
economic health of the city, state, and country.
6. Name the type of marketing most impacted by
technology.
7. Define marketing concept, marketing mix, selling,
word of mouth, barter, demographics.
8. Name the element a marketing manager uses to
increase the tangibility of the product service mix.
9. Define word of mouth, external environments,
direct marketing, price elasticity of demand.
10. Name who is the focus of marketing.
11. Explain the difference between marketing and
selling.
12. Name the 3 steps of the marketing management
cycle.
13. Explain the communication mix, presentation mix,
product service mix.
14. Name the 3 major areas management activities can
be divided into when marketing a hospitality operation.
15. Give examples of intangibles in the product
service mix.
Chapter 2
1. Name the percent of gross domestic product
accounted for by services.
2. Explain the effect of privatization on cost
containment and customers' needs.
3. List 9 reasons for the growth of the service
industry.
4. Explain the difference of the service distribution
channel compared to traditional channels for tangible goods.
5. Explain the relationship of critical incidents and
service failures.
6. Explain the issue of services and quality
standards.
7. Define service gap, knowledge gap, customer
satisfaction, franchising, search qualities, internal marketing.
8. Define bench marking, standards gap, product
bundling, globalization, empowerment, experience qualities.
9. Explain the relationship of price discounting and
brand loyalty.
10. List some examples of extrinsic rewards.
11. Explain Martin's 5-step process for improving
customer service and name which step is the most critical.
12. Explain consumer sophistication and its
relationship to brand loyalty.
13. List 6 recovery strategies from service failures.
14. Name 3 general trends that have an impact on the
hospitality industry.
15. Define relationship marketing.
Assessment
Methods:
Multiple choice exam,
workbook exercises, classroom activities.
Learning Objective
2:
The student will be able to understand and target hospitality
consumers.
Learning
Outcomes:
Chapter 3
1. Provide an example of an internal influence on
consumer behavior.
2. Name and explain the steps of the consumer
decision-making model.
3. Explain the three non-compensatory consumer
strategies.
4. Explain the consumer compensatory strategy.
5. Explain the different levels of Maslow's hierarchy
of needs.
6. Explain the effect of an organization's' travel
budget/buying in relation to the ups and downs of their industry.
7. Define culture, reference groups, buying center,
opinion leaders, cognitive dissonance.
8. Define need, evoked set, external influences,
perceptions, decider (within organizations regarding suppliers).
9. Explain diffusion and adoption in terms of
innovators and early adopters.
10. Name 6 characteristics of organizational
buying.
11. Explain how a well-defined target market impacts
success or failure.
12. Explain how consumer behavior theory can be used
and list McNeal's 4 factors that influence behavior.
13. Explain how culture affects expansion into
international markets.
Chapter 4
1. Define market segmentation, psychographics,
differentiated strategy, perceptual map, positioning.
2. Name the 4 step process in segmenting potential
markets.
3. Define AIO statements, metropolitan statistical
area (MSA), empty nesters.
4. Explain the first step in the market segmentation
decision process.
5. State the word formula for projected demand (for
the product service mix) using market share and total market demand.
6. State one of the most effective ways to change
consumer perceptions of the product service mix.
7. Explain which is more successful: niche of
the broad market or all things to all people.
8. State what is necessary if a change in positioning
strategy is planned.
9. Give 3 examples of primary MSAs.
Assessment
Methods:
Multiple choice exam,
workbook exercises, classroom activities.
Learning Objective
3:
The student will be able to understand market planning and information.
Learning
Outcomes:
Chapter 5
1. Name the focus of planning.
2. List 3 key parts of defining a marketing plan.
3. Define strategic marketing plan, tactical
marketing plan.
4. List the 4 steps of the marketing planning process.
5. Explain why it is wrong to base planning too
heavily on short-term results.
6. Name the technique most appropriate for the
restaurant chain wishing to forecast sales for the year while investing
very little money.
7. List 7 common reasons why plans can fail.
8. Explain SWOT.
9. Define mission statement, position statement,
strategic window, cannibalization, regression analysis.
10. Create an example of an objective.
11. Explain the potential problem of a firm with
multiple objectives.
12. Name the product development strategy commonly
used during periods of inflation.
Chapter 6
1. Define dichotomous question, cross sectional
study, secondary information, marketing information system.
2. Name the simplest marketing information system to
design.
3. Give an example of internal marketing information.
4. Explain when primary data is generated for a
specific purpose.
5. Name the secondary internal data source that may
not be completely objective.
6. Define validity, reliability, longitudinal
studies.
7. List one advantage and 2 drawbacks of personal
interviews to collect data.
8. State a major advantage of using secondary data.
9. Name the information collection method used when a
foodservice test markets a new product.
10. Explain research ethics, and name the 3 parties
involved.
Assessment
Methods:
Multiple choice exam,
workbook exercises, classroom activities.
Learning Objective
4:
The student will be able to understand product service mix and
distribution strategies.
Learning Outcomes:
Chapter 7
1. Name 2 forms of product development.
2. List 4 criteria to be used in establishing brand
names.
3. Explain the relationship between the size of the
product line portfolio and the firm's business risk.
4. Define second but better, alliances, venture
teams, concept testing.
5. List the 5 steps of the new product development
process.
6. Define brand, brand name, brand mark, trademark,
branding.
7. Explain why a firm needs a portfolio of products
to be successful.
8. List 2 common characteristics for test markets
considered in location selection.
9. Explain the defensive strategy for new product
development.
10. List 4 organizational structures to develop new
products and services.
11. Explain the acquisition strategy for new product
development.
12. Give an example of an organization seeking to
increase growth with a new product line.
Chapter 8
1. Define supporting products, milking the brand,
wheel of retailing, question marks, peripheral services, early
adopters.
2. List and briefly define the stages of the product
life cycle.
3. Give an example extending the product life cycle
by finding new uses for a product.
4. List the 7 steps to develop strategies to analyze
the product life cycle.
5. Define strategic business units, facilitating
products, and resource allocation models.
6. Explain the marketing goal during the decline
stage of the product life cycle.
7. Explain how prices can be modified to transfer
demand.
8. Give an example to increase sales to existing
customers.
Chapter 9
1. Define administered vertical marketing system.
2. Explain channel width and channel length.
3. Define referent power, selective distribution,
legitimate channel power, electronic commerce, intermediary.
4. Name the group that finds the package concept
appealing.
5. State the purpose of convention and visitors'
bureau.
6. List 6 popular uses of web sites.
7. Define reward power, extensive distribution,
expert power, coercive power, franchising.
8. Explain the corporate system within the vertical
marketing system.
9. Name the item that improves security in electronic
commerce.
10. List 5 advantages to the franchisor in the
franchising arrangement.
11. Explain a package developed by tour wholesalers
and operators.
Assessment
Methods:
Multiple choice exam,
workbook exercises, classroom activities.
Learning Objective
5:
The student will be able to understand the promotion mix.
Learning
Outcomes:
Chapter 10
1. Name one marketing tool helpful in determining
baseline strategies for promotion.
2. List 3 examples of advertising.
3. State whether promotion is fixed or variable
during the product life cycle.
4. Name the stage of the product life cycle in which
promotion and advertising are focused on building name recognition.
5. Name the goal of promotion and advertising during
the maturity stage of the product life cycle.
6. Name the stage of the product life cycle in which
a firm should use its competitive advantage to launch new products to
further strengthen the organization.
7. Explain the 4 types of budgeting methods.
8. Name which employees should be involved in
preparing promotion budgets.
9. Calculate an example of advertising spending in
dollars, using forecasted sales and percentage of sales
'typically ' used for advertising in hospitality.
10. Define cooperative advertising, copy testing,
recall, publicity, public relations, advertising campaign.
11. Briefly explain the effects of advertising on
consumer choice, competition and product costs and prices.
12. Name the type of advertising the works well with
the inquiry and sales testing method.
13. List the 2 criteria used to classify advertising
agencies.
Chapter 11
1. Define CPM, pulsing advertising, flighting media
scheduling.
2. List 3 disadvantages of radio advertising.
3. Explain the basis of media selection in regards to
potential consumers and the CPM.
4. List 4 advantages of newspaper advertising.
5. Define base rate, volume rate, agate line, reach,
milline formula.
6. State the relative cost of radio advertising:
high, medium or low.
7. Contrast the lead times for ad placement in
newspapers and magazines.
8. Define collateral materials, specialty
advertising.
9. List 5 types of print headline and give an example
of each.
10. Name the most expensive and least expensive radio
time classifications and times for advertising.
11. Define dissolve, dubbing, fringe time,
testimonial TV commercial, problem solving TV commercial.
12. State the typical response rate in percent for
direct mail promotions.
13. Define AIDA and state which type of advertising that it
applies.
14. Define posters, painted bulletins, plant,
showing, and transit advertising in the realm of outdoor advertising.
Chapter 12
1. Define sales promotions and list 5 reasons for
using them.
2. Define pull technique and list 6 types.
3. Contrast sweepstakes and contests.
4. Name the type of push technique being used with
table tents, signs and banners placed in restaurants.
5. Name the aspect of training guest contact
personnel that is not easily taught or changed.
6. Define push technique, sampling, suggestive
selling, merchandising, premiums, coupons.
7. Name the public relations technique that should be
routinely sent to the media.
8. List the 11 steps to creating a successful promotion.
9. Name the number one compliant of consumers in
service industries.
10. List 3 elements of a sales promotion that need to
be evaluated to determine success of the promotion.
11. Explain how service people are salespeople.
12. Define public relations and explain the
relationship of a company's actions and the public.
13. Name 6 public relations techniques.
14. List the 6 essential components of a press kit
used in public relations.
15. Name a drawback to using public relations.
Assessment
Methods:
Multiple choice exam, workbook exercises, classroom
activities.
Learning Objective
6:
The student will be able to understand personal selling, complete menu
design and utilize pricing strategies.
Learning Outcomes:
Chapter 13
1. Define personal selling, FAB selling technique,
meeting planner, incentive trips, endless chains, blind cutting.
2. Explain the importance of image and status to a
meeting planner.
3. State where selling begins with groups.
4. Define active listening as it applies to the
salesperson.
5. Name 4 types of meetings held by associations.
6. List 2 frustrations for the hotel sales manager when dealing with
the association market.
7. State the percentage of all telephone sales calls
that are scheduled with prospective clients.
8. Define sales blitz, order takers, order givers,
telemarketing, key accounts, SMERF group.
9. Name 2 concerns of the convention planner.
10. List 4 methods that sales manager can use when
objections are made by the prospect.
11. Explain how salespeople should handle key
accounts.
12. List 6 of the most common types of unethical
behavior among sales people.
Chapter 14
1. State the goal of having pricing strategy
integrate marketing and finance.
2. Explain what customers want and what the firm
wants with the combination of product attributes and price.
3. Name the pricing objective with a focus on the
firm's overall positioning strategy.
4. List 4 examples of the economic environmental
factor that can affect menu prices.
5. Explain the perceived substitutes effect on
consumer price sensitivity.
6. Define bartering, cost plus pricing, price lining,
reference value, price elasticity of demand.
7. Explain the unique value effect on consumer price
sensitivity.
8. List 2 examples in hospitality where technology
innovations have improved efficiency.
9. Explain penetration pricing.
10. Calculate an example of break-even point using
fixed cost, selling price per unit and variable cost per unit.
11. Explain neutral pricing.
12. List 2 examples of segmenting prices based on
time of purchase.
13. Explain skim pricing.
14. Define prestige pricing, odd/even pricing,
competitive pricing.
15. Explain the results when a firm operates at
volumes less than the break-even point.
16. Name the goal of demand oriented pricing.
17. Explain price discrimination laws and 2 legal
defenses for discriminatory prices.
Chapter 15
1. Explain signature items in relationship with the
menu and competitive advantage.
2. List the steps of the menu policy flow chart and
state the purpose of the chart.
3. Explain how menu cover, type style and paper stock
can affect the image of the restaurant.
4. Discuss how menu pricing should be accomplished
with ingredients that fluctuate greatly in cost.
5. Define menu engineering, menu census data, random
cycle menu, clip ons.
6. List 7 common marketing practices used to disguise
menu price increases.
7. State the order in which items should appear on a
menu.
8. Name the primary consideration when selecting
paper stock for a menu.
9. Explain the goal when writing menu copy.
10. Name the simplest method to evaluate menu
effectiveness.
11. State why cycle menus are important for
marketing.
12. Explain an example of representation of quality
on a menu using federal standards.
Assessment
Methods:
Multiple choice final exam, workbook exercises,
classroom 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
225 Hospitality Management Practicum
3 credits
Supervised experience in a hospitality or food service management
environment.
At least 150 hours in planned activities in association with management
and operations tasks. Students also develop a personal
portfolio.
Prerequisite: Permission of the FSM director.
Learning Outcomes will vary at each facility.
Learning Objective #1:
Observe and perform tasks
in risk management:
- Food service sanitation
-- Inspection systems
-- Training
Assessment
Method:
Evaluation of diary containing work activities.
Learning Objective #2:
Observe and perform tasks in cost
control and revenue management
- Financial controls
- Cash handling and security
Assessment Method:
Evaluation of diary containing work activities.
Learning Objective #3:
Observe and perform tasks in human
resources and diversity management
- Personnel management
-- Interviewing and application review
-- Employee performance evaluation
- Customer surveying and feedback
Assessment Method:
Evaluation of diary containing work activities.
Learning Objective #4:
Observe and perform tasks
in marketing management
- Promotions
- Nutrition marketing
- Customer surveying and feedback
Assessment Method:
Evaluation of diary containing work activities.
Learning Objective #5:
Observe
and perform tasks in operations management
- Menu planning
- Equipment management
-- Maintenance and repair
-- Replacement
- Purchasing
- Receiving, storing and issuing
-- Physical inventory
-- Perpetual inventory
- Food production
-- Hands on experience
- Service and guest relations
-- Hands on experience
- Other operations
Assessment Method:
Evaluation of diary containing work activities.
Learning Objective #6:
Develop personal portfolio
Learning Outcome:
Complete the portfolio according to the outline in the text.
Assessment Method:
Section by section evaluation of the portfolio.
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
If you have comments or suggestions, email me at sbergonz@bcc.edu
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