Beth%20Owens:%20Culinary%20Arts

1
Beth Owens Culinary Arts

• Case Study 2
• Team Metamorphosis
• Camille Gonzalez-Jensen, Steve Mitchell, Bob
  Maldonado, Crystal Scott

2
Introduction

• Theory and Practice
• Textbook knowledge and the everyday concerns of
  practice
• Field observations that conflict with our Beliefs
• Constructivism and Behaviorism
• Competing Theoretical Frameworks?
• Alternate Menu Items for Design?

3
Beliefs and Bias

• Theory-centered approach to design
• Limits the choices of design strategies
• May rule out legitimate design alternatives
• Pragmatic approach to design
• Greater number of choices for design
• Enables a broader range of instructional solutions

4
Conflict Management

• Key Players
• Beth Owens
• Chef Reiner
• Dean Jacobs
• Beth may be in Conflict
• Chef and Dean Jacobs facing some Problematic
  Circumstances

5
Key Players
Strategic approach Outcome of Design Instructional Development Strategy
Beth Owens Theory-Centered Constructivist instruction Using something like the five principles of constructivist instructional design found in Lebow (1993). These principles are provided in the appendix.
Dean Jacobs Needs-based Growth, retention, and quality Employ an Instructional Designer For Program intervention
Chef Reiner Learner-centered Quality and prestige Designing a motivational system that incorporates multi-theoretical frameworks (including a behaviorists approach) to achieve the following outcomes Communicate expectation Encourages student self-regulation based on penalties and rewards Increase Self-discipline and a sense of accomplishment among students.
TABLE 1-1 Key Strategic Instructional Approaches TABLE 1-1 Key Strategic Instructional Approaches TABLE 1-1 Key Strategic Instructional Approaches
6
Conflict Management

• Two approaches
• Scenario 1 Chefs program works Beths beliefs
  are conflicted
• Scenario 2 Beth must find a way to effectively
  verify the success or failure of the dubious
  behaviorist approach.

7
Conflict Management

• Solutions
• Scenario 1 No theory is a panacea Beth adopts a
  Theory-Neutral approach to Design (Merrill, 2002)
• Scenario 2 Quick-fix, Situation-specific,
  behaviorist solutions will not lead to a
  long-term learning outcome

8
Further Review

• Alumni evaluations
• Current student input
• Former student exit interviews

9
Real World Statistics

• 96 placement rate of graduates
• how many students?
• 60 increase in salary
• dependent on region and type of establishment

10
Evaluation of other models

• Key areas to focus on
• Retention rate
• how many students leave the program?
• Current enrollment
• how much money do these students bring in?
• Areas of study
• how can we keep our current students and attract
  new ones?

11
Suggestions for Student Retention

• Chef Reiner teach only upper-level culinary
  classes
• Introduce some fundamentals at very high level
  across 5 areas safety, hygiene, sanitation,
  cookery and teamwork
• Students choose reputed establishment to
  interview, observe and take notes

12
Suggestions for Student Retention

• Students prepare presentation in format of their
  choice and deliver in-class
• Presentations are not graded - for QA and
  feedback only
• Marry what students learned with professional
  standards
• Students model what they learned
• Assessed by instructor, peers, and customers
  (comment cards)

13
Suggestions for Student Retention

• For all courses of study, instructor provide only
  rudimentary information
• Instructor provide problems/activities for
  students to work on throughout semester
• Some completed individually, others as a group
• Call for the students to go out and explore
• Students present findings to the class

14
Suggestions for Student Retention

• First two (2) problems/activities not graded -
  for QA, feedback, collaboration and interaction
• Instructor respect what each student has learned
  and partner learning with industry expectations
• All remaining activities assessed by instructor
  and classmates for a grade

15
Suggestions for Student Retention

• Culinary Arts program should partner with local
  restaurants, institutional facilities and
  caterers
• Gain practical, real-life experience
• Help prospective graduates to decide which
  business type is most desirable

16
Suggestions for Increasing Enrollment

• Hire person(s) solely responsible for recruitment
• Speak to high school seniors within 150-mile
  radius
• Do commercial for local TV stations
• Do advertisement for local radio stations

17
Suggestions for Increasing Enrollment

• Prepare and post a Flyer in businesses within
  150-mile radius
• Conduct Recruitment Fair twice a year

18
Research

• Chang, D. (Posted March 3, 2005) Culinary Schools
  enjoy robust enrollment. Miami Herald.com.
  Retrieved March 5, 2005. http//www.miami.com/mld/
  miamiherald/news/photos/11036416.htm
• Johnson Wales University Profile. (n.d.)
  Retrieved March 5, 2005. http//www.collegeprofile
  s.com/j-wales.html
• Kuhn, Thomas S. (1970), The Structure of
  Scientific Revolutions, Second edition, Chicago
  University of Chicago Press.
• Lebow, D. (1993). Constructivist values for
  systems design five principles toward a new
  mindset. Educational Technology Research and
  Development, 41, 4-16.
• McKenzie, J. (2002, Spring). Questioning as
  Technology, 12(8). Retrieved March 9, 2005, from
  http//optin.iserver.net/fromnow/apr03/qtech.html

19
Research (cont.)

• Merrill, M. D. (2002). First principles of
  instruction. Retrieved September 9, 2004 from
  http//www.indiana.edu/tedfrick/aect2002/firstpri
  nciplesbymerrill.pdf
• Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J.
  A., the ID2 Research Group at Utah State
  University (1996). Reclaiming instructional
  design. Educational Technology, 36(5), 5-7.
  Retrieved September 9, 2004, from
  http//www.ittheory.com/reclaim.htm
• Reese, S. (vol. 6, 2. April 2004) Culinary Arts
  education for a taste of success. Techniques
  Magazine,6 ,34-39. Retrieved March 5, 2005.
  www.acteonline.org
• Shelly, Gary B., Cashman, Thomas J., Rosenblatt,
  Harry J. (2003), Systems Analysis and Design,
  fifth edition, Course Technology
• Wilson, B. G. (2004). Foundations for
  Instructional Design Reclaiming the
  Conversation. Retrieved September 10, 2004, from
  http//carbon.cudenver.edu/bwilson/ReclaimingID.h
  tml