cmsa 1102 table service syllabus october 2012

7/30/2019 CMSA 1102 Table Service Syllabus October 2012

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I. Course Code: CMSA 1102 Course Title: Table Service and Intro to WinesNumber of Credits: 2 Credits

Instructors Name Phone # NECI EmailPatrick Allard 802-225-3344 [email protected]

I. Course Description and RationaleThis 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 thedining room of a busy, dynamic restaurant. In addition to the skills students receive in the diningroom, 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 understandthe guest from a number of perspectives. Training as a server will help students to more fullyunderstand 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 fora career in the food service industry.

III. Course Evidence:

Evidence Descriptions Associated Standards

Wine Varietal Fact Sheet

Students will complete a project for one wine varietal as assigned in class. The WineVarietal Fact Sheet will be uploaded to Moodle and will serve as a talking point duringtasting.

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 thesebasics 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 paraphrasethe information that they find.

CCTR Reading in ContemporaryIssues2

CCTW Writing1

CCTRM Research Methods1

CCTAR Analytic Reasoning andProblem Solving1,2

WSW Red & White Winemaking(Still Wines)1-7

WST Terroir, Viticulture & Varietals1,2,4

WSSA Wine Components &Sensory Assessment6, 7, 8, 9, 10

WSFP Wine & Food Pairing1,4,5,6

New England Culinary Institute 2012 1
mailto:[email protected]://www.easybib.com/mailto:[email protected]://www.easybib.com/


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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 toincluded in their journal entries are:

Business Levels

Position Worked

Successes

Challenges

Check Averages

Students may also be asked to apply information from their lectures to situations in thedining room. The prompt in Moodle for the Journal may ask, Did you encounter anyspecial types of guests today? In this case the student could reflect on how specificservice was provided for senior citizens, children or tourists etc.

CCTW Writing1-2

SA Service Arts1-13

Personal and Professional Development in a Production SettingStudents will be assigned various duties and positions consistent with the standards foreffective table service. Students are instructed in the proper service techniques andevaluated in their ability to perform those duties to the level expected of a first yearstudent. Students receive regular updates on their progress. Students are continuallyassessed 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 onone conference to discuss the students performance, and to set goals for the class andthe following term.

PPCDPD Professional Demeanor1-13CAS Applied Sanitation andHygiene1,14SA Service Arts2-13SABS Beverage Studies3-11

IV. Course Standards

CCTAR Analytic Reasoning and Problem SolvingThe student will be able to use observation, research, experience and creativity to develop a critical andcareful response to a written work or an observed situation. The standard is met when the student, throughhis/her writing and discussions:

1. Demonstrates observational skills by reading or reviewing a primary source for context andinterviewing a person for their perspective on an issue, topic, or situation.

2. Demonstrates critical reading skills by identifying key concepts in books, journals and othersources.

CCTP PresentationThrough the preparation and delivery of professional presentations, the student gains knowledge of aspecific topic while sharpening communication and oral communication skills. The standard is met when thestudent prepares and delivers professional presentations by:

1. Drafting and using meeting agendas or outlines2. Projecting a professional appearance and demeanor

4. Documenting findings of presentation topic5. Addressing and engaging the group in a confident and clear manner7. Accepting and responding appropriately to questions, comments and criticisms

PPCDPD Professional DemeanorThe student is exposed to the many facets of professionalism in the foodservice industry to help inspiregood behavior, sound communication skills and an enhanced work ethic. The standard is met when thestudent:

1. Uses positives critiques to revise work and to improve work until at standard2. Manages time to maximize performance by prioritizing tasks using planning documents (mise en

place lists)



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3. Participates in curricular activities and projects4. 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 outlets5. Uses appropriate language and decorum6. Attends classes punctually and with dependability7. Actively listens and participates in class8. Prepares for class and station changes. Anticipates the next job.9. Clearly communicates special needs or information to instructors or peers10. Shows an understanding of their role and responsibilities working in a group11. Shows respect for others and maintain professional relationship with class members12. Accepts differences and identifies contributions of individual team members in order to achieve and

support group goals13. Shows flexibility to new situations and adapts to changes

CAS Applied Sanitation and HygieneThe 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 forms2. 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 andservice arts students. The student demonstrates an understanding of the technical elements of service. Thestandard is met when the student:

1. Demonstrates proper handling techniques when serving food2. Maintains professional appearance accordingly to NECI dress code3. Demonstrates an awareness of safety and efficiency in moving around the dining room4. Demonstrates appropriate demeanor and a sense of deportment in guest interaction.5. Demonstrates a hospitable attitude and creates a good rapport with guests6. Anticipates and responds to guests needs or complaints7. Identifies guest profiles and revises service accordingly8. Communicates in a clear and cooperative manner with the kitchen9. Demonstrates knowledge of the menu and the wine list10. Identifies opportunities to sell suggestively11. Demonstrates willingness to accommodate guests special requests

12. Uses an electronic Point of Sales system and understands manual systems as a support tool

SABS Beverage StudiesThe student demonstrates and applies an understanding of programs, systems and equipment used in thesale, preparation and service of alcoholic and non-alcoholic beverages. The standard is met when thestudent:

1. Complies with liquor laws governing the service of alcoholic beverages2. Distinguishes between quality levels of various wines, spirits and malt beverages3. Able to recommend basic food and wine pairings to guests4. Recognizes pricing systems related to the quality of alcoholic beverages5. Demonstrates the ability to serve wines in their appropriate stemware6. Demonstrates the ability to serve spirits in their appropriate glassware7. Performs the proper steps to serving wine, sparkling wine, draft beer and basic mixed drinks8. Performs the proper steps to serving coffee, tea and non-alcoholic beverages9. 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 wines2. Explain the key winemaking decisions involving malolactic fermentation, fermentation temperature,

cap exposure, oak usage and ageing parameters3. Explain the viticultural and winemaking challenges involved in producing sparkling wines4. List the main methods of producing sweet wines, listing the merits and drawbacks of each



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5. Explain the viticultural and winemaking challenges and methods of producing fortified and sweetstyle wines

6. Identify the historical factors that affected production of sweet and fortified wines

WST Terroir, Viticulture & VarietalsStudents will be able to explain the key theories behind terroir and identify vineyard practices that will beconducive to producing quality fruit. This standard is met when students are able to:

1. Explain the key elements ofterroir

2. Name the Noble Varieties and list general characteristics of each4. Contrast vineyard practices in world wine regions

WSSA Wine Components & Sensory AssessmentStudents will demonstrate understanding of the process of component tasting and sensory assessment withwine. This standard is met when students are able to:

1. Explain the general process for tasting wine2. Evaluate wines for balance and complexity in relation to sensory components3. Identify how specific tastes are perceived on the palate

4. Analyze the overall sensory profile using the Noble Aroma Wheel5. Use prevalent aroma & taste profiles to evaluate wines6. Discuss the impact of oak usage on the wines sensory profile7. Describe their level of enjoyment of a wine by using appropriate and descriptive terminology and

sensory evaluations8. 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 andsensory evaluations.

10. Evaluate wines in relation to production methods

WSFP Wine & Food PairingStudents will demonstrate an understanding of the theories involved in appropriate wine and food pairingand can explain their decisions based on sensory parameters. This standard is met when students are ableto:

1. Explain the basic pairing guidelines for matching food and wine4. Suggest appropriate wine pairings for a variety of dishes5. Identify appropriate food pairings for each style of wine6. Use correct terminology to explain food and wine pairing.



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Rituals and RoutinesStudents should check their schedule as to class times and room assignments. These times maybe flexible depending on the events of that particular day. Students should not expect to leaveclass 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 PMPre-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 brigadefor the start of class. Tardy students are required to call the instructor and inform them of theirstatus. 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. Studentmust fill out the pre-approved absence form from Melanie Boggs with all signaturescompleted.

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 astudent 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 theinstructor or lab supervisor.

At the discretion of the instructor a student may be sent home for attitude, attendance oruniform 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 [email protected]

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).

mailto:[email protected]:[email protected]


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Course Schedule (Schedule is subject to change)

Table ServiceLectures

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 Recipe Costing

Day Four Hosting

Day Five Guest Service

Special Guests

Day Six Safety Sanitation and Allergies

Day Seven Suggestive Selling

Menu Pricing

Day Eight Coffee and Tea

Day Nine Styles of Service

Final Exam

Wine ClassLectures

Day One Intro to WineWine PresentationHow to Taste Wine

Day Two Viticulture and Winemaking

Day Three History of WineOld World vs. New World

AOC Laws



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Rubric for Wine ClassElement ofEvidence

MissingEvidence

BelowStandard

(I)

Meets Standard(MS)

Exceeds Standard(ES)

Wine Varietal FactSheet

Not all required

elements on theFact Sheet.

Work is sloppy

and/or poorlyexecuted.

All required

elements in on theFact Sheet.

Work is

professionallypresentedneat andorganized.

Extra information is

provided and is extremelywell organized/presented.

Basic Wine History Unable to

correctly explain thebasic history of aspecific grapevariety and/or basicwine history.

With assistance,

explains basic historyof a specific grapevariety in their WineVarietal Fact Sheet.

Demonstrates a

beginning knowledgeof basic wine history.

Seeks out additional

information about winehistory.

Contributes relevant

information about winehistory during class.

Wine Varietals Isnt able toexplain and/oridentify the basicwine varietals.Fails to seeconnections and/orimportance ofunderstanding winevarietals to culinaryfield.

With assistance,explains basic winevarieties.

Demonstrates a

basic understanding ofa specific wine varietalin their Wine VarietalFact Sheet.

Able to name, explainand compare a number ofwine varietals.

Demonstrates passion

for subject matter.

Basic WinemakingProcesses andPractices

Isnt able to

explain basicwinemaking

processes andpractices.

Fails to see why

and howwinemakingprocesses andpractices connect towine flavor.

With assistance,

explains basicwinemaking processes

and practices.Demonstrates a

basic understanding ofcertain techniquesrelated to the winevarietal in their WineVarietal Fact Sheet.

Seeks out additional

information on winemaking.

Explains the different

techniques of winemakingand how they can influencethe characteristics of aspecific wine.



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Wine Tasting andEvaluation: Taste,Texture, Balanceand Quality

Does not use

terminology correctly

Lacks complete

understanding ofinformationcontained on a winelabel

Lacks ofunderstanding oftasting processinterferes withhis/her ability toevaluate wines

Understands the

process of tasting andevaluating wines

Uses terminology

correctly whenpracticing describingtaste and flavorperception of wines

Accurately describes

taste and flavor perceptioncomparing and contrastingseveral types of wines

Correctly reads wine

labels

Order and Standardsof Wine Service

Practices

opening bottles ofwine but needsassistance with theproper order.

Practices opening

bottles of wine,following the properorder but may needassistance withtechniques

Knows the proper

standard for serving

wine

Needs no assistance

with order or techniques ofwine opening and service

Rubric for Academic AssignmentsElement ofEvidence

MissingEvidence

BelowStandard

(I)

Meets Standard(MS)


Service Journal Not all

prompts forinformation areresponded to inthe ServiceJournal

Written work

contains severalgrammaticalerrors.

Work is

sloppy and/orpoorly executed.

Student responds

to all prompts forinformation in theService Journal.

Student clearly

and concisely reflectson events during their

lab time with fewgrammatical errors.

Student applies

information fromlecture to labs.

Extra information is

provided about thestudents lab experience.

Service Journal is

clearly and eloquentlywritten with no grammaticalerrors.

Information from

lecture is applied tosituations in the diningroom, connections, analysisand opinion is given.

Recipe Costing

AssignmentStudent

cannot calculateEPC.

Student

cannot find totalcost of an

ingredientStudent

cannot set menuprice using foodcost percent

Student can findEPC with little support.

Student maystruggle a little to findtotal cost of eachingredient.

Student can set

menu price with limitederrors.

Student calculatesEPC with no errors.

Student finds cost ofeach ingredient withouterror.

Student sets menuprice without error.

Menu Pricing

Assignment Student

cannot use foodcost percent to setmenu price.

Student can setmenu prices with foodcost percent with someerrors.

Student uses foodcost percent to set menuprices without error.

Student understands



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Student doesnot understandcontributionmargin pricing.

Studentcannot comparetwo methods ofpricing.

Student can setmenu prices usingcontribution margin butmay not understandmethod.

Student can beginto compare prices setby different methods.

and explains contributionmargin pricing and can useit to set menu prices.

Student comparespricing methods and can

justify conclusions aboutwhich is better.

Personal and Professionalism Rubric for Production Setting

Element ofEvidence

MissingEvidence

BelowStandard

(I)

Meets Standard(MS)


Sanitation Habits Has very littleunderstanding of proper

sanitation habits Must be prompted toimprove personal hygiene

Does not regularlyincorporate rules for safefood handling in daily tasks

Hasresponsible

personal hygienehabits

Regularlyincorporates rulesfor safe foodhandling in dailytasks.

Has model hygienehabits and can be relied

on to demonstrate andexplain rules for sanitationto others.

Appearance andGrooming

Frequently needsprompting about uniform orattire. Has been asked tocorrect poorly laundereduniform or polished shoes

Does not maintain a

clean apron, jacket oruniform throughout the day

Personal grooming suchas hair needs addressing

Is regularly inuniform at thebeginning of class.

Wears onlywell-laundered andpressed uniforms

and polished shoes Maintainsoverall appearancethroughout the day

Personalgrooming is alwaysneat andprofessional

Wears only welllaundered and presseduniforms showing minimalsigns of wear

Language andDecorum

Acts or speaks

inappropriately at times

Needs prompting to

respect people andsituations

Good self-

awareness; worksto maintaincomposure

Uses

appropriate tone

and languageActs or speaks

respectfully andmatches behaviorto setting

Act as an example to

others

Communication Has difficulty expressing

ideas verbally or written

Verbal and

writtencommunication isclear

Anticipates outcomes

and can clearly articulateverbally and written



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Attendance andPunctuality

Does not follow

established protocols forreporting absences

Has a habit for being

tardy

Communicates lack of

concern for collecting

missed assignments orrescheduling class time

Poor attendance and

behavior interferes witheducation

Attends class

regularly and ispunctual

If absent or

tardy, followsestablishedprotocol forreporting

Actively works

to collect missedassignments andreschedule classtime

Perfect class

attendance. Is never latefor class and often arrivesearly

Responsibility,Organization anddailypreparedness

Shows difficulty

understanding thoseresponsibilities that affecthis/her ability to organizeeffectively;

Needs constant

coaching on organizational

skillsDoes not review course

materials

Assignments are

regularly turned in late orincomplete

Comes to

class with a goodunderstanding ofresponsibilities

Needs

infrequent coachingon organizational

skillsReceives and

acts on feedbackpositively

Assignments

are submitted ontime and of goodquality

Comes to class with

complete understanding ofresponsibilities

Uses his/her

understanding to organizetasks without assistance

Needs minimal to no

coaching onorganizational skills

Uses course

materials to prepareahead

Assignments are

turned in on time or aheadof time and are completeand of professional quality

Participation inClass Discussions& Activities

Waits to be called onbefore participating;

Limited involvement ingroup work

Participatesregularly in classdiscussions andgroup work;

Asksquestions, andmaintainsdiscussion relevantto the topic.

Is actively engaged;makes thoughtful andintelligent connectionsbetween topics;

Initiates discussionsrelevant to topic

Flexibility adapting tochange

Struggles with change.

Works competently ontasks but can be sidetrackedwith new or changinginformation.

May need prompting toact positively. Withassistance can redirectefforts to incorporatechanges.

Can beapproached withchanges.

Respondspositively to newrequests orchanginginformation.

Works to findsolutions.

Anticipates change,can identify need forchange or flexibility.

Works to findsolutions and can actindependently to makechanges.

Continuous Effortsfor Improvement -Response toInstruction

Does not revise work

Relies on instructors tosuggest ways to improve

Lacks critical reviewskills

Uses instructorfeedback to revisework

Has goodcritical review skills

Works to meetstandards

Demonstratesfrequent self-reflection andstrives for continualimprovement

Engages instructorand suggests ways toimprove his/her work



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Teamwork &Success of Others

Places individual goalsbefore class goals;

Limited involvement inclass work;

Has difficulty developingworking relationshipswith team members.

May not always respond

positively to request forhelp

Rarely is a respectfulaudience for peers

Activelyparticipates in classactivities;

Showsawareness of groupdynamics;

Makes goodeffort to help class

accomplish tasksand function well asa team.

Isapproachable byothers and is willingto assist andsupport the group

Is a respectfulaudience for peers

Works effectively withall class members;

Supports peers tocreate a positive teamenvironment.

Actively involveshim/herself inassisting and

supporting others

ConceptualUnderstanding

Appears disinterested ingrasping the key pointscovered in class.

Unable to answerquestions.

Unable to take lecturematerial and apply it inpractical situation.

Demonstratesengagementwith thematerial and

anunderstandingof key ideas

Correctlyanswers mostquestions

Demonstratesability to applysome of thekey points indiscussion and/or productionsettings

Demonstrates strongunderstanding ofmaterials

Provides highlyperceptive answers toalmost all questions(either written ororally).

Takes responsibilityfor their education byfurther exploring keyconcepts

Frequently relatesmaterial to relevantdiscussions orproduction setting



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Math Rubric

Element ofEvidence

MissingEvidence

BelowStandard

(I)

Meets Standard(MS)


Recipe Costing

AssignmentStudent

cannot calculateEPC.

Student

cannot find totalcost of aningredient

Student

cannot set menuprice using foodcost percent

Student can findEPC with little support.

Student may

struggle a little to findtotal cost of eachingredient.

Student can setmenu price with limitederrors.

Student calculatesEPC with no errors.

Student finds cost of

each ingredient withouterror.

Student sets menuprice without error.

Menu Pricing

Assignment Student

cannot use foodcost percent to setmenu price.

Student does

not understandcontributionmargin pricing.

Studentcannot comparetwo methods ofpricing.

Student can setmenu prices with foodcost percent with someerrors.

Student can set

menu prices usingcontribution margin butmay not understandmethod.

Student can beginto compare prices setby different methods.

Student uses foodcost percent to set menuprices without error.

Student understandsand explains contribution

margin pricing and can useit to set menu prices.

Student comparespricing methods and can

justify conclusions aboutwhich is better.


cmsa 1102 table service syllabus october 2012

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