I.

Course Code: CMSA 1102 Number of Credits: 2 Credits Instructors Name Patrick Allard

Course Title: Table Service and Intro to Wines Phone # 802-225-3344 NECI Email patrick.allard@neci.edu

I. Course Description and Rationale This course explores the fundamentals of a la carte restaurant guest service. During this course, students will learn basic service techniques, order of service, and standards for service in the dining room of a busy, dynamic restaurant. In addition to the skills students receive in the dining room, they will also be introduced to the basics of wine and other alcoholic beverages. If students of the culinary arts are to understand the industry completely, they must understand the guest from a number of perspectives. Training as a server will help students to more fully understand the challenges of guest satisfaction as they affect the employees of both the kitchen and dining room. Lessons learned in this course will be important to students as they prepare for a career in the food service industry. III. Course Evidence:
Associated Standards CCTR Reading in Contemporary Issues 2 CCTW Writing 1 CCTRM Research Methods 1 CCTAR Analytic Reasoning and Problem Solving 1,2 WSW Red & White Winemaking (Still Wines) 1-7 WST Terroir, Viticulture & Varietals 1,2,4 WSSA Wine Components & Sensory Assessment 6, 7, 8, 9, 10 WSFP Wine & Food Pairing 1,4,5,6

Evidence Descriptions Wine Varietal Fact Sheet Students will complete a project for one wine varietal as assigned in class. The Wine Varietal Fact Sheet will be uploaded to Moodle and will serve as a talking point during tasting. The following information must be included for the Wine Varietal Fact Sheet: Basic history. Description of grape characteristics. Climate, growing conditions and/or terroir. Basic winemaking processes and practices. Pairing suggestions. 3 fun or little known facts. The Wine Varietal Fact Sheet is certainly not limited to this information, but these basics must be mentioned. Citations must be provided for at least 3 websites the info came from in MLA format. Students are recommended to use www.easybib.com Students should not copy and paste from the websites verbatim, but should paraphrase the information that they find.

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Service Journal At the end of each lab day, students will complete a Service Journal entry online through the Moodle platform. Some of the subjects the students are expected to included in their journal entries are: Business Levels Position Worked Successes Challenges Check Averages

CCTW Writing 1-2 SA Service Arts 1-13

Students may also be asked to apply information from their lectures to situations in the dining room. The prompt in Moodle for the Journal may ask, Did you encounter any special types of guests today? In this case the student could reflect on how specific service was provided for senior citizens, children or tourists etc. Personal and Professional Development in a Production Setting Students will be assigned various duties and positions consistent with the standards for effective table service. Students are instructed in the proper service techniques and evaluated in their ability to perform those duties to the level expected of a first year student. Students receive regular updates on their progress. Students are continually assessed on their ability to function as an effective front of the house team member. Students will be observed and evaluated in their professional behavior on a daily basis. Approximately halfway through the course, the instructor and student will have a one on one conference to discuss the students performance, and to set goals for the class and the following term. PPCDPD Professional Demeanor 1-13 CAS Applied Sanitation and Hygiene 1,14 SA Service Arts 2-13 SABS Beverage Studies 3-11

IV.

Course Standards

CCTAR Analytic Reasoning and Problem Solving The student will be able to use observation, research, experience and creativity to develop a critical and careful response to a written work or an observed situation. The standard is met when the student, through his/her writing and discussions: 1. Demonstrates observational skills by reading or reviewing a primary source for context and interviewing a person for their perspective on an issue, topic, or situation. 2. Demonstrates critical reading skills by identifying key concepts in books, journals and other sources. CCTP Presentation Through the preparation and delivery of professional presentations, the student gains knowledge of a specific topic while sharpening communication and oral communication skills. The standard is met when the student prepares and delivers professional presentations by: 1. Drafting and using meeting agendas or outlines 2. Projecting a professional appearance and demeanor 4. Documenting findings of presentation topic 5. Addressing and engaging the group in a confident and clear manner 7. Accepting and responding appropriately to questions, comments and criticisms PPCDPD Professional Demeanor The student is exposed to the many facets of professionalism in the foodservice industry to help inspire good behavior, sound communication skills and an enhanced work ethic. The standard is met when the student: 1. Uses positives critiques to revise work and to improve work until at standard 2. Manages time to maximize performance by prioritizing tasks using planning documents (mise en place lists)

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3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13.

Participates in curricular activities and projects Meets established appearance and grooming for back and front of the house classes and projects a professional appearance and demeanor on campus and its different outlets Uses appropriate language and decorum Attends classes punctually and with dependability Actively listens and participates in class Prepares for class and station changes. Anticipates the next job. Clearly communicates special needs or information to instructors or peers Shows an understanding of their role and responsibilities working in a group Shows respect for others and maintain professional relationship with class members Accepts differences and identifies contributions of individual team members in order to achieve and support group goals Shows flexibility to new situations and adapts to changes

CAS Applied Sanitation and Hygiene The student uses concepts of safe food handling to plan and execute the preparation and service of food, maintaining the safety and quality of food from receiving to serving. The standard is met when the student: 1. Assists in self-inspections and documents the quality of practices using self-inspection forms 2. Maintains personal hygiene practices such as wearing clean and neat work clothes

SA Service Arts The knowledge of how to operate and maintain a quality service system is significant to both culinary and service arts students. The student demonstrates an understanding of the technical elements of service. The standard is met when the student: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. Demonstrates proper handling techniques when serving food Maintains professional appearance accordingly to NECI dress code Demonstrates an awareness of safety and efficiency in moving around the dining room Demonstrates appropriate demeanor and a sense of deportment in guest interaction. Demonstrates a hospitable attitude and creates a good rapport with guests Anticipates and responds to guests needs or complaints Identifies guest profiles and revises service accordingly Communicates in a clear and cooperative manner with the kitchen Demonstrates knowledge of the menu and the wine list Identifies opportunities to sell suggestively Demonstrates willingness to accommodate guests special requests Uses an electronic Point of Sales system and understands manual systems as a support tool

SABS Beverage Studies The student demonstrates and applies an understanding of programs, systems and equipment used in the sale, preparation and service of alcoholic and non-alcoholic beverages. The standard is met when the student: 1. Complies with liquor laws governing the service of alcoholic beverages 2. Distinguishes between quality levels of various wines, spirits and malt beverages 3. Able to recommend basic food and wine pairings to guests 4. Recognizes pricing systems related to the quality of alcoholic beverages 5. Demonstrates the ability to serve wines in their appropriate stemware 6. Demonstrates the ability to serve spirits in their appropriate glassware 7. Performs the proper steps to serving wine, sparkling wine, draft beer and basic mixed drinks 8. Performs the proper steps to serving coffee, tea and non-alcoholic beverages 9. Performs proper steps to serving and refilling alcoholic and non-alcoholic beverages WSW Red & White Winemaking (Still Wines) Students will understand and list the key steps involved in the production of red and white still wines, sparkling wines, sweet wine and fortified wine. This standard is met when students are able to: 1. List the key steps involved in the production of red and white still wines 2. Explain the key winemaking decisions involving malolactic fermentation, fermentation temperature, cap exposure, oak usage and ageing parameters 3. Explain the viticultural and winemaking challenges involved in producing sparkling wines 4. List the main methods of producing sweet wines, listing the merits and drawbacks of each

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5. 6.

Explain the viticultural and winemaking challenges and methods of producing fortified and sweet style wines Identify the historical factors that affected production of sweet and fortified wines

WST Terroir, Viticulture & Varietals Students will be able to explain the key theories behind terroir and identify vineyard practices that will be conducive to producing quality fruit. This standard is met when students are able to: 1. Explain the key elements of terroir 2. Name the Noble Varieties and list general characteristics of each 4. Contrast vineyard practices in world wine regions WSSA Wine Components & Sensory Assessment Students will demonstrate understanding of the process of component tasting and sensory assessment with wine. This standard is met when students are able to: 1. Explain the general process for tasting wine 2. Evaluate wines for balance and complexity in relation to sensory components 3. Identify how specific tastes are perceived on the palate 4. Analyze the overall sensory profile using the Noble Aroma Wheel 5. Use prevalent aroma & taste profiles to evaluate wines 6. Discuss the impact of oak usage on the wines sensory profile 7. Describe their level of enjoyment of a wine by using appropriate and descriptive terminology and sensory evaluations 8. Discuss the impact of oak usage on the wines sensory profile. 9. Describe their level of enjoyment of a wine by using appropriate and descriptive terminology and sensory evaluations. 10. Evaluate wines in relation to production methods WSFP Wine & Food Pairing Students will demonstrate an understanding of the theories involved in appropriate wine and food pairing and can explain their decisions based on sensory parameters. This standard is met when students are able to: 1. Explain the basic pairing guidelines for matching food and wine 4. Suggest appropriate wine pairings for a variety of dishes 5. Identify appropriate food pairings for each style of wine 6. Use correct terminology to explain food and wine pairing.

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V. Rituals and Routines Students should check their schedule as to class times and room assignments. These times may be flexible depending on the events of that particular day. Students should not expect to leave class exactly on time. Depending on business levels students may leave earlier or later. AM Class Lecture is from 8:00 AM until 10:30 AM. Sidework from 10:30 AM until 11:00 AM. Pre-meal meeting and Lunch 11:00 AM until 11:30 AM. Service from 11:30 AM until 2:30 PM. PM Class Lecture is from 2:00 PM until 4:30 PM. Sidework from 4:30 PM until 5:00 PM Pre-meal and Dinner from 5:00 PM until 5:30 PM. Service from 5:30 PM until 9:00 PM During lab time, students rotate through a variety of stations to include the following: serving, bussing, running, backwaiter and hosting. Students are expected to arrive on time, in full brigade for the start of class. Tardy students are required to call the instructor and inform them of their status. Students calling out for the day must speak with the instructor directly. ATTENDANCE POLICIES 7/1/2012 All pre-approved absences must be approved 1 week prior to the date of absence. Student must fill out the pre-approved absence form from Melanie Boggs with all signatures completed. All pre-approved absences must be made up within 3 weeks after the date of absence. A missed day will be considered a sick day with a doctors note or if the instructor sends a student home due to physical condition. Three tardies will be considered grounds to require one full make-up day. If you know you will be late, call ahead and speak directly to the instructor to avoid penalty. Voice mail will not be considered an appropriate substitute for speaking directly to the instructor or lab supervisor. At the discretion of the instructor a student may be sent home for attitude, attendance or uniform infractions with the penalty of one make up day. Sick/Late Phone Calls and Emails

What Number Do I Call?

Patrick Allard at 802-225-3344 or email at patrick.allard@neci.edu Who Do I Speak to When I Call? You must speak to your Instructor or a Manager. When Do I Call? If you are SICK, call at least 2 hours before lecture. If you are LATE, call at least 30 minutes before lecture. If I Do Not Attend Lecture May I Attend Lab? (or Vice-Versa?) NO (but the instructor may allow exceptions for acceptable reasons).

New England Culinary Institute 2012

VI. Course Schedule (Schedule is subject to change) Table Service Lectures Day One General Orientation Why Table Service? Order of Service and Standards of Service Dining Room Etiquette Day Two Alcohol Service Menu Knowledge Day Three Day Four Day Five Day Six Day Seven Day Eight Day Nine Recipe Costing Hosting Guest Service Special Guests Safety Sanitation and Allergies Suggestive Selling Menu Pricing Coffee and Tea Styles of Service Final Exam

Wine Class Lectures Day One Day Two Day Three

Intro to Wine Wine Presentation How to Taste Wine Viticulture and Winemaking History of Wine Old World vs. New World AOC Laws

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Rubric for Wine Class

Element of Evidence
Wine Varietal Fact Sheet

Missing Evidence

Below Standard (I)

Meets Standard (MS)

Exceeds Standard (ES)

Not all required elements on the Fact Sheet. Work is sloppy and/or poorly executed.

All required elements in on the Fact Sheet. Work is professionally presentedneat and organized.

Extra information is provided and is extremely well organized/presented.

Basic Wine History

Unable to correctly explain the basic history of a specific grape variety and/or basic wine history.

With assistance, explains basic history of a specific grape variety in their Wine Varietal Fact Sheet.

Seeks out additional information about wine history. Contributes relevant information about wine history during class.

Demonstrates a beginning knowledge of basic wine history.

Wine Varietals

Isnt able to explain and/or identify the basic wine varietals. Fails to see connections and/or importance of understanding wine varietals to culinary field.

With assistance, explains basic wine varieties. Demonstrates a basic understanding of a specific wine varietal in their Wine Varietal Fact Sheet.

Able to name, explain and compare a number of wine varietals. Demonstrates passion for subject matter.

Basic Winemaking Processes and Practices

Isnt able to explain basic winemaking processes and practices.

With assistance, explains basic winemaking processes and practices.

Seeks out additional information on winemaking. Explains the different techniques of winemaking and how they can influence the characteristics of a specific wine.

Fails to see why and how winemaking processes and practices connect to wine flavor.

Demonstrates a basic understanding of certain techniques related to the wine varietal in their Wine Varietal Fact Sheet.

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Wine Tasting and Evaluation: Taste, Texture, Balance and Quality

Does not use terminology correctly Lacks complete understanding of information contained on a wine label

Understands the process of tasting and evaluating wines Uses terminology correctly when practicing describing taste and flavor perception of wines

Accurately describes taste and flavor perception comparing and contrasting several types of wines

Correctly reads wine labels

Lacks of understanding of tasting process interferes with his/her ability to evaluate wines Order and Standards of Wine Service

Practices opening bottles of wine but needs assistance with the proper order.

Practices opening bottles of wine, following the proper order but may need assistance with techniques

Needs no assistance with order or techniques of wine opening and service

Knows the proper standard for serving wine

Rubric for Academic Assignments

Element of Evidence
Service Journal

Missing Evidence

Below Standard (I)

Meets Standard (MS)

Exceeds Standard (ES)

Not all prompts for information are responded to in the Service Journal

Student responds to all prompts for information in the Service Journal.

Extra information is provided about the students lab experience. Service Journal is clearly and eloquently written with no grammatical errors.

Written work contains several grammatical errors.

Student clearly and concisely reflects on events during their lab time with few grammatical errors.

Work is sloppy and/or poorly executed. Recipe Costing Assignment

Student applies information from lecture to labs. Student can find EPC with little support. Student may struggle a little to find total cost of each ingredient. Student can set menu price with limited errors.

Information from lecture is applied to situations in the dining room, connections, analysis and opinion is given. Student calculates EPC with no errors. Student finds cost of each ingredient without error. Student sets menu price without error.

Student cannot calculate EPC. Student cannot find total cost of an ingredient

Student cannot set menu price using food cost percent Menu Pricing Assignment Student cannot use food cost percent to set menu price.

Student can set menu prices with food cost percent with some errors.

Student uses food cost percent to set menu prices without error. Student understands

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 Student does not understand contribution margin pricing. Student cannot compare two methods of pricing.

Student can set menu prices using contribution margin but may not understand method. Student can begin to compare prices set by different methods.

and explains contribution margin pricing and can use it to set menu prices. Student compares pricing methods and can justify conclusions about which is better.

Personal and Professionalism Rubric for Production Setting

Element of Evidence
Sanitation Habits

Missing Evidence

Below Standard (I)

Has very little understanding of proper sanitation habits Must be prompted to improve personal hygiene Does not regularly incorporate rules for safe food handling in daily tasks Frequently needs prompting about uniform or attire. Has been asked to correct poorly laundered uniform or polished shoes Does not maintain a clean apron, jacket or uniform throughout the day Personal grooming such as hair needs addressing

Meets Standard (MS)

Has responsible personal hygiene habits Regularly incorporates rules for safe food handling in daily tasks. Is regularly in uniform at the beginning of class. Wears only well-laundered and pressed uniforms and polished shoes Maintains overall appearance throughout the day Personal grooming is always neat and professional

Exceeds Standard (ES)

Has model hygiene habits and can be relied on to demonstrate and explain rules for sanitation to others.

Appearance and Grooming

Wears only well laundered and pressed uniforms showing minimal signs of wear

Language and Decorum

Acts or speaks inappropriately at times Needs prompting to respect people and situations

Good selfawareness; works to maintain composure

Act as an example to others

Uses appropriate tone and language Acts or speaks respectfully and matches behavior to setting

Communication

Has difficulty expressing ideas verbally or written

Verbal and written communication is clear

Anticipates outcomes and can clearly articulate verbally and written

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Attendance and Punctuality

Does not follow established protocols for reporting absences Has a habit for being tardy Communicates lack of concern for collecting missed assignments or rescheduling class time

Attends class regularly and is punctual If absent or tardy, follows established protocol for reporting

Perfect class attendance. Is never late for class and often arrives early

Poor attendance and behavior interferes with education Responsibility, Organization and daily preparedness

Actively works to collect missed assignments and reschedule class time

Shows difficulty understanding those responsibilities that affect his/her ability to organize effectively;

Comes to class with a good understanding of responsibilities

Comes to class with complete understanding of responsibilities Uses his/her understanding to organize tasks without assistance Needs minimal to no coaching on organizational skills Uses course materials to prepare ahead Assignments are turned in on time or ahead of time and are complete and of professional quality Is actively engaged; makes thoughtful and intelligent connections between topics; Initiates discussions relevant to topic

Needs constant coaching on organizational skills Does not review course materials Assignments are regularly turned in late or incomplete

Needs infrequent coaching on organizational skills

Receives and acts on feedback positively Assignments are submitted on time and of good quality Participates regularly in class discussions and group work; Asks questions, and maintains discussion relevant to the topic. Can be approached with changes. Responds positively to new requests or changing information. Works to find solutions. Uses instructor feedback to revise work Has good critical review skills Works to meet standards

Participation in Class Discussions & Activities

Waits to be called on before participating; Limited involvement in group work

Flexibility adapting to change

Struggles with change. Works competently on tasks but can be sidetracked with new or changing information. May need prompting to act positively. With assistance can redirect efforts to incorporate changes. Does not revise work Relies on instructors to suggest ways to improve Lacks critical review skills

Anticipates change, can identify need for change or flexibility. Works to find solutions and can act independently to make changes.

Continuous Efforts for Improvement Response to Instruction

Demonstrates frequent self-reflection and strives for continual improvement Engages instructor and suggests ways to improve his/her work

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Teamwork & Success of Others

Places individual goals before class goals; Limited involvement in class work; Has difficulty developing working relationships with team members. May not always respond positively to request for help Rarely is a respectful audience for peers

Actively participates in class activities; Shows awareness of group dynamics; Makes good effort to help class accomplish tasks and function well as a team. Is approachable by others and is willing to assist and support the group Is a respectful audience for peers Demonstrates engagement with the material and an understanding of key ideas Correctly answers most questions Demonstrates ability to apply some of the key points in discussion and /or production settings

Works effectively with all class members; Supports peers to create a positive team environment. Actively involves him/herself in assisting and supporting others

Conceptual Understanding

Appears disinterested in grasping the key points covered in class. Unable to answer questions. Unable to take lecture material and apply it in practical situation.

Demonstrates strong understanding of materials Provides highly perceptive answers to almost all questions (either written or orally). Takes responsibility for their education by further exploring key concepts Frequently relates material to relevant discussions or production setting

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Math Rubric
Element of Evidence
Recipe Costing Assignment

Missing Evidence

Below Standard (I)

Meets Standard (MS)

Student can find EPC with little support. Student may struggle a little to find total cost of each ingredient. Student can set menu price with limited errors.

Exceeds Standard (ES)

Student calculates EPC with no errors. Student finds cost of each ingredient without error. Student sets menu price without error.

Student cannot calculate EPC. Student cannot find total cost of an ingredient

Student cannot set menu price using food cost percent Menu Pricing Assignment Student cannot use food cost percent to set menu price. Student does not understand contribution margin pricing. Student cannot compare two methods of pricing.

Student can set menu prices with food cost percent with some errors. Student can set menu prices using contribution margin but may not understand method. Student can begin to compare prices set by different methods.

Student uses food cost percent to set menu prices without error. Student understands and explains contribution margin pricing and can use it to set menu prices. Student compares pricing methods and can justify conclusions about which is better.

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