Teaching (Culinary Arts) Portfolio
About
David L. Hooper
Culinary Arts & Hospitality Management
Year Two PortfolioQuote
“Pleasure in the job puts perfection in the work.” ― Aristotle
Timeline
Teaching Responsibilities
Beginning fall of 2015, I had the task and pleasure of teaching several courses: (1) CUL 111 (2) CUL 114, (3) CUL 118, (4) CUL 120, (5) CUL 121, (6) CUL 150, (7) CUL 210, and (8) CUL 231. For the purposes of this section, I will solely focus on CUL 210 Garde Manger, a course I am currently teaching this semester.
Learn More28/02/2017Teaching Philosophy, Objectives and Strategies
My journey to the classroom was an unexpected and welcomed surprise. The title of my upcoming autobiography says it best: Reform: From the NeighborHOOD to the Pulpit to the Classroom. Teaching, for me, began as a lay clergy. Like most, I found something that I loved and enjoyed learning about. During the first decade while serving as a clergy, I developed a 20 hour a week study habit, while working an average of 70 hours a week. Creating homemade audiobooks became the norm, followed by 4 x 6 study cards (for memorization), and reading whenever and wherever I could. I still remember the day my wife, another couple and I went to Cedar Point. On this trip, we decided to wait in the 4-hour long line of the new Top Thrill Dragster, in 2004. As the two wives talked the entire time, my friend and I ran out of words, after a couple of hours. From my left hip pocket, of my shorts, I pulled out a book and began reading. In response, my wife glanced over and gave me “the look,” – “that’s rude!” In response, knowing my friend, I pulled another book out of my right hip pocket a gave it to him. As one can imagine, the last two hours went by rather quickly. Nevertheless, it wasn’t until about four years later, when a customer (dining at my restaurant) approached me and asked if I would like to head up a new culinary arts program? After meeting with the organization, and other potential program leaders, I decided to join the team. Initially, I was memorized! Wow, the kid who once hated reading and everything about school was becoming an educator. But why did I hate school? Why did I hate learning? Or better yet, why did I love history, economics, government, and yes, physical education, and not math, English, or science? Answer: the later courses seemed so much harder for me to learn. After completing my bachelor and master degree, I came to this single conclusion – most of my teachers had one approach to educating “ALL” students. Many of them believed that “one size fits all.” However, this approach did not work for many of the students! My philosophy regarding teaching, however is different. I teach to facilitate the acquisition of lifelong learning skills in an environment and way that speaks to each student – collectively and individually, while equally teaching them the value of teamwork and personal skill sets. This includes but is not limited to: (1) discipline, (2) respect, (3) sportsmanship, (4) work ethics, (5) responsibility, (6) servant leadership, (7) character, and (8) integrity (Olathe Schools, 2017). In essence, I teach future culinarians to become “self-taught chefs” … [capable of directing] their own learning and sustained “passion for perpetual self-development” (Traster, 2016). I believe this approach to be most effective and necessary, seeing that trends in the culinary field are constantly changing. Moreover, this approach is active, enlisting the engagement of students by way of participation, discussion, and active learning. For the most part, culinary majors learn best by being involved. It’s not enough, as an educator, for me to show a student how to do something, or simply lecture on said subject matter(s). No, those who major in culinary learn best by personal application – by doing the task themselves. Moreover, it is by this method that I insist on structure, guidance, and routine procedures, so as to bring about the greatest results. To ensure that these standards are protected, I have added learning activities to many of the Permit Lesson Plans that govern the culinary arts and hospitality management program. Primarily focusing on learning activities, that seek to grab the attention of each student, so as to inspire them to learn and gain the most out of their education. Ultimately, the goal is to avoid nonessential “busy” work. Students can see through this approach of teaching a mile away and are very critical of such a style. Similarly, the goal is to get students to think critically, with the sole purpose of exacting a real work experience that applies to the culinary and hospitality industry. As a long time, professional, with more than 30 years of industry experience, I know and understand the importance of being able to take what has been learned in the classroom and be able to apply said learning in the industry. Therefore, I am dedicated to the success of all students, in and out of the classroom. Preparing them for their future by way of creating a mock restaurant environment, via product that is marketable, while reiterating to the student that education does not stop or cease at graduation. The point of the above Cedar Point story was to share the bulldog tenacity that exist within me – self-taught, self-learned and a driven nature that I pose as a life-long learner. It is my hope that my students not only value their education, but understand that it does not end when they pass a course, earn a 4.0 or graduate from college. It is a life-long commitment and as such, it demands independent learning beyond the classroom. If I can accomplish this (helping students become independent learners and thinkers) I have done well as an educator. I have made education personally significant to the student and have promoted practices that personify autonomous learning. Kent-Walsh (2017) said it best: “active student learning strongly influences student-learning outcomes; and assessment procedures strongly influence student acquisition of knowledge.” In many ways, what I do in the classroom mirrors what I have done in the industry – coach, direct, teach, and facilitate. The greatest difference, however, is that I now stand at the vanguard of the young culinarian’s career instead of the center of that career. To that degree, I believe it’s important not to “limit or overly critique the student’s choice” (Traster, 2016). Ultimately, each student will carve out a path that best speaks to his/her passion and goals. Thus, “I truly believe that the knowledge gained through active participation is knowledge that will stay with” the student for a lifetime (Dupras, 2017).
Learn More28/02/2017Representative Examples of Instructional Materials
As the lead faculty of Culinary Arts | Hospitality Management, I have the chief responsibility of drafting course material. The overarching goal is to be in line with the college, the department and the American Culinary Federation (ACF), with the goal of seeking ACF accreditation. This include and is not limited to: (1) Permanent Lesson Plans, (2) Course Syllabi, (3) Written Assignments, (4) Projects, (5) Quizzes, and (6) Exams. Examples of each are provided below:
Learn More28/02/2017Representative Examples of Instructional Materials
CUL 210 Garde Manger Examples: Homework Chapter 1 Example | Project | Quiz | Final Exam | Menu
Learn More28/02/2017Teaching Feedback and Evaluations
Currently, there is no report for CUL 210.WI2017. However, after reviewing previous student reports, I’ve made several changes, resulting in the following: (1) the creation of a new study guide for the midterm and final exam, (2) increased demos during lab courses, and (3) increasing the various ways in which a student can reach me outside of class. This includes emails, JetNet, appointments, and text messaging (only when a student will not make it to a lab course). See below Study Guide example:
Learn More28/02/2017Teaching Honors and Activities Taken to Improve Teaching
The next two sections of the portfolio outlines the various activities I have participated in over the last two years. Each of the listed activated serve to aid and improve student learning by way of sheer involvement! We have all heard the truism: “People won’t care how much you know until they know how much you care.” Words are often spoken loud and followed with a passionate thunder, nevertheless, actions will always serve as the greatest force. Each of the below mentioned activities serve to either increase relevant knowledge, add to existing knowledge, and/or enhance classroom, course, and program effectiveness.
Learn More28/02/2017Other activities, contributions, and service to the department, College, and external communities
Community Service
Learn More28/02/2017Other activities, contributions, and service to the department, College, and external communities
College Service
Learn More28/02/2017Other activities, contributions, and service to the department, College, and external communities
Department Service
Learn More28/02/2017Contact
- 2111 Emmons Road, Jackson, MI, United States
