Familiarity with cooking and incorporating lentils into various menu applications can help your students meet nutrition regulations, budgets and consumer demands when they become foodservice professionals.

Foodservice educators not only need to prepare their students to meet expanding nutrition regulations in schools and healthcare settings, but to simultaneously cater to increasing consumer preferences for healthy, affordable and sustainable ingredients that—above all—still taste good. Allow us to introduce a dark horse in helping foodservice educators rise to meet this challenge: lentils.

Top 10 Facts Your Students Need to Know About Lentils

1. Lentils are nutritional powerhouses. They are cholesterol-free and sodium-free, and loaded with potassium, folate, iron and fiber. One serving of lentils boasts nearly half as much protein as a serving of pork, and two times as much proteinas a serving of quinoa.
2. Lentils naturally cater to a variety of specialty diets, including gluten-free, vegetarian and allergen-friendly. Lentil flour can even be used as a wheat-flour alternative to make gluten-free baked goods (like the cookies pictured).

Two decades ago, dining out was primarily a special occasion. Today, it’s part of daily life for all Americans. But what differentiates the prepared-food-away-from-home choices of a “foodservice hobbyist” and an “affluent socializer”? Technomic offers an in-depth view of the current consumer foodservice landscape.

Technomic’s New Consum4Sight Group gathered data points from 81,870 consumer foodservice occasions over one full year to reveal a look ahead at the 2015 landscape. One surprising pattern: More than half of eating-out occasions are unplanned or decided on impulse. At 53% of all dining occasions, the frequency of “eating on the fly” accounts for more than twice as many routine occasions (25%); special occasions account for just 22% of dining occasions.

Although they represent nearly a quarter of all restaurant visits among Americans, Millennials’ visits and dollars spent are down considerably from several years ago. Why? Chiefly, they find it’s cheaper and healthier (and enjoyable) to cook at home. So, what can operators do to earn greater patronage from this highly desired demographic?

Millennials are the chosen generation for many marketers because of their sheer number and perceived buying power, but they are not a homogenous group. Depending on their age and lifestyles, they use restaurants differently, according to a recently released report by The NPD Group, a leading global information company.

For U.S. restaurants and foodservice outlets, Millennials as a group currently represent about 14.5 billion visits and $96 billion in spending, which is 23% of total restaurant spend. But the group has cut back in both visits and spending, finds the NPD report.

Many students are not used to conducing structured observations and might not know what to look for and how often to record behaviors. The more explicit you are about how they should conduct the observation, the more likely it will be an effective learning experience.

By Dr. Fred Mayo, CHE, CHT

Last month, we discussed the art of using interviews as an out-of-class activity, and this month we will examine using structured observations as an outside-the-classroom activity, as well.

Good chef-instructors provide carefully developed demonstrations of everything from culinary fundamentals to complex technical skills. While these in-class activities are valuable—even essential—to a good culinary education, there are a range of ways to learn from observation.

Reasons for Using Observations
Encouraging students to learn from watching demonstrations and observing professionals has been part of the hospitality industry for decades, if not centuries. In the culinary arts, students learn a great deal from observing chefs in action and noticing the way in which they practice their particular skills. There is also magic in demonstrations set up on the spot to teach something that students clearly have not learned and need to review. However, demonstrations outside of class have value, too.

On a recent trip to Hawaii, Chef Weiner had an epiphany: Teaching our students how to cook isn’t good enough. To better prepare them for the real world, we also need to introduce students to the different formats of serving. Here are 10 effective ideas that fit nicely within a shorter class timeframe.

By Adam Weiner, CFSE

One of the beauties of being active with CAFÉ is that you get to meet fellow culinary instructors, culinarians, students and chefs from around the country. I joke around that every time I return from the Leadership Conference I have to buy a larger business-card holder.

(Speaking of the Leadership Conference in June, I will be giving a presentation entitled “Teaching the Basic Cooking Principles in 50 Minutes.” It is designed specifically for high-school teachers. I hope you can attend, because I would love to have participation from a broad range of instructors.)

There is another way that being active in CAFÉ expands your network: You use CAFÉ to find others in the field in places where you will be travelling. Several months ago I mentioned to Mary Petersen, the president of CAFÉ, that my wife and I were going to Kauai. She introduced us via e-mail to Martina Hilldorfer, culinary-program coordinator and chef at the Culinary Institute of the Pacific at the Kauai Community College.