Most every restaurant will offer soup, but not every “restoring shop” will have a uniquely delicious apple soup. Says this expert, they should.

By Wendy Brannen

Did you know that restaurants and soup are synonymous? According to my favorite modern source—Wikipedia—the word restaurant, or “something restoring,” was first used in France in the 16th century to refer to a highly concentrated, inexpensive soup sold by street vendors and purported to be an antidote to physical exhaustion. In 1765, a Parisian entrepreneur opened a shop specializing in these soups, which prompted the use of the modern word restaurant.

Their histories intertwined, it seems no mistake that one is hard pressed to find a decent restaurant that does not serve soup in some form—piping hot or chilled, clear bouillon or thick bisque, vegan or loaded with savory chunks of meat. The preparation and serving choices are as diverse as, well, alphabet soup, as are the regional varieties of this comforting staple, which range from “she-crab” in the Carolina Low Country to something called “snert” served with a sausage over in the Netherlands.

So, if you are a chef seeking your own twist on a signature soup, where do you start? Might I suggest at the beginning of that alphabet soup of options? And, “A is for apple,” after all!

Videos by Ted Russin are included in a free course with 80,000 students worldwide.

Some of the biggest names in culinary science—José Andrés, Ferran Adrià, Nathan Myhrvold and Harold McGee—were joined by Ted Russin of The Culinary Institute of America (CIA) in teaching the Harvard University massive open online course (MOOC) “Science & Cooking: From Haute Cuisine to Soft Matter Science” last fall. More than 80,000 people around the world took the free class.

Russin developed and taped several video clips with Chef Wylie Dufresne to be used in the course curriculum. The videos show both basic and advanced applications of enzymes in the kitchen while highlighting the collaboration between chef and scientist in cooking. Students registered in Harvard’s MOOC initiative, called edX, watched the videos before taking quizzes and completing assignments about the subject material. They worked at their own pace and earned a certificate from Harvard by successfully mastering the course work.

A Q&A with Gavin Kaysen, who while young represented the United States in the Bocuse d’Or and today heads the kitchen of Café Boulud in New York City.

By Paul Sorgule, MS, AAC

The restaurant industry in the United States is enormous with 2012 sales in excess of $450 billion. There are, among the 960,000 plus operations, varying degrees of quality and commitment to excellence. There are those that disappoint, many that meet guest expectations and a chosen few that consistently exceed expectations and make those of us who choose a career in cooking, proud to be part of a club that includes those few.

Without exception, those restaurants that exceed expectations are led by a chef who is passionate, extremely confident, creative and talented. One such restaurant is Café Boulud in New York City. As part of the Dinex Group of world-renowned restaurants led by Chef Daniel Boulud, this café holds the unique position of both an extraordinary fine-dining destination and a neighborhood iconic spot to enjoy wonderful food and drink. At the helm of this truly great restaurant is a chef, and friend, Gavin Kaysen.

Chef Gavin agreed to the interview that follows, a brief summary of what makes him tick and how he is able to maintain his passion for cooking.

Sorgule:What or who influenced you to pursue a career in the kitchen?

Kaysen:Many people have influenced my career, but my grandmother was the first person I ever stepped into a kitchen with. She helped me understand what hospitality meant and how easy it can be to make people happy by breaking bread with them.

One of the most powerful techniques to help students remember what they have learned and apply it to a range of situations is the assignment to write letters to themselves.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed helping students take charge of their lives by using journals. This month, we will examine the power of personal letter writing as a way to encourage recognition of what students have learned and motivate them to apply it.

Writing
Almost any kind of writing helps students improve their writing and, usually, the clarity of their thinking. Students—and professionals—who cannot write something clear are typically not able to think clearly about the topic or think about it in an organized manner. Therefore, any writing assignment that asks for careful structure and logic will make a difference in a student’s education. Simply regurgitating definitions does not make a difference. Writing research papers, creating project reports, answering essay questions on a test, preparing reaction papers and developing reflection papers all help students organize their thoughts as well as build connection among ideas. Writing assignments also improve students’ recall of information.

Writing Letters to Myself
One of the most powerful techniques to help students and trainees remember what they have learned and apply it to a range of situations outside of the classroom is the assignment to write a letter to self. At the end of a course or specific topic, ask them to write themselves a letter describing what they have learned and how they plan to use it in the near future. When they get the letter some time later, it reminds them of what they learned and what they intended to do with their newly acquired information or skills.

Delivering cooking demonstrations to the public and select groups not only benefits others by sharing your and your students’ expertise and talent. More importantly, it also builds and promotes your program’s unique brand. And the strongest advice from Chef Weiner? Keep it simple.

By Adam Weiner, CFSE

Last month I wrote about giving back to the community. One of the things I mentioned is giving cooking demonstrations. Besides being altruistic, another reason to have you or your students give demos is to promote your program.

When I went to obtain my California Teaching Credential, one of the first things I was taught by my instructors and mentors, Lee and Susan Clark, was that it was critically important to promote your own class. If you don’t—they made emphatically clear—you will be unemployed very soon because of a lack of students. I took their words to heart. When I started teaching the program there were seven students and I was told the program was to be shut down in six months. I brought the enrollment up to 20 people, and 10 years later I am still teaching the same program. I continue to promote, and there is now a several-month waiting list.

So giving demos is a good idea for a variety of reasons. Now, you just have to learn, yourself, and teach your students how to do demos. Like everything else in cooking, the key to success rests with three issues: planning, preparation and practice.

Does your program meet the needs of the industry it serves and adequately prepare your students to shine?

By Paul Sorgule, MS, AAC

I just finished re-reading Bill Buford’s book, Heat: An Amateur's Adventures as Kitchen Slave, Line Cook, Pasta-Maker, and Apprentice to a Dante-Quoting Butcher in Tuscany,about his hands-on experiences on the line in Mario Batali’s restaurant and subsequent time working with arguably the finest butcher in all of Italy.

As I finished this great depiction of the learning process in kitchens I was again inspired to look at how we prepare students for the rigors of the kitchen. What came through very clearly in Buford’s story (and from my own experiences as a chef) was the intensity of the kitchen and the realization that a strong culinary program must be able to recreate this intensity if students are truly destined to “learn.”

There is a difference between teaching and training, and both must be present in a curriculum if the end result is a graduate who is “kitchen ready” today and “career ready” tomorrow. What operational chefs are looking for in culinary graduates is a strong foundational knowledge of cooking, positive attitude, willingness to learn, the ability to work with others as a team, efficiency, stamina and the ability to multi-task under pressure.

To me, it only makes sense that this should be the starting point in building a modern culinary curriculum. Every course built, every lesson plan designed, every facility built and every faculty training session should reflect back on these expectations. Does this design meet the needs of the industry it serves and adequately prepare our students to shine?

As U.S. fisheries rebound under strict federal management, more species earn Seafood Watch “green” and “yellow” rankings. Meanwhile, shrimp caught in Louisiana waters remains on the “Avoid” list.

U.S. fisheries are rebuilding under tough management regulations required under federal law. One sign of success: the growing number of seafood items that have earned a “Best Choice” or “Good Alternative” recommendation from the Monterey Bay Aquarium Seafood Watch program.

In 2013 alone, red snapper from the Gulf of Mexico, monkfish and trap-caught black sea bass from the East Coast, and many Atlantic flatfishes have been upgraded, based on new data in the peer-reviewed science reports that underpin all Seafood Watch recommendations.

Today, 95% of the 242 most commercially important U.S. fishery species assessed by Seafood Watch are rated either green (Best Choice) or yellow (Good Alternative). The percentage is based on total landings in ports on the West Coast, Gulf Coast, Atlantic seaboard and in the Great Lakes.

Seafood Watch recently upgraded U.S.-caught red snapper in the Gulf of Mexico to a “Good Alternative” recommendation because sound management has helped once-depleted populations recover. Trap-caught black sea bass from the South Atlantic was also upgraded to a “Best Choice” recommendation.

The Lexington College Board of Directors recently announced the appointment of Professor Kelly O’Leary as president of Lexington College. For the past three years, O’Leary has served on the faculty in the Hospitality Management Department. Since July, she has served as vice president of the college.

O’Leary has a passion for building culture by educating and inspiring the next generation of women. She was selected as the ideal candidate to shepherd Lexington College through its imminent growth phase due to her years of experience in leading, training and developing young women. The Board of Directors is confident that she will be an inspirational guiding force for students, faculty and staff.

O’Leary holds a master’s degree in gastronomy from Boston University and a bachelor’s degree in music from Furman University. She also received professional training at The Culinary Institute of America. She has written several significant papers including her master’s thesis, “The Flouring of New England: Wheat and Its Function in the Lives and Loaves of Colonial Americans.”

As co-founder and executive director of the Art of Living, O’Leary built an international skills-building program for high-school girls. Her previous professional experience includes work at Montrose School in Boston, Van Ness Study Center in Washington, D.C., and Arnold Hall Conference Center in Pembroke, Mass. Prior to joining Lexington College, she served as executive chef and general manager for Bayridge University Center in Boston. Throughout her career, she has dedicated significant time to educating young women in the skills of service, culinary arts, fashion, home health and interior design.

With her background in culinary arts, gastronomy and hospitality, and the relation of these fields to women building culture, O’Leary is considered uniquely poised to oversee not only Lexington’s growth, but the growing impact of the college on society.

Not every chef who steps into the kitchen is ready for the challenge of competition in front of the camera. New England Culinary Institute graduate Sean Quinn (’01) recently beat out the competition on Food Network’s culinary-competition show, “Chopped.” Quinn is also a graduate of C-CAP (Careers through Culinary Arts Program), designed to prepare high-school students for college and career opportunities in the hospitality industry. The scholarship he received through C-CAP allowed him to attend New England Culinary Institute and eventually led him to become executive chef at Chadwick’s in Brooklyn, N.Y., where he has been for seven years.

As “Chopped” champion, Quinn received $10,000, which he donated to the C-CAP program to help others pursue their education in the culinary arts.

Winner of “Chopped” in 2012, NECI Executive Chef Jean-Louis Gerin congratulated Quinn on his accomplishment:  “As a ‘Chopped’ champion, I know the intensity and pressure one is under when opening the mystery basket. I won by staying focused, disciplined and true to the fundamentals of cooking. The education that Sean received at NECI with intensive hands-on learning and a focus on fundamentals was a part of his win, too. Congratulations to him.”

The National Honey Board (NHB) is pleased to announce the winners of its 2013 “Perfect Pairings” Culinary Student Honey Recipe Contest. Conducted in collaboration with “The Gold Medal Classroom”/Center for the Advancement of Foodservice Education (CAFÉ), the competition drew an impressive response, with more than 100 entrants from postsecondary culinary programs nationwide.

“We are thrilled with the response and participation from so many talented students, instructors and institutions across the country,” said NHB director of marketing Catherine Barry. “It was difficult narrowing down the recipes from so many outstanding entries, but we think the winning students did an exceptional job of highlighting the versatility of honey through their food and beverage pairings.”