All ProgramsMontpelier, Vermont

Course SyllabusMonth, Year

I. Course Title: Baking I

Course Code: BMCA1603 Number of Credits: 2.0

Instructor’s name Phone # NECI EmailChef Dan Tabor 802-225-3385 Dan.Tabor@neci.edu

II. Course Description and Rationale

The Foundations of Baking Class is a course designed to teach culinary arts and baking students the basic skills necessary for success in a professional bakery setting. Students will learn to properly use various pieces of equipment found in bakeries. They will understand the principles of baking and work with different ingredients to mix yeast doughs, quick breads and laminated doughs. The hands on experience they receive will prepare them to function in a professional bakery and kitchen.   

Students are introduced to the science and theory of baking, including ingredient characteristic and functions, chemical and biological interactions, fermentation, and heat transfer. Students get hands-on practice in NECI’s bakery outlets, including making such products as breads, breakfast pastries, pies, and cookies. Instruction also includes organizational skills, use of products and tools, application of mathematical principles such as conversions, weights, measures, mixing techniques, and vocabulary appropriate to bakeshop production.

Students of culinary arts should be introduced to the equipment, procedures, and theory of baking. The skills learned in this class will serve as a foundation for subsequent pastry classes and will allow students to explore the possibility of concentrating their career in the baking and pastry arts. Whether you are interested in pursuing a career in baking or not, the skills learned in this class will assist you in becoming a well-rounded chef. The bakeshop is a great environment to develop skills to work efficiently, sequence multiple related tasks, and gain confidence in your overall cooking abilities.

III. Course Evidence:

Evidence Descriptions Associated StandardsDaily Production ObservationsStudents will be evaluated in their ability to produce a variety of baked products as represented in the standards. Production assignments are designed to provide students practice in the skills and theories necessary to meet the standards as outlined in the rubric. Students are encouraged to read through the rubrics regularly and self-evaluate as they go. The Daily Production Observations are very closely related to the students’ Production Journals, the activities assigned in both are meant to support the student in achieving the standards.

CAS Applied Sanitation and Hygiene 1-7,9-14CAAS Applied Safety 3-5CAPC Fundamentals of Professional Cooking1,2,4-6,21CABP Baking and Pastry 1-4,9,10ASFS Food Science 1-4,5-7,13-17

Final ExamStudents will be tested to evaluate a thorough understanding of baking principles such as mixing, shaping and baking breads and pastries. Students will be assessed on their knowledge of ingredients, functions of ingredients, scaling, measurements and equivalencies and bakers math.Daily Professional ObservationsStudents will be observed and evaluated in their professional behavior on a daily basis. Once every term, students will write a self-evaluation using the same rubric that instructors use. Students will review their self-evaluation in an instructor-student conference. The student and the instructor will agree on a list of performance goals for the next term.

PPCDPD Professional Demeanor 1-13

Math Students will be evaluated on their math skills. As a future food service professional, your ability to utilize culinary related math skills, formulas, and vocabulary, enables you to use and manipulate recipes in relation to production needs. Building a foundation in culinary math allows you to further explore how mathematics directly contributes to food, quality, consistency, and profitability.

ASCM Culinary Math Concepts and Applications: 1-3,8

IV. Rituals and Routines

Books for Reading and Homework Assignments:How Baking Works (third edition), Paula FigoniProfessional Baking (fourth edition), Wayne GisslenAdvanced Bread and Pastry, Michel Suas

Course Materials: Mise en place lists, Recipes, other related handouts.Suggested Readings and Other Related Materials:

On Food And Cooking, Harold McGeeUnderstanding Baking, Joseph AmendolaThe Baker’s Manual, Joseph AmendolaThe Village Baker, Joe OrtizCrust and Crumb, Peter ReinhartThe Professional Pastry Chef, Bo FribergThe Professional French Pastry Series, Bilheux and EscoffierThe Professional French Bread Series, Bilheux and EscoffierBread Baker’s Guild of America: bbgh.comArtisan Baking Across America

V. Course Schedule

This course will be divided into 5 unique stations around the bakery including: Mixing, Shaping & Baking, Cookies, Quickbreads, and Laminations. Each student will work with varying partners and spend 2-3 days in each station. The difficulty of content covered will increase over the second and third days on each station.

Students will also complete three final examinations towards the end of the course that will include a written practical, a math skills evaluation, and a practical skills evaluation based on content covered in class.

Mixing: Students will learn the process of mixing breads using the straight dough and sponge methods. Students will learn the importance of each step in the mixing process, as well as how to identify different stages of gluten development with each unique dough.

Shaping and Baking: Students on this station will shape, proof, and bake the bread mixed by the mixing station. Breads baked will include rolls for the FOH, sandwich rolls, and specialty breads. Students will learn how to accurately divide, round, and shape doughs, as well as how to properly proof and bake each dough.

Cookie: Students on this station will produce varieties of cookies primarily using the cookie creaming method. Students will learn the important of accuracy and attention to detail within the cookie-making process. Consistency will be emphasized.

Quickbreads: Students working on the Quickbreads station will focus on producing muffins and scones. The students will learn the process and theory behind the muffin method and biscuit method.

Laminations: Students will begin a three day process of laminations, mixing doughs on the first day and learning the differences between standard bread doughs. On the second day the students will learn about the lamination process and how to incorporate butter into their doughs using folds. The student will use their finished dough on the third day of this station to learn various pastry shapes.

VI. Lesson Plans1. Introduction to Baking2. Equipment3. Bakers Percentages 4. Biscuit Method of Mixings5. Muffin Method of Mixing6. Creaming Method for Cookies7. Straight Dough Method of Mixing8. Modified Straight Dough Method of Mixing9. Laminations10. 12 Steps of Yeast Dough Production11. Leaveners 12. Flour13. Sugar and Sweeteners14. Fats, Oils and Emulsifiers15. Eggs and Egg Products

Rubric Template for Production ObservationElement of Evidence Missing

Evidence Below

Standard(I)

Meets Standard (MS)

Exceeds Standard

(ES)

Mixing Methods

Difficulties with math results in unacceptable productLacks understanding of mixing methodsLacks understanding of equipment use

Properly mixes dough, requiring minimal assistanceUnderstands how different mixing methods result in different dough textureUses equipment properly including mixers and beam scalesUnderstands basic math including conversions and

Properly mixes dough, requiring no assistanceIdentifies mistakes or problems with dough and suggests solutionsMulti-tasks assignments reducing steps and improving efficiency

measurement equivalencies

Shaping and AssemblyDifficulties portioning dough accurately and quicklyDifficulties repeatedly shaping products, requires regular to constant supervisionDifficulties organizing the proof box

Portions dough accurately and quicklyProperly shapes products with assistanceProperly organizes the proof boxOrganizes station assignments in the proper order with assistance

Independently produces consistently shaped and sized productsAssists the student on the baking station with proof donenessIndependently organizes station assignments in the proper order Multi-tasks assignments reducing steps and improving efficiency

Baking Techniques

Lacks understanding of proofing and/or baking characteristics, requiring regular to constant supervisionDifficulties coordinating efforts between proof box and ovens

With assistance, can determine when proofing and baking is completeWith assistance, organizes ovens, properly rotating productsWith assistance, correctly tops and stiples baked goods

Independently determines when proofing and baking is completeIndependently organizes ovensIndependently tops and stiples baked goodsUnderstands how different leavening procedures change baking requirementsOften completes tasks early and helps others complete their tasks

Product Identification and Handling

Difficulties identifying bakery products Difficulties using and identifying commonly used food items and ingredientsDifficulties following directions on the use and characteristics of specialty bakery ingredients and productsDoes not follow standard procedures for labeling and storage of bakery products and

Accurately identifies bakery products with assistanceIdentifies and uses standard food items and ingredients properlyIdentifies and use specialty bakery ingredients with assistanceLabels and stores products and ingredients properly with minimal assistance

Identifies bakery products independentlyIdentifies and uses specialty bakery ingredients without assistanceLabels and stores products and ingredients properly

ingredients

Rubric for Daily ProfessionalismElement of Evidence

Missing Evidenc

e

BelowStandard

(I)

Meets Standard (MS)

Exceeds Standard (ES)

Sanitation Habits

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

Has responsible personal hygiene habits

Regularly incorporates rules for safe food handling in daily tasks.

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

Appearance and Grooming

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

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

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 self-awareness; works to maintain composure

Uses appropriate tone and language

Acts or speaks respectfully and matches behavior to setting

Act as an example to others

Communication

Has difficulty expressing ideas verbally or written

Verbal and written communication is clear

Anticipates outcomes and can clearly articulate verbally and written

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

Poor attendance and behavior interferes with education

Attends class regularly and is punctual

If absent or tardy, follows established protocol for reporting

Actively works to collect missed assignments and reschedule class time

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

Responsibility, Organization and daily preparedness

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

Needs constant coaching on organizational skills

Does not review course materials

Assignments are regularly turned in late or incomplete

Comes to class with a good understanding of responsibilities

Needs infrequent coaching on organizational skills

Receives and acts on feedback positively

Assignments are submitted on time and of good quality

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

Participation in Class Discussions & Activities 

Waits to be called on before participating;

Limited involvement in group work

Participates regularly in class discussions and group work; Asks questions, and maintains discussion relevant to the topic.

Is actively engaged; makes thoughtful and intelligent connections between topics;

Initiates discussions relevant to topic

Flexibility – adapting to change

Struggles with change. Works competently on tasks but can be sidetracked with new or changing information.

Can be approached with changes. Responds positively to new requests or changing information. Works to find

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

May need prompting to act positively. With assistance can redirect efforts to incorporate changes.

solutions. changes.

Continuous Efforts for Improvement - Response to Instruction

Does not revise work Relies on instructors to suggest ways to improve Lacks critical review skills

Uses instructor feedback to revise work Has good critical review skills Works to meet standards

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

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

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 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

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

Rubric for Final ExamElement of Evidence Missing

Evidence Below

Standard(I)

Meets Standard (MS)

Exceeds Standard

(ES)Math Difficulties with

formulas and/or terminology leads to regular errors

Can properly calculate conversions, weights, and volume

Correctly expresses knowledge of percentages, decimals, and equivalencies

Can perform all math without assistance and produce error free consistent results

Can assist others and uses before prompted in a lab setting

Ingredients and Difficulties in Understands the Can describe how

Functions understanding baking ingredients and their uses and/or

Unable to explain the differences in types of leavening and their uses

uses of different ingredients and is able to accurately describe the functions they provide in baking

Can explain how each ingredient is important as related to the dough or batter being assembled

each ingredient works and knows how to determine when problems arise and/or

Know the functionality and breakdown of ingredients and their functionality in each dough or batter

Mixing Lacks a complete understanding of mixing methods and or associated terms and/or

Unable to describe controls for gluten development and/or

Unable to explain indicators for properly mixed dough or batter

Lists and defines mixing methods using proper terms

Describes controls for gluten development

Explains indicators for properly mixed dough or batter

Determines possible reasons for poor results in mixed dough or batter and recommends solutions

Rubric for Final Math ExamElements of Evidence

Missing Evidence

BelowStandard

Meets Standard

Exceeds Standard

VocabularyDoes not grasp the meaning of important math terms leading to difficulties in applying formulas

Has accurate recall of the meaning of math termsCan restate in his/her own words the meaning of math terms

Demonstrates comprehension of terminology by translating his/her knowledge in production settings and/or contexts outside of simulations

Measurements and Equivalencies

Difficulties with formulas and or terminology leads to regular errors

Knows difference between weight and volume measurements, uses them appropriatelyCorrectly expresses ounces in spoons, cups, pints, quarts and gallonsConverts decimal measurements to ounces and pounds

Without prompting, applies formulas while in cooking labsIs very comfortable in calculating equivalencies to more efficiently produce recipesWork is without errors, can assist others

Converting Recipes Difficulties with formulas and/or terminology leads to regular errors

Properly calculates conversion factor

Accurately multiplies ingredient amounts by the conversion factor

Adjusts recipes of varying yields to achieve accurate conversion factors

Calculates the approximate yield of a recipe when one is not given

Uses measurement equivalencies to express new yield ingredients in logical production measurements

Work is without errors, can assist others