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  • All courses are approved for ACF continuing education hours toward initial chef certification or certification renewal.
  • Convenient online courses delivered in a simple, user-friendly way via computer, tablet or mobile device.
  • Enrollment is open 24 hours a day, seven days a week. Courses are activated immediately following registration.

Multi-course discounts available

For more information, give us a call at 1-888-388-9877 or visit our contact us page and send us a message.

ACF Certification Mandatory 30-Hour Courses

Culinary Nutrition
Course Fee: $175.00
ACF Approved CEH: 33 Hours
SOCC Non-Credit Certificate Course
The main goal for this Culinary Nutrition Course is to offset the complexity of nutrition by making it fun and interesting. During this course, we guarantee that you will be enjoying nutrition instead of dreading it! We will not make you a prisoner to the old ways of counting, recording, analyzing and, well, basically needing a masters of science to understand the concepts of nutrition!

Course Reviews

"I was pleased to see how much I learned from this Culinary Nutrition course. I now know that in order to sustain life,you need to be in control of your nutrition choices. The best way to do this is by always reading the nutrition labels on all products. This way you can better serve your customers by evaluating the food items you purchase for your business. I know that i need supporting documentation from the NLEA to put a claim on menued items. Keeping my customers informed of all products by posting nutrition facts in my place of business. This course was a great building block for me to take with me on my journey to become a Chef."
-- P.H. from Florida


"This has been a very enjoyable and knowledgeable course. I feel I have learned a lot of information that I can take with me into the kitchen and also into my future. I'm surprised by how much I knew about nutrition before taking the course. I was already pretty well informed about macro- and micro-nutrients, and I already knew a good bit about BMI. What I wasn't too familiar with was how to read a nutrition label and the breakdown of the information found there. I am very interested in experimenting with healthy, nourishing food that tastes good. I think incorporating the knowledge I received from this class can be a big benefit in my cooking. The idea of adding nutrients to the food by using the vegetable cooking liquid really intrigues me, and I cannot wait until I get to try out a few combinations like using kale cooking liquid to make tomato sauce or using mushroom soaking liquid to make a detox soup (I have actually used this one; it provided an interesting flavor)."
-- V.H. from Louisiana


"I have worked in food service and have learned concepts I had no idea about within this course. The big take home from this course for me is the overall balance of flavor with nutrition and function of food. This concept allows food to take on another dimension when food tastes good and you feel good eating it after has the best thing I have ever experienced. Growing up on processed foods and fast food, health food seemed gross. The only exposure was the processed "health" food. One can make great food that is healthy."
-- J.W. from Indiana


"I have a greater awareness of how important it is to really provide a healthy menu, clean establishment, courteous and knowledgeable staff, to accommodate my customers for the best restaurant or hotel experience that they could possibly have. The customers are are always number one in evaluating a food establishment, hence keeping a great place running, while paying occupational expenses, and labor. This also goes hand in hand with a good morale. I have thoroughly enjoyed this class."
-- R.F. from Florida

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Course Outline
Culinary Nutrition

Course Fee: $175
Course Approved by: Southwestern Oregon Community College, The American Culinary Federation
Subject Area: Mandatory Course for ACF Cook and Chef Certification
Continuing Education Hours: 33 CEH
Non-Credit Certificate Issued by: Southwestern Oregon Community College
Instructor: Amber Johnson, SOCC Faculty

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

The main goal for the Culinary Nutrition Course is to offset the complexity of nutrition by making it fun and interesting. During this course, we guarantee that you will be enjoying nutrition instead of dreading it! We will not make you a prisoner to the old ways of counting, recording, analyzing and...well...basically needing a masters of science to understand the course!

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains up to six sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. All modules include a project. The breakdown for modules within this course is as follows:

Module One-Introduction to Nutrition

Learning Objectives:

  • Identify the various definitions related to general nutrition and energy.
  • Describe the important aspects of the nutrition facts section of a food label.
  • Define various nutritional claims that appear on the average food label and how laws influence chefs/restaurant owners.
  • Explore the Nutrition and Labeling Education Act and how it has affected Chefs in the foodservice setting.
  • Explore the MyPlate Food Guidance System requirements and identify ways to modify or highlight your recipes.
  • State ways to modify or highlight your recipes to meet the requirements of the USDA Dietary Guidelines and the Exchange System.
  • Illustrate the importance of nutrient density.
  • Identify common food allergies or individual food restrictions and suggest appropriate substitutions.

Project 1:. Your Food Service Establishment Menu
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Carbohydrates and Sugars

Learning Objectives:

  • Define what a carbohydrate is and how the different types of this energy source affect the body.
  • Identify the importance of carbohydrates in the diet and their functions.
  • Illustrate the importance the USDA dietary guidelines and ChooseMyPlate for contributing adequate carbohydrates and sugars.
  • Practice ways to reduce simple sugars from recipes and diets.
  • Discuss the fads vs. the facts about carbs and sugars, what affect carbs and sugars have on our bodies (especially diabetics) and how moderation can help.
  • Define and illustrate the importance of fiber and ways to increase the amount in foods consumed/served.
  • Identify the most nutrient dense sources of carbohydrates, sugar and fiber to maximize health and wellness of body.

Project 2: Tracking Your Carbs and Fiber
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Fats

Learning Objectives:

  • Define and classify all the types of fats and oils. List examples of food sources of each type of fat.
  • Compare nutritional values of saturated and unsaturated fats.
  • Describe and explore the benefits of essential fats, a critical element of the human diet.
  • Understand the intricacies of fat and its function within the human body.
  • State the functions of fats in cooking.
  • Describe how fats influence your health and state recommendations made by USDA Dietary Guidelines with regards to fat intake.
  • Prepare substitutions for lower fat alternatives of 5 entrees on your current menus.

Project 3: Evaluating High-Fat Menus
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Protein and Vegetarianism

Learning Objectives:

  • Identify what protein is and describe the importance of protein in the body.
  • State protein recommendations by USDA Dietary Guidelines 2015.
  • Define amino acid and differentiate between nonessential and essential amino acids.
  • Identify protein complementation and its applications in food service setting.
  • Determine your protein needs, including listing the increased protein requirements for pregnancy, breast-feeding women, athletes and children.
  • State the impact of excess protein on health and practice ways to reduce intake of protein.
  • Define vegetarianism and various types of vegetarians and illustrate points of a complete vegetarian diet and how to put it together.
  • Describe recent trends in vegetarianism and compare nutritional needs different to vegetarians, and meat-eaters.
  • Practice ways of consuming and providing more healthful offerings on the menu, to include healthier vegetarian items that meet protein requirements for balance of nutrients.

Project 4: Reducing Protein Portions
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Vitamins and Minerals

Learning Objectives:

  • Identify key vitamins and minerals and their impact on our overall health, and list increased nutrient needs for specific populations.
  • Demonstrate cooking, storing, purchasing techniques for maximum retention of nutrients.
  • Define antioxidants and explain their role in disease prevention.
  • State the trends surrounding the term "functional foods" and what their future role in food service might be.
  • Describe the differences nutritionally of non-organic versus organic foods and benefits of sustainability.
  • Identify the importance of water to health.

Project 5: Increasing Nutrient Density
Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-Exercise and Wellness

Learning Objectives:

  • Discuss how diet relates to risks associated with heart disease, diabetes, cancer and hypertension.
  • Describe the psychological and physiological aspects of obesity and state the significance of body composition.
  • List ways obesity can affect health and a few ways to prevent/treat obesity.
  • List overall wellness tips for home and work.
  • Identify key menu writing skills and staff training for the implementation of a more healthful menu.
  • Evaluate the most effective types of exercise for maintaining physical health.
  • Compare/conclude on all modules the most important points for the chef to utilize in food service establishment.

Project 6: Overall Wellness
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 1-2 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Culinary Supervisory Management
Course Fee: $175.00
ACF Approved CEH: 33 Hours
SOCC Non-Credit Certificate Course
Among all other things (fancy cook, creative artist, flavor conductor, menu planner, etc.), the modern Chef is also expected to be a human resource specialist. And in taking on this role, the Chef is now responsible for having well-honed supervisory skills. The modern kitchen has become a very complex place, and requires a new level of awareness and personnel management that stretches beyond traditional culinary skills. The main objective of this course is to provide you with the critical information you need in order to learn the traits needed to manage today's kitchen(s), making yourself even more valuable to your organization and employees as well.

Course Reviews

"Overall I found this course to be very informative and enlightening. With the vast level of diversity one encounters in the food service industry, it is necessary to take a step back and consider the employees themselves in order to continually improve the overall quality of your organization. Better productivity is a direct result of better management. I look forward to incorporating the ideal that people power, not robot power, is our only choice."
-- T.E. from Washington


"I found this course quite helpful and informative. There are many concepts and tools that I will be able to use to help my career as a manager. I`ve already made a written mission statement outlining who we are as a team, what we`re trying to achieve and how we plan on getting there together. I`ve refined our review process for newly hired cooks that clearly states our expectations and also opens our doors to them for any way that we could help them get where they would like to be or achieve in our industry. I think the main concepts of the course, team building, how to be a leader, developing quality employees, how to communicate effectively and also the various legal issues associated with managing a kitchen/restaurant, will all be very useful. I think anyone in the position of culinary management could gain something useful from this course and hope my associates follow my suggestion to enroll."
-- S.B. from Arizona


"This was a interesting course for me. It helps me to understand how to become a good manager. I take a lot of everything and I keep studying as much I can. I think that this course have to been taken more often for all the Chef because is so interesting and important for our careers. I very proud to have been taking this course. Thanks for this amazing knowledge that you give me."
-- C.R. from Florida

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Course Outline
Culinary Supervisory Management

Course Fee: $175
Course Approved by:Southwestern Oregon Community College, The American Culinary Federation
Subject Area: Mandatory Course for ACF Chef Certification
Continuing Education Hours: 33 CEH
Non-Credit Certificate Issued by: Southwestern Oregon Community College
Instructor: Amber Johnson, SOCC Faculty

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Among all other things (fancy cook, creative artist, flavor conductor, menu planner, etc.), the modern Chef is also expected to be a human resource specialist. And in taking on this role, the Chef is now responsible for having well-honed supervisory skills. The modern kitchen has become a very complex place, and requires a new level of awareness and personnel management that stretches beyond traditional culinary skills. The main objective of this course is to provide you with the critical information you need in order to learn the traits needed to manage today's kitchen(s), making yourself even more valuable to your organization and employees as well.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One-The Role of Supervision Management

Learning Objectives:

  • Define supervision as it relates to accomplishing food service tasks through a dedicated and motivated work force.
  • Define management as it relates to directing the consistent delivery of food service tasks with quality as a standard goal.
  • Explain the concept of supervision management which shares responsibilities between the management of business and people.
  • Develop a strategy to motivate your employees by enabling them to control their own success.
  • Learn to set measurable and obtainable goals that can lead people to success.
  • Establish policies for establishing, measuring and maintaining quality standards for food service.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-An Evolution in People Skills

Learning Objectives:

  • Describe how the chef's role has changed over the past century from one of fancy cook to kitchen manager.
  • Describe some of the human relations issues facing the food service industry today.
  • Discuss the evolution of management styles and practices as the demographics of America's workforce continues to change.
  • Explain the main tenets behind W. Edward Deming's Total Quality Management as they relate to people skills and customer relations.
  • Discuss the ideology of Team Management, and apply its concepts to your operation.
  • Evaluate how developing partnerships between employee and employer can aid in the retention of employees.

Project 1: Industry Changes
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Developing a Quality Workplace

Learning Objectives:

  • Design a plan to ensure a quality working environment as defined by the employees.
  • Describe a plan to recruit, train and retain quality employees.
  • Write winning job descriptions that clearly define responsibilities and roles.
  • Define the "winning concept" as it applies to professional food service and describe a winning strategy that can be applied to all types of operations.
  • Evaluate the benefits of hiring and retaining a diverse group of workers.

Project 2: What Defines a Quality Workplace?
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Patterns in Communication

Learning Objectives:

  • Describe the importance of proper communication.
  • Identify the various types of communication delivery methods.
  • Discuss the process of communicating.
  • Describe the importance and proper techniques associated with good listening skills.
  • Assess the difficulties associated with improper communications from supervisors and coworkers.
  • Evaluate assertive communication skills for supervisory managers.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Leadership

Learning Objectives:

  • Define leadership and its role in quality production and service.
  • Describe various leadership styles and their potential influence on people and production.
  • Evaluate effective leadership skills which may be innate, but can also be studied, learned and mastered through practice.
  • Discuss Dale Carnegie's approach to influencing people.
  • Explore ways to build leadership abilities in others.

Project 3: Exploring Leadership Traits
Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-Legal Issues in Supervision

Learning Objectives:

  • List the changes in public opinion regarding individual rights of workers and the responsibility of management to ensure a safe and fair working environment.
  • Describe what is meant by Equal Employment Opportunities (EEO) and Affirmative Action (AA).
  • Discuss the American's with Disabilities Act and the demands it places on the food service and hospitality industries.
  • Evaluate the issues related to the HIV virus or AIDS.
  • Develop a substance abuse policy for the workplace.
  • Develop a policy to protect employees from harassment by fellow workers and supervisors.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Culinary Sanitation and Safety
Course Fee: $175.00
ACF Approved CEH: 33 Hours
SOCC Non-Credit Certificate Course
Foodborne illness is a reality for everyone: customer, company, institution and family. Learning the skills to operate a safe food service is fundamental to the enjoyment of your work. It is our goal to not only equip you with information, but to provide you with the knowledge base that enables you to explain: 'why we do it this way'. As you impart this understanding to those you supervise, you envelope them in a common goal: a great food safety program.

Course Reviews

"I must say that, in addition to the fact that on-line courses are a revolution in continuing education, your program is one of the best I have seen and it was a pleasure to take this course. (did I really say that about a hygiene and sanitation course?) Thank you!"
-- J.H. from Florida


"This course was very informative. I learned things I didn't know, learned more about things I already knew about, and learned about what I can do to change the things I have been doing wrong. This course has opened my eyes to many different things, I have learned a lot and will be implementing what I have learned not only at work but at home as well."
-- S.B. from New Mexico


"This course helped me fully understand what could happen if food is not prepared and handled properly. The new concepts that I will now integrate in my teaching are the proper ways of Purchasing, Receiving, Storage, Pre-prep, Cooking or the heating process, Holding Foods, Service or Distribution, and what should be done with leftovers. All ideas presented on the course were very interesting. I gained more confidence working and supervising people at work because I can answer them with their question in mind "why we do it this way?" It's all about Food Safety."
-- E.M. from Massachusetts


"As with any class it is always good to review things that you "know" yet again. Each time, I walk away with something new or just a reminder of how important food safety truly is to the outcome of the finished product. No matter how beautifully plated or well prepared a meal is for the customer, if it has gone through unsafe handling prior to arrival to the food establishment or during prep, the meal can quickly become a nightmare for the customer as well as the establishment. The major take home concepts for me out of this course is additional record keeping as a preventative measure. I also appreciated the HACCP portion since the corporation is currently review a concept expansion into wholesale bread production. The support material for the flow chart was tremendously helpful and straightforward."
-- T.J. from West Virginia


"I enjoyed taking this course. With this subject matter being of utmost importance to me, I found this course very insightful and helpful in elevating our standards even more. What was very interesting to me was learning about the 6 different factors most influential in the growth of bacteria.."
-- P.W. from Colorado

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Course Outline
Culinary Sanitation and Safety

Course Fee: $175
Course Approved by: Southwestern Oregon Community College, The American Culinary Federation
Subject Area: Mandatory Course for ACF Cook and Chef Certification
Continuing Education Hours: 33 CEH
Non-Credit Certificate Issued by: Southwestern Oregon Community College
Instructor: Amber Johnson, SOCC Faculty

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Foodborne illness is a reality for everyone: customer, company, institution and family. Learning the skills to operate a safe food service is fundamental to the enjoyment of your work. It is our goal to not only equip you with information, but to provide you with the knowledge base that enables you to explain: 'why we do it this way'. As you impart this understanding to those you supervise, you envelope them in a common goal: a great food safety program.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains up to six sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. All modules include a project. The breakdown for modules within this course is as follows:

Module One-Introduction to Food Safety

Learning Objectives:

  • Describe food spoilage and examine reasons why foodborne illness is increasing and what constitutes a good defensive posture.
  • Explain the difference between the three types of food contamination: chemical, physical and biological.
  • Understand the basic processes of bacterial growth and its control.
  • Identify the various types of micro-organisms related to food service and their symptoms.
  • Discuss new food safety threats and what the future holds.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Personal Issues and Safety Awareness

Learning Objectives:

  • Demonstrate the procedures for effective hand washing.
  • Identify how health habits and health habits of food service workers are important for food safety.
  • Describe the prepared food worker: hair, nails, uniform, jewelry etc.
  • Reduce the potential for accidents and injury: cuts, burns and falls.

Project 1: Evaluating Food Establishments
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Developing a Food Safety System - HAACP

Learning Objectives:

  • Describe the HACCP system of food safety and its purpose.
  • Recognize the meaning of the flow of food.
  • Identify the seven steps of a HACCP system.

Project 2: HACCP Inspection
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-The Flow of Food

Learning Objectives:

  • Detect any unacceptable items at the time of delivery (RECEIVING).
  • Store food correctly (STORAGE).
  • Prevent bacterial growth and cross contamination during preparation (PREPARATION).
  • Identify minimum final cook temperatures of various foods (COOKING).
  • Identify ways to hold foods at a temperature that prohibits multiplication of bacteria (HOLDING).
  • Correctly cool and reheat foods (REHEATING).
  • Serve food without re-introducing contamination (SERVING).

Project 3: Cross Contamination
Project 4: Effective Cooling Methods
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-A Clean House

Learning Objectives:

  • Describe the appropriate design of a food facility.
  • Identify the characteristics of adequate ventilation and plumbing.
  • Implement proper methods of cleaning and sanitizing work surfaces.
  • Explore Bioflims as a potential hazard when cleaning and sanitizing equipment.
  • Discuss the issue of protecting the environment when handling water and trash.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-Pest Control

Learning Objectives:

  • Describe the best methods for controlling flies.
  • Implement procedures for minimizing roach infestation.
  • Discuss ways to prevent rodent entry within your food establishment.
  • Discuss the role of the pest control operator.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Seven-Maintaining a Safe Work Environment

Learning Objectives:

  • Describe general government regulations concerning worker safety.
  • Understand the importance of training and communication in safe operation of equipment.
  • Train employees on how to implement a safe food system.
  • Implement proper methods of fire safety.
  • Discuss appropriate emergency first aid procedures.

Project 5: The Accident Report
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam
M

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course

ACF Certification Refresher Courses

Culinary Supervisory Management Refresher
Course Fee: $75.00
ACF Approved CEH: 11 Hours
Experienced chef managers will be the first to tell you that locating and hiring quality employees is perhaps the most challenging aspect of managing a modern kitchen. Competition for qualified labor is intense, and the demand for employees continues to outpace the supply of interested and qualified applicants. For those chef managers forced to deal with the revolving door of high employee turnover, the outlook is particularly grim. But employee selection is simply the first step. In order for the food service operation to be successful, the chef manager must create a positive work environment where well-trained, carefully selected employees are motivated to provide the exceptional food and service that today's dining customers demand. This seemingly difficult task is accomplished through effective management and supervision.

Course Reviews

"Wow, there is a lot of information to be processed in this supervisory management refresher! First off, some of the most important points I was reminded of are: employees are the single most important resource; different management styles work better with different employees and it is the responsibility of the chef manager to figure it out and then find efficient ways to individualize management within the workday and workplace; people have been studying worker motivation, behavior and how to get results for a very long time with very differing concepts; managing and leading are different and the manager who learns how to lead will be most effective;good methods of employee appraisal should be developed and in place before any evaluating takes place. Whew, these are just a few on the many concepts this course had me thinking about. Perhaps the single most interesting area for me was the discussion of rater bias and subjective vs objective evaluation techniques. The chef manager also has to keep his/her emotions in check at all times. Emotions have no place in employee appraisal and evaluation. And perhaps another (!) single most important point, managers can't motivate employees, only employees can motivate themselves; it's the manager's responsibility to find ways to tap into this to get the best result from employees."
-- S.H. from New York


"Its amazing how much a person forgets. I appreciate doing this for the simple fact of refreshing my memory, and gaining some new knowledge.With the levels of management (top, middle, and supervisory) which we use here at the club to reading the keys to managerial success was helpful as well. I love the four steps in training method, tell, show, do and review, I'll definitely put this to action. An area that I think many of us struggle is communication, as for me it was the most difficult chapter in this whole test. So thats telling me something. With the formal and informal communications, know that no way is better it really depends on the person giving the communication and the person receiving it. "
-- D.H. from Missouri


"Taking this management refresher course has really benefited me a lot. I am glad to have reviewed all the principles outlined in this course. Over the last six and a half years I have owned and operated my own restaurant. It is easy to get into a routine and forget the basic principles by which we all should work. I feel that I have been very successful because of adhering to the standards which have been reviewed."
-- L.E. from Florida


"The supervisory management refresher was unexpectedly beneficial, albeit just a refresher. I expected cursory information and retention, but found a great deal of specifics that will be beneficial general knowledge and good reference material. The specifics are what I find and will continue to consider as most useful from this course."
-- N.C. from Michigan

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Course Outline
Culinary Supervisory Management Refresher

Course Fee: $75
Course Approved by: The American Culinary Federation
Subject Area: Refresher Course for ACF Certification
Continuing Education Hours: 11 CEH
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Experienced chef managers will be the first to tell you that locating and hiring quality employees is perhaps the most challenging aspect of managing a modern kitchen. Competition for qualified labor is intense, and the demand for employees continues to outpace the supply of interested and qualified applicants. For those chef managers forced to deal with the revolving door of high employee turnover, the outlook is particularly grim. But employee selection is simply the first step. In order for the food service operation to be successful, the chef manager must create a positive work environment where well-trained, carefully selected employees are motivated to provide the exceptional food and service that today's dining customers demand. This seemingly difficult task is accomplished through effective management and supervision.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. The breakdown for modules within this course is as follows:

Module One-The Management Process

Learning Objectives:

  • Define management and identify the three levels of management common in a food service setting.
  • Explain the relationship between authority, responsibility, and delegation.
  • List and describe the seven components of management.
  • Identify the skills necessary to effectively supervise the work of others.
  • Recognize the reasons why some managers fail.
  • Identify the keys to managerial success.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-The Legal Landscape

Learning Objectives:

  • Explain how certain EEO laws affect hiring and promotion in a food service setting.
  • Describe the chef manager's legal role in providing a safe and secure environment for both employees and customers.
  • Describe the legal challenges of managing a culturally diverse food service industry workforce.
  • Identify basic employee rights under Common Law.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Recruitment and Selection

Learning Objectives:

  • Identify the characteristics of well-written job descriptions and job specifications and explain how to utilize each.
  • Identify sources for recruiting non-traditional labor.
  • Describe the chef manager's role in recruiting and retaining new employees.
  • List and provide examples of how to properly conduct a job interview.
  • Evaluate factors to consider when making the final hiring decision.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Orientation and Training

Learning Objectives:

  • Explain the benefits of providing new employee orientation.
  • Provide examples of some typical new-hire orientation activities.
  • Describe some key benefits to proper employee training.
  • Explain the importance of training to performance standards.
  • Identify the four steps used in the four-step training method.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Evaluate and Coach Performance

Learning Objectives:

  • Describe the benefits and uses of properly conducted performance appraisals.
  • Identify key obstacles that can interfere with employee evaluations.
  • Describe six common types of rater bias and discuss ways to avoid them.
  • List and describe some methods and tools that can be used to conduct effective employee evaluations.
  • Define coaching, and explain how formal and informal coaching differ.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-Effective Communication

Learning Objectives:

  • Define formal and informal communication methods and explain their importance as a management tool.
  • List common barriers to effective communication and describe techniques for overcoming such barriers.
  • Explain the difference between active and passive listening and identify the four stages of active listening.
  • Identify guidelines for providing positive and negative employee feedback.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Seven-Motivation and Leadership

Learning Objectives:

  • Explain why managers cannot motivate their employees.
  • Define motivation and discuss early and later theories of motivation.
  • Understand the importance of reward systems and their impact on employee motivation.
  • Identify typical workplace motivators and list some management strategies that can encourage these conditions.
  • Define leadership and identify the similarities and differences between leadership and management.
  • Identify the four leadership styles, and describe factors that may affect a manager's choice of leadership style.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Culinary Nutrition Refresher
Course Fee: $75.00
ACF Approved CEH: 11 Hours
Once you have completed this course, you will walk away with more knowledge about how to serve your customers, and more importantly, yourselves. Throughout this course, we will guide you through the ever-changing landscape of nutrition. We will deliver the latest information on various topics associated with nutrition, and help you begin to incorporate these concepts into your operation, as well as your day-to-day life.

Course Reviews

"As a Chef I have found this refresher course very beneficial for my myself and the information I learned I will pass along to my staff. I will use the information in my menu writing process. I have learned to stay away from words such as low-fat heart healthy and low sodium. I will continue to use only the freshest ingredients when possible for our guest."
-- A.G. from Missouri


"I enjoyed this course, a wealth of information to review. This is a great refresher for me and a good benchmark to make sure as a professional I am doing all that I can to meet the customer needs and demands at the highest level possible. We live in such a diverse culture and there are more dietary restriction's and alternatives that must be implemented to continue to capture the customer base."
-- C.G. from Ohio


"The course improved/reinforced my awareness of the importance of balance in menu writing and cooking. I have practiced healthier food preparations for several years and have determined through my experience that the best case scenario is to offer options to diners on a menu and train the kitchen and dining room staff to be informed about ingredients and preparations. This takes a long term commitment to be open-minded about sharing information to staff and customers."
-- B.S. from Florida


"The course improved/reinforced my awareness of the importance of balance in menu writing and cooking. I have practiced healthier food preparations for several years and have determined through my experience that the best case scenario is to offer options to diners on a menu and train the kitchen and dining room staff to be informed about ingredients and preparations. This takes a long term commitment to be open-minded about sharing information to staff and customers."
-- L.E. from New Jersey

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Course Outline
Culinary Nutrition Refresher

Course Fee: $75
Course Approved by: The American Culinary Federation
Subject Area: Refresher Course for ACF Certification
Continuing Education Hours: 11 CEH
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

The main goal for the Culinary Nutrition Course is to offset the complexity of nutrition by making it fun and interesting. During this course, we guarantee that you will be enjoying nutrition instead of dreading it! We will not make you a prisoner to the old ways of counting, recording, analyzing and...well...basically needing a masters of science to understand the course!

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains up to six sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. The breakdown for modules within this course is as follows:

Module One-Introduction to Nutrition

Learning Objectives:

  • Identify the various definitions related to general nutrition and energy.
  • Describe the important aspects of the nutrition facts section of a food label.
  • Define various nutritional claims that appear on the average food label and how laws influence chefs/restaurant owners.
  • Explore the Nutrition and Labeling Education Act and how it has affected Chefs in the foodservice setting.
  • Explore the MyPlate Food Guidance System requirements and identify ways to modify or highlight your recipes.
  • State ways to modify or highlight your recipes to meet the requirements of the USDA Dietary Guidelines and the Exchange System.
  • Illustrate the importance of nutrient density.
  • Identify common food allergies or individual food restrictions and suggest appropriate substitutions.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Carbohydrates and Sugars

Learning Objectives:

  • Define what a carbohydrate is and how the different types of this energy source affect the body.
  • Illustrate the importance the USDA dietary guidelines and ChooseMyPlate for contributing adequate carbohydrates and sugars.
  • Practice ways to reduce simple sugars from recipes and diets.
  • Discuss the fads vs. the facts about carbs and sugars, what affect carbs and sugars have on our bodies (especially diabetics) and how moderation can help.
  • Define and illustrate the importance of fiber and ways to increase the amount in foods consumed/served.
  • Identify the most nutrient dense sources of carbohydrates, sugar and fiber to maximize health and wellness of body.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Fats

Learning Objectives:

  • Define and classify all the types of fats and oils. List examples of food sources of each type of fat.
  • Describe and explore the benefits of essential fats, a critical element of the human diet.
  • Understand the intricacies of fat and its function within the human body.
  • State the functions of fats in cooking.
  • Describe how fats influence your health and state recommendations made by USDA Dietary Guidelines with regards to fat intake.
  • Prepare substitutions for lower fat alternatives of 5 entrees on your current menus.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Protein and Vegetarianism

Learning Objectives:

  • Identify what protein is and describe the importance of protein in the body.
  • State protein recommendations by USDA Dietary Guidelines 2015.
  • Determine your protein needs, including listing the increased protein requirements for pregnancy, breast-feeding women, athletes and children.
  • State the impact of excess protein on health and practice ways to reduce intake of protein.
  • Define vegetarianism and various types of vegetarians and illustrate points of a complete vegetarian diet and how to put it together.
  • Describe recent trends in vegetarianism and compare nutritional needs different to vegetarians, and meat-eaters.
  • Practice ways of consuming and providing more healthful offerings on the menu, to include healthier vegetarian items that meet protein requirements for balance of nutrients.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Vitamins and Minerals

Learning Objectives:

  • Identify key vitamins and minerals and their impact on our overall health, and list increased nutrient needs for specific populations.
  • Demonstrate cooking, storing, purchasing techniques for maximum retention of nutrients.
  • Define antioxidants and explain their role in disease prevention.
  • State the trends surrounding the term "functional foods" and what their future role in food service might be.
  • Describe the differences nutritionally of non-organic versus organic foods and benefits of sustainability.
  • Identify the importance of water to health.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-Exercise and Wellness

Learning Objectives:

  • Discuss how diet relates to risks associated with heart disease, diabetes, cancer and hypertension.
  • Describe the psychological and physiological aspects of obesity and state the significance of body composition.
  • List ways obesity can affect health and a few ways to prevent/treat obesity.
  • List overall wellness tips for home and work.
  • Identify key menu writing skills and staff training for the implementation of a more healthful menu.
  • Evaluate the most effective types of exercise for maintaining physical health.
  • Compare/conclude on all modules the most important points for the chef to utilize in food service establishment.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 1-2 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete a Final Learning Statement at the end of this course
Culinary Sanitation Refresher
Course Fee: $75.00
ACF Approved CEH: 11 Hours
The fast-paced food service industry is constantly evolving. Foodborne illness is a reality for everyone: customer, company, institution and family. And new sanitation and safety threats emerge nearly every day. It is our goal to not only equip you with the latest sanitation information, but to provide you with the knowledge base that enables you to explain: 'why sanitation should be executed this way'. As you impart this understanding to those you supervise, you will envelope them in a common goal: a great food safety program.

Course Reviews

"I found this course to be very well organized and informative. My favorite section dealt with food contamination and the organisms involved in food borne illness. The importance of hand washing and gaining an understanding of the food code were very important concepts. I did not realize only 5% of the survey group washed their hands according to CDC guidelines. The flow of food from purchasing to serving and the seven steps of the HACCP was a very informative section. Customers insist on safe food and could destroy a business if an illness broke out harming diners. The importance of using accurate thermometers and caring for then were important points. I found the section on cross connectors a very important consideration. Dealing with and removing biofilms and testing the sanitizing solutions were also important topics. Pest control and safety in the kitchen were well covered and informative.
-- J.W. from Pennsylvania


"I enjoyed this refresher more than I have in the past. I felt it was much more informative and thorough than some I have taken in the past. It's nice to be able to teach my students and staff about things I learned many, many years ago when I was coming up the ranks, such as FATTOM. It's also beneficial to be able to show them what HACCP is, how it is used and how to set-up and implement procedures. (I worked for Legal SeaFoods for a few years and was trained on HACCP back in 2000) I didn't understand it very well but have a much better grasp on it today. As I stated earlier, I really enjoyed this refresher and after 28 years in this industry and 12 as a CEC, it's nice to see / learn some new things and be able to get some interesting information to teach and pass on."
-- A.P. from Florida


"One of the most important messages I take away from this class is, on how significant it is on the insightful training of employees on food safety, cross contamination, food storage, preparation of food, knowing the meaning of labeling terms used in food and basic principles of hygiene. On learning this information, my focus will be more on daily training with my employees."
-- A.P. from Florida

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Course Outline
Culinary Sanitation Refresher

Course Fee: $75
Course Approved by: The American Culinary Federation
Subject Area: Refresher Course for ACF Certification
Continuing Education Hours: 11 CEH
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Foodborne illness is a reality for everyone: customer, company, institution and family. Learning the skills to operate a safe food service is fundamental to the enjoyment of your work. It is our goal to not only equip you with information, but to provide you with the knowledge base that enables you to explain: 'why we do it this way'. As you impart this understanding to those you supervise, you envelope them in a common goal: a great food safety program.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains up to six sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. The breakdown for modules within this course is as follows:

Module One-Introduction to Food Safety

Learning Objectives:

  • Describe food spoilage and examine reasons why foodborne illness is increasing and what constitutes a good defensive posture.
  • Explain the difference between the three types of food contamination: chemical, physical and biological.
  • Understand the basic processes of bacterial growth and its control.
  • Identify the various types of microorganisms related to food service and their symptoms.
  • Discuss new food safety threats and what the future holds.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Personal Issues and Safety Awareness

Learning Objectives:

  • Demonstrate the procedures for effective hand washing.
  • Identify how health habits and health habits of food service workers are important for food safety.
  • Describe the prepared food worker: hair, nails, uniform, jewelry etc.
  • Reduce the potential for accidents and injury: cuts, burns and falls.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Developing a Food Safety System - HAACP

Learning Objectives:

  • Describe the HACCP system of food safety and its purpose.
  • Recognize the meaning of the flow of food.
  • Identify the seven steps of a HACCP system.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-The Flow of Food

Learning Objectives:

  • Detect any unacceptable items at the time of delivery (RECEIVING).
  • Store food correctly (STORAGE).
  • Prevent bacterial growth and cross contamination during preparation (PREPARATION).
  • Identify minimum final cook temperatures of various foods (COOKING).
  • Identify ways to hold foods at a temperature that prohibits multiplication of bacteria (HOLDING).
  • Correctly cool and reheat foods (REHEATING).
  • Serve food without re-introducing contamination (SERVING).

Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-A Clean House

Learning Objectives:

  • Describe the appropriate design of a food facility.
  • Identify the characteristics of adequate ventilation and plumbing.
  • Implement proper methods of cleaning and sanitizing work surfaces.
  • Explore Bioflims as a potential hazard when cleaning and sanitizing equipment.
  • Discuss the issue of protecting the environment when handling water and trash.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-Pest Control

Learning Objectives:

  • Describe the best methods for controlling flies.
  • Implement procedures for minimizing roach infestation.
  • Discuss ways to prevent rodent entry within your food establishment.
  • Discuss the role of the pest control operator.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Seven-Maintaining a Safe Work Environment

Learning Objectives:

  • Describe general government regulations concerning worker safety.
  • Understand the importance of training and communication in safe operation of equipment.
  • Train employees on how to implement a safe food system.
  • Implement proper methods of fire safety.
  • Discuss appropriate emergency first aid procedures.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam
M

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete a Final Learning Statement at the end of this course

Continuing Education Courses for ACF Certification

The Gluten Free Alternative
Course Fee: $85.00
ACF Approved CEH: 11 Hours
More and more people are eating gluten free and are asking for special food accommodations. By the end of this course, you will have the knowledge and confidence to meet the needs of the gluten free diner, whether it's being able to evaluate your current menu for gluten free fare, to avoid cross contamination, or to create new gluten free menu items.

Course Reviews

"The class on The Gluten Free Alternative was very educational and enlightening for me. I now have a more thorough understanding of not only the differences in gluten free foods but most importantly the need for education on the severity of the reactions folks could have if items , food menu items etc. are not handled and properly prepared. The class and the visit to the restaurant ( eye opening experience ) definitely puts a new perspective on how as a professional Chef in this field look at this allergy that a lot more folks have moving forward. I will continue to educate myself and staff on the importance of gluten free as well as the outcomes of what could happen if we are not on top of what we do each day. "
-- J.M. from Pennsylvania


"This course provided me with a considerable amount of useful information about gluten intolerance and has changed my previous assumptions about gluten-free diets. I have learned that a gluten-free diet is essential for many people. I previously believed that eating gluten-free was a trend, but now I have learned that it is in fact a legitimate dietary change needed to improve the health and well being of many people."
-- A.M. from California


"I am truly enlightened by the extensive knowledge with which this course has provided me. Coming into this, I thought gluten to simply be a wheat allergy and a fad diet, however, my eyes have been opened to a whole world of struggles experienced by the gluten-free community."
-- J.F. from Goergia

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Course Outline
The Gluten Free Alternative

Course Fee: $85
Course Approved by: The American Culinary Federation
Subject Area: Continuing Education Course for ACF Certification
Continuing Education Hours: 11 CEH
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

More and more people are eating gluten free and are asking for special food accommodations. By the end of this course, you will have the knowledge and confidence to meet the needs of the gluten free diner, whether it's being able to evaluate your current menu for gluten free fare, to avoid cross contamination, or to create new gluten free menu items. You may also discover the cause of your own or your family's or friends' health problems!

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains up to six sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. All modules include a project. The breakdown for modules within this course is as follows:

Module One-Gluten and the Gluten Free Diet

Learning Objectives:

  • Define gluten and describe its uses in cooking and baking.
  • Describe a gluten free diet and a wheat free diet and the difference between the two.
  • Identify the different reasons why people follow a gluten free diet.
  • Identify the nutritional risks of a gluten free diet and how these deficiencies can be rectified.
  • Demonstrate the benefits of a gluten free diet for people who need it.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Ingredients and Labels

Learning Objectives:

  • Recognize the grains that contain gluten.
  • Describe foods that are gluten free.
  • List the hidden or unexpected sources of gluten.
  • Identify common sources of gluten on a menu.
  • Understand the current labeling laws and pending legislation as it relates to gluten and food allergies.

Project 1: Finding Gluetn in the Kitchen
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Gluten and Cross Contamination

Learning Objectives:

  • Compare the different ways a little bit of gluten can affect a gluten-sensitive person.
  • Understand the gluten free customer perspective and how to make them feel safe in the restaurant.
  • Identify all the ways that gluten cross contamination can occur in a restaurant and how to avoid it.
  • Identify practical strategies for preventing gluten cross contamination from happening.

Project 2: Gluten Free Dining
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Cooking and Baking Gluten Free

Learning Objectives:

  • Define gluten free grains and grain alternatives and describe how to cook them.
  • Identify common types of gluten free flours and starches.
  • Explore less common types of gluten free flours.
  • Recognize different binding agents, flour combinations and baking tips that are necessary in gluten free baking.
  • Describe other common substitutes used in allergen-free cooking and baking.
  • Determine what gluten free products are available and where to find them.

Project 3: Bake Up and Old Favorite
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-The Gluten Free Alternative

Learning Objectives:

  • Evaluate the costs and benefits of providing gluten free food.
  • Identify ways to include gluten free foods on a menu.
  • Develop a system for serving safe meals.
  • Become familiar with ways to publicize your gluten free menu.
  • Explain how to get certified by a gluten free organization.
  • Identify other resources for gluten free information

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Vegetarian Concepts
Course Fee: $85.00
ACF Approved CEH: 11 Hours
This course will review the many reasons why some people choose to be vegetarian and describe the types of vegetarian diets. We will objectively discuss the health benefits and risks of various vegetarian regimens and present nutritional guidelines and practical menu suggestions for serving vegetarian clients.

Course Reviews

"I've been educated greatly about the vegetarian lifestyle and their special needs. There are so many different types of vegetarians, I never knew there were so many. Learning about the new laws for nutritional labels was very eye opening. I didn't realize that there were so many requirements by the government about what is put on labels. This class has helped me understand the world of vegetarianism better. Having family members that are vegetarians has been challenging for me in the past. However, I feel more prepared to cook for them in the future. "
-- C.I. from Maryland


"Even though I have experience cooking for vegetarians this course went in depth and taught me some new perspectives. For instance I learned more about the different religious aspects including the practices of Seventh Day Adventists. I also learned more about the different complete and incomplete proteins and the possible health risks involved with the vegetarian diet. A subject I have always been interested in. Along with that is the way the body absorbs certain nutrients. I was surprised at all of the health benefits of soy. I will definitely incorporate that into my menu more along with combining whole grains with legumes. Overall I found the course very helpful."
-- P.P. from New Jersey


"I freely admit that before I took the online course on vegetarian concepts, I knew very little about the subject. Most of what I know about vegetarian eating has come from colleagues, students, and friends. The assumptions that I had formed about the subject were mostly false. Ideas like, "vegetarians have to struggle to get enough protein," or vegetarians have to meticulously plan every meal of the day," represented the scope of my knowledge on the topic. When I finally completed the online course, I found that I have learned a lot of new and interesting facts, terminology, resources, and general information about vegetarianism and how I can use it in my daily work."
-- J.A. from Florida

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Course Outline
Vegetarian Concepts

Course Fee: $85
Course Approved by: The American Culinary Federation
Subject Area: Continuing Education Course for ACF Certification
Continuing Education Hours: 11 CEH
Instructor: Amber Johnson, SOCC Faculty

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

This course is written for Chefs, food service managers and any professional who serves vegetarian meals within their establishment. The course is not intended to advocate vegetarianism or to criticize vegetarians or their philosophy. In general, vegetarian diets are seen as positive and healthful alternatives to most modern diets. Nevertheless, it will at times offer pointed criticisms of some habits and belief systems common to vegetarians. The course will review the many reasons why some people choose to be vegetarian and describe the types of vegetarian diets. The course will objectively discuss the health benefits and risks of various vegetarian regimens and present nutritional guidelines and practical menu suggestions for serving vegetarian clients.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. All modules include a project. The breakdown for modules within this course is as follows:

Module One-Perspectives and Practices

Learning Objectives:

  • Describe 3 different characteristics of modern vegetarians.
  • Explore reasons why some people choose to consume a vegetarian diet.
  • Describe/define semi-vegetarian, lacto-ovo vegetarian and vegan dietary practices.
  • Explain the non-scientific (i.e. philosophical & religious) rationale for vegetarianism.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Health Aspects and Benefits

Learning Objectives:

  • Describe general health effects of following a vegetarian diet regime.
  • State ways a vegetarian diet can reduce risks of heart disease and elevated lipids.
  • Identify factors in reducing obesity risks and diabetes with following a vegetarian diet.
  • Describe how vegetarianism factors into cancer, gastrointestinal (gut) diseases and osteoporosis.
  • Define and describe phytochemical, antioxidant and functional foods.
  • Describe the health benefits of soy foods. List at least 5 different types of soy foods.

Project 1: Finding Gluetn in the Kitchen
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Nutritional Risks

Learning Objectives:

  • Discuss Dwyer's six factors that influence nutritional adequacy of vegetarian diets.
  • Calculate protein needs using the formula provided.
  • List at least 3 sources high in B-12 and 3 sources high in B-6.
  • Describe key aspects in maintaining adequate diet high in calcium, vitamin D iron for vegetarians.

Project 2: Gluten Free Dining
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Nutritional Recommendations

Learning Objectives:

  • List at least 5 vegetarian sources of protein.
  • Describe importance of consuming adequate calories.
  • Identify foods that contain high levels of saturated fatty acids.
  • List foods that contain the highest fiber per serving.
  • Describe ways vegetarians can boost their vitamin and mineral intake.
  • Compare and contrast the differences between the Dietary Guidelines for Americans and Recommendations for vegetarians.

Project 3: Bake Up and Old Favorite
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Implementation

Learning Objectives:

  • Describe the emphasis of the Vegetarian Food Guide Pyramid.
  • Identify ways to gradually change from non-vegetarian to vegetarian.
  • Describe vegetarian foods that can be used in cooking.
  • Explore vegetarian substitutions for eggs.
  • Explain how the labeling requirements may aid vegetarians in planning their personal diets.
  • List health claims that relate to vegetarianism.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As a chef/food service professional, what new concepts will you now integrate into your work?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course

Culinary Educator Courses

Differentiated Instruction
Course Fee: $95.00
ACF Approved CEH: 16 Hours
There is plenty of research to support what we as teachers already know; that there is an ever increasing number of diverse "potential" learners in our classrooms today. Finding out how to meet their needs is the challenge with which every teacher wrestles.

Course Reviews

"When I was looking at the list of options online for classes, I was excited to see this course being offered. It seems that differentiating instruction has always been a challenge throughout my teaching career, but has become more so of a challenge as special education requirements change, curriculum demands become increasingly rigorous, the amount of children with attention difficulties seems to increase year after year and budget cuts cause the phasing out of specialist teachers.
Thank you for offering such a complete, concise and user friendly class for educators. This is the kind of learning I like best; reflective, meaningful, easily applied and at my own pace. I am walking away with knowledge I have used and will continue to use and well as practical applications for my classroom, the dream of all teachers. Can't wait to share with my colleagues!"
-- M.A. from Illinois


"I have enjoyed taking the Differentiated Instruction Refresher course. This course has provided a good refresher of what differentiated instruction is, why it is important, and has had some good suggestions for ways to better differentiate in a classroom setting. While I have always known how important differentiation is, it is very easy to get caught up in teaching to the middle students in a classroom while the lower and higher students often get left out. After taking this course I feel that I have several new strategies to implement into my classroom to better differentiate learning for my students."
-- S.M. from Ohio


"The class really helped me understand how my anchors can fully extend student learning and engagement. Instead of treating these as an after thought to ensure that early finishers "stay busy" I can take a little more time to ensure that these valuable teaching tools meet and extend learning objectives.
Differentiation has been one of the most intimidating aspects of teaching such a wide range of ages, grades, and ability levels. The strategies I learned in this class will help me support myself to grow as a teacher as I practice the different techniques to see what works and what doesn't for my situation. It also helped me by identifying the differentiation strategies I already employ and by giving language to the nuances of this valuable pedagogy."
-- B.S. from California

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Course Outline
Differentiated Instruction

Course Fee: $95
Continuing Education Hours: 16 CEH
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

This course is designed to define Differentiated Instruction and demonstrate how educators can get excited about meeting the needs of the varied individuals in their classrooms. It is the goal to provide the classroom teacher with simple ways to start differentiating today, as well as provide an abundance of ideas and tools to better meet the needs of students no matter what subject matter or grade level taught. Differentiated instruction can be adapted to meet different teaching styles. There is no single formula to follow; just basic guidelines which can be implemented as comfort levels increase. In this course, we will also tackle the tough issues of managing and assessing students in a differentiated classroom. It is my hope that as you work your way through this course that you realize and are encouraged by the fact that you most likely already do some differentiating already by using sound instructional strategies.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One: What is Differentiated Instruction

Learning Objectives:

  • Provide a working definition for Differentiated Instruction.
  • Describe and offer examples of how to vary the content in order to differentiate instruction.
  • Identify how to vary the processes of how students learn in order to accommodate their individual learning styles, interests, and needs.
  • Explain how to offer a choice of products in order to accommodate the individual learning styles, interests, and needs of students.
  • Investigate the impact that student interest, readiness, and learning style has on instruction.

Project 1: Learning Style Surveys
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Where Do I Start?

Learning Objectives:

  • Identify "Micro" strategies that the classroom teacher can use to begin differentiating instruction.
  • Introduce "Macro" differentiation, and explore ways to allow students to set their own depth of study through the use of Layered Describe Extension Activities and how they differ from a traditional Layered Curriculum
  • Describe Extension Activities and how they differ from a traditional Layered Curriculum.
  • Explore additional "Macro" models of differentiated instruction that can be used for all grade levels and subject matters.

Project 2: Layered Curriculum
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Managing the Classroom Environment

Learning Objectives:

  • Explore the natural benefits of differentiating and how the brain applies.
  • Examine the importance of readiness, interests and individual learning styles.
  • Introduce "anchoring activities" as a way to enhance the differentiated experience.
  • Offer practical suggestions for maintaining a productive atmosphere in which cooperation and collaboration are the goals.

Project 3: Anchoring Activities
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Grading and Assessment Tools

Learning Objectives:

  • Highlight sound educational assessment principles.
  • Identify and develop rubrics for classroom use. Understand what a portfolio is, and why they work.
  • Explore ways to construct a portfolio of skills for future use.
  • Identify additional tools to assess learning in a differentiated classroom.

Project 4: Create a Rubric
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Credit

The following are the general course requirements for issuing academic credit:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.

Educational Psychology
Course Fee: $95.00
ACF Approved CEH: 16 Hours
Throughout this course, we will be taking a look at the 'learning' process. We will start with the anatomy of the brain and examine how we process/make decisions, and how those decisions are reflected in our personality traits. We will also explore individual learning styles and identify instructional strategies aimed at each of those styles, types of intelligence's, and teamwork. These lessons will provide the foundation for developing your own classroom teaching strategies.

Course Reviews

"This is the most interesting course that I have taken for a very long time. I am a Family and Consumer Science teacher, and I spent some time working in the social work field, so the psychology field really interests me. For the most part, everything that I learned from the class was new information. I had taken psychology classes in college, but it had been a long time, and I am sure that I have forgotten a lot of what I had learned, so this was a great course for me to gain new knowledge and feel refreshed as a teacher.

This class was great; practically everything in the class was new information. I have bookmarked the reference section and added some of my own to use in my classroom. Also, every fall my principal has us develop a belief statement; mine is done. I really enjoyed learning about the multiple intelligences and how the brain works and personality develops. My assessment was a little surprising to me, but I think it is correct. I am happy to recommend this class to a fellow teacher."
-- D.D. from Indiana


"The importance of continued education for teachers is always something that comes to mind once I am in the thralls of coursework. As educators we get so caught up in all that is required of us, the new demands, the changes in curriculum, etc., etc. This educational psychology class is of particular value as it brings one back to the basics, reminds one of the essential needs, how and why we learn and react the way we do. It reminds one of the different learning styles, modes of delivery that are essential in the classroom and the importance of teamwork."
--T.K. from Washington


"The biggest takeaway from this course is the realization that education consists of helping people of endless personality differences acquire knowledge and skills that will be valuable for them. Going through these materials helped me realize the great challenge of being the educator I want to be. At the same I sometimes felt discouraged when I would try to think about how I can possibly design classes that will help learners of all types acquire knowledge when I am the teacher."
-- J.F. from Colorado

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Course Outline
Educational Psychology

Course Fee: $95
Continuing Education Hours: 16 CEH
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Throughout this course, we will be taking a look at the 'learning' process. We will start with the anatomy of the brain and examine how we process/make decisions, and how those decisions are reflected in our personality traits. We will also explore individual learning styles and identify instructional strategies aimed at each of those styles, types of intelligence's, and teamwork. These lessons will provide the foundation for developing your own classroom teaching strategies.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One-Mental Development

Learning Objectives:

  • Identify the different quadrants of the brain.
  • Compare and contrast Maslow's and Glasser's theories.
  • Articulate the differences in the way each person processes information.
  • Analyze Bloom's Taxonomy and the three learning domains.
  • Appreciate the value of an enriched environment.
  • Value the importance of a safe and needs fulfilling learning environment.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Developmental Factors

Learning Objectives:

  • Illustrate the importance of heredity and environment while critiquing the "nature vs. nurture" controversy.
  • Assign distinct attributes of an adolescent: physical changes, the importance of groups, conformity and self-identity and ways to resolve conflict.
  • Examine adulthood in respect to the time of life when one tries to bring everything together into a whole.
  • Differentiate the myths and realities of the similarities and dissimilarities between males and females.
  • Evaluate Piaget's four stages of child development, and differentiate between the three stages of moral development.

Project 1: Values and Beliefs
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Personality Types

Learning Objectives:

  • Identify the differences between type A and type B personalities.
  • Appreciate the differences between introverts and extroverts.
  • Recognize the age-old personality types first formalized by Hippocrates.
  • Examine and value the different traits of each personality type.

Project 2: The Jung Typology Test
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Learning Styles and Communication

Learning Objectives:

  • Recognize the three different types of learners.
  • Develop materials, activities, and projects that address the various intelligences found in the classroom.
  • Characterize the eight ways of "being smart."
  • Understand how our communication styles affect others.
  • Explain all of the components that make up communication and the art involved in using it effectively.
  • Appreciate and value the importance of clear and concise expectations.

Project 3: Learning Style Survey
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-Teamwork

Learning Objectives:

  • Explain the social, collaborative, and task dimensions of teamwork.
  • Investigate the steps needed and the stages of development required that teams must prepare for and adapt to the challenges of collective work.
  • Review strategies that experiential learning offers in building social bonds, analyzing problems, and implementing decisions.

Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Credit

The following are the general course requirements for issuing academic credit:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.

Teaching Methods
Course Fee: $95.00
ACF Approved CEH: 16 Hours
This course has been designed to help you reflect upon your own teaching methods and possibly offer some new ideas for you to add to your teaching palate.

Course Reviews

"In this course I learned many different ways to reach my students to maximize learning. I learned that lecturing doesn't have to be a boring, run of the mill thing, but something that should be looked upon as a challenge to keep the audience involved. I'm very glad I got the chance to watch myself teach, as there never seems to be enough time in the normal day to see these things. I'm also glad I took the time to watch my colleague teach; I picked up a bunch of good ideas from him, and think I'll be visiting his classroom more often to keep the ideas coming."
--T.H. from Minnesota


"This course was very useful in covering teaching strategies and resources that will be useful for my classroom. The three modules made me reflect on my own teaching style and gave me some useful tools for planning, preparing, carrying out, and assessing my lessons I have in my class. I thoroughly enjoyed taking this refresher course and it reminded me to make use of some of the great tools and strategies covered in this course which I believe will carry over to my student's education the classroom."
-- D.C. from Texas


"As I look back on the projects for this course, I was very much surprised, especially from the Jigsaw activity. The whole process of a cooperative learning environment helped my students acquire concrete information on the reading assignment and hence obtain key points that helped them score higher on their quiz. This was definitely an eye opener for me. This is definitely a concept I will be implementing in my classes.

I was able to learn something new from every module in this course. They were all key elements in facilitating me to become an effective and productive teacher. I will definitely be implementing all these strategies in my lesson plans, teaching methods and cooperative learning projects. This was a very useful and educational course. "
-- P.V. from California

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Course Outline
Teaching Methods

Course Fee: $95
Continuing Education Hours: 16 CEH
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

This course has been designed to help you reflect upon your own teaching methods and possibly offer some new ideas for you to add to your teaching palate. We hope to make this course informative as well as engaging. Your time is valuable and we want to offer practical tools for you to use in the classroom. I remember so many classes in graduate school that looked great on paper but offered no tools for me to use back in the classroom. This course is different. You will walk away with practical tools to help focus your lessons and improve student learning. All you need is an open mind, a writing journal, and a classroom in which to test out some new ideas.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One - Introduction to Effective Teaching Methods

Learning Objectives:

  • Explore various methods of effective teaching, as well as reflect upon personal teaching style.
  • Identify ways to begin the school year in an enriching way and discover how to bring these ideas into your classroom.
  • Plan lessons in an effective, organized manner, such as the proper development of course materials, while reflecting upon prior lessons in order to improve and strengthen them.

Project 1: Learning from Past Experiences
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two- Techniques and Lecture Strategies

Learning Objectives:

  • Identify ways to create an engaging discussion in the classroom setting.
  • Discover ways to encourage student participation by promoting critical thinking skills.
  • Identify ways to teach the large lecture course while allowing for student participation as well.

Project 2: Peer Observation
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three- What is Cooperative Learning?

Learning Objectives:

  • Identify the criteria for effective cooperative learning activities.
  • Understand the step-by-step process of designing group work and the ability to become a facilitator in the transfer of knowledge.
  • Identify and describe the different roles students play in small, collaborative groups.
  • Explore different types of group work activities to use in the classroom.

Project 3: The Classroom Experience
Project 4: Learning Activities
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam:

Multiple choice questions taken from each module.

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Credit

The following are the general course requirements for issuing academic credit:

  • Student must receive 80% or better on each module quiz as well as the final exam.
  • Student must complete all course projects as outlined within the course.
  • Student must complete a Final Learning Statement at the end of this course
Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.

What Great Teachers Do Differently
Course Fee: $95.00
ACF Approved CEH: 16 Hours
This course is about what great teachers do that sets them apart. Clarifying what the best educators do, and then practicing it ourselves, can move us into their ranks.

Course Reviews

"I really enjoyed this course and learning about what makes a great teacher. It has made me reflect on changes I can make with my behavior management and ways to support students through positive relationships rather than just seeing my students as learners of math or receivers of scores on state assessments. The way this course focused on the relationship part of teaching and not just grades and demonstrating an understanding of the curriculum was important to me."
-- C.R. from Oregon


"As I reflect on the learning I accomplished during this class I feel affirmed in what I have done and continue to do as a teacher and coach. I focus on the positive and model that to students and teachers. I reflect daily in what I have done when teaching students and coaching teachers. As a leader in my building I work side by side with our principal to do what is best for students and teachers. My goal is to continue to do that and not become sidetracked or distracted by the emphasis put on standardized testing. We work hard at my school to do whatever it takes to meet all the needs of the students. In just the past two weeks we have had two families lose parents/grandparents who were the head of their households. We've had one family lose everything in a fire and another pair of siblings watch their mother be arrested and taken to jail. Not once did we say, "How will this affect them academically?" Instead, we said, "How can we support these families emotionally and physically in the coming days?" And for that I am extremely proud to be a staff member at my school which is full of great, effective teachers."
-- C.S. from Kansas


"I believe the framework provided in this course should be included in required training for all school staff (including service personnel, teachers, and administrators). This framework helps schools build solid learning environments by strengthening the overall foundation."
-- T.A. from West Virginia

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Course Outline
What Great Teachers Do Differently

Course Fee: $95
Continuing Education Hours: 16 CEH
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Any teacher can fill a bookshelf with books about education. Any teacher can study lists of guidelines, standards, principles, and theories. The best teachers and the worst teachers can ace exams in their undergraduate and graduate classes. The difference between more effective teachers and their less effective colleagues is not what they know. It is what they do. This course is about what great teachers do that sets them apart. Clarifying what the best educators do, and then practicing it ourselves, can move us into their ranks.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One: Teacher as the Responsible Party

Learning Objectives:

  • Observe and analyze the struggle with your own self-awareness, ultimately redefining your own self perception.
  • Define the primary criterion when looking at program adoptions.
  • Understand what the variable is in terms of teacher expectations.
  • Define your high expectations for students and yourself.
  • Assess why successful teachers insist on focusing on their own behavior rather than the behavior of others.
  • Examine your own acceptance of responsibility as related to teacher efficacy.

Project 1: What Defines a Great Teacher?
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Keep it Positive

Learning Objectives:

  • Assess what you have the ability to influence.
  • Describe variables that separate effective classroom managers from ineffective classroom managers.
  • Define the five necessary components of effective praise and measure the power of praise.
  • Evaluate the purpose of teachers serving as filters at the schools in which they teach, and discriminate issues that matter.

Project 2: Teacher, Parent and Child
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Making Effective Change

Learning Objectives:

  • Understand the importance of ignoring minor errors.
  • Formulate a more powerful deterrent to misbehavior than a list of predetermined rules and consequences.
  • Clarify "purpose" in order to head in a more productive direction.

Project 3: The Challenge of Classroom Management
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-What is Best for the Students

Learning Objectives:

  • Explore personal views related to student motivation, morale, classroom culture and climate. Identify behaviors that lead to success.
  • Describe the framework that sustains the work of all great educators.
  • Decide what personal core beliefs will drive your teaching.

Project 4: What Matters Most
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Credit

The following are the general course requirements for issuing academic credit:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.

Assessment and Testing
Course Fee: $95.00
ACF Approved CEH: 16 Hours
Many teachers know what students should be learning. Many have met all of the state standards, the objectives, the scope and sequence outlined neatly in front of them. But sometimes, what is missing is a way to properly assess and evaluate students honestly and accurately. In this course, we will provide you with the assessment information and tools to use in the classroom so that the process works for you and your students.

Course Reviews

"While this course has already helped me make some progress in assessing students, it also showed me areas where I need to grow. I am excited about the concepts I have learned and the progress that I have already made. I look forward to continuing to grow in this area in order to improve my students' educational experience."
-- J.R. from Maryland


"The course has been an excellent revisit to various types of assessments and has given me an opportunity to reflect on the type of assessments that I currently use in my own courses."
-- D.P. from Colorado


"The major concepts of this course that I have learned begin with assessment and evaluation. How we assess and evaluate our class and students plays an important part of our job. We must be aware of the process and work to do it adequately and effective. We then looked at a mission and vision. We must be able to identify what we are doing and how we are going to get there. Our beliefs are important and must be an important part our class being able to learn. We have program and unit outcomes that will make up the class lessons and how we plan on getting from the start to the finish. What is authentic assessment? How is authentic assessment done? These were key issues used to measure and test student achievement. The last group of concepts we worked on were student portfolios and scoring guides. These are very useful in determining what the students learned and how the student performed in the classroom."
-- R.R. from Arkansas

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Course Outline
Assessment and Testing

Course Fee: $95
Continuing Education Hours: 16 CEH
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Many teachers know what students should be learning. Many have met all of the state standards, the objectives, the scope and sequence outlined neatly in front of them. But sometimes, what is missing is a way to properly assess and evaluate students honestly and accurately. This is called Authentic Assessment. In this course, we will provide you with the assessment information and tools to use in the classroom so that the process works for you and your students.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains content sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One: Introduction to Assessment and Testing

Learning Objectives:

  • Identify key definitions of assessment and evaluation.
  • Understand the history of standardized testing in this country.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Mission, Vision, Beliefs, Program Outcomes, Unit Outcomes and Competencies

Learning Objectives:

  • Identify and create a mission and vision for your class and understand their purpose.
  • Understand your own beliefs and use the results to create a better classroom environment.
  • Develop program and unit outcomes for your classes.

Project 1: Creating Your Own Class Roadmap
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Authentic Assessment and Helpful Evaluations

Learning Objectives:

  • Understand and comprehend authentic assessment and its purpose.
  • Identify what authentic assessment looks like in the classroom through helpful evaluations.
  • Explore a variety of cognitive skill tests to validate student learning.
  • Develop a written evaluation of an instructor.

Project 2: Evaluation Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Portfolios and Scoring Guides

Learning Objectives:

  • Understand what a portfolio is, and why they work.
  • Explore ways to construct a portfolio of skills for future use.
  • Understand scoring guides and why they are a useful tool for classroom use.
  • Identify tips for creating scoring guides.

Project 3: Creating a Scoring Guide
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Credit

The following are the general course requirements for issuing academic credit:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.

Curriculum Development
Course Fee: $85.00
ACF Approved CEH: 11 Hours
Often times, the theoretical nature of this area of study can make the subject matter feel a bit heavy. We will present you with material that "breathes" by way of its applicability to the curriculum you are developing or teaching at your school or college. To shake off the feeling of being talked at (or even worse, lectured to), we have included many projects for hands-on application. After all, this is where the learning and usefulness of the presented material will benefit you most.

Course Reviews

"As an educator, there are many factors in creating a successful student. To be a successful student, the student must own the learning. The teacher cannot be the fountain of knowledge. Rather, the teacher should be the facilitator. Students must be exposed to critical thought and the various levels of questioning. For example, an educator must be prepared to carefully preplan questions based on Bloom's Taxonomy. Parents and the community must be involved in a positive manner to influence student learning. The school should be the positive center of the "village." When planning lessons, a great teacher does not merely depend on the textbook. A great teacher uses the standards and any pertinent supplemental resources that will aid the student in mastering the standard NOT the textbook."
-- C.D. from Alabama


"Having concrete steps from creating lesson plans, securing resources, crafting goals, create objectives and goals, all in concert to formulate a logical, sequential curriculum that achieves the stated goals and objectives. What the course has done has gathered all this information that seemed sort of scattered and fractured into a meaningful outline for formulating a curriculum. I think what I found surprising is how simple the process can be when following a simple formula. I especially like the team approach to developing curriculum as opposed to individual. I found the course to be very informative and useful in the future for when I will need to create or adjust existing cirriculum."
-- W.D. from New York


"I found that the steps for building curriculum to be insightful. While I had been using many of these steps on my own, I had not really ever stopped to think about where the process came from. I was extremely interested in the history of curriculum development. I was also surprised to learn that relative to human history, it was a fairly new concept in education. I had never heard of Prosser and Dewey or their contributions that shaped what we now think of as the educational process. "
-- S.S. from Washington


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Course Outline
Curriculum Development

Course Fee: $85
Course Approved by: The American Culinary Federation
Subject Area: Culinary Education
Continuing Education Hours: 11 CEH
Instructor: Amber Johnson

The fee for this course includes access to all online course materials and an official certificate of completion from chefcertification.com. Once your course is completed, your course completion will be authenticated, and a certificate of completion will be generated. This official certificate of completion will uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Often times, the theoretical nature of this area of study can make the subject matter feel a bit heavy. We will present you with material that "breathes" by way of its applicability to the curriculum you are developing or teaching at your school or college. To shake off the feeling of being talked at (or even worse, lectured to), we have included many projects for hands-on application. After all, this is where the learning and usefulness of the presented material will benefit you most.

Course Objectives/Program Outline

This course is broken into major parts called modules. Each module contains sections. Within each section, we cover one or more of the outlined learning objectives for the module. At the end of each module, there is a quiz. Some modules include a project. The breakdown for modules within this course is as follows:

Module One-Defining Curriculum

Learning Objectives:

  • Explain the meaning of curriculum in a traditional, vocational, and contextual sense.
  • Identify how career and technical education curriculum has changed over time.
  • Describe the role of contemporary curriculum developers.

Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-Needs and Research Guidanc

Learning Objectives:

  • Define and implement scenario planning for curriculum development.
  • Formulate researched information about curriculum needs within your school or college.
  • Introduce the process of sampling and identify various ways to select a sample.
  • Identify groups that may be used for the best feedback to your curriculum questions.
  • Understand why standards are necessary and important in the decision making process.

Project 1: Create a Survey
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-Essentials of Objective Creation

Learning Objectives:

  • Define outcomes, goals, and objectives and how they are placed in relation to one another.
  • Illustrate how national, state, and local communities develop goals for vocational education.
  • Illustrate process of goal and objective formation for consistency and coherency.
  • Explain the various factors that influence the order of objectives and methods that are commonly used.

Project 2: Competencies and Objectives
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-Finding and Developing Materials

Learning Objectives:

  • Identify the kind of curriculum materials that are available to you.
  • Methodically select materials for classroom use.
  • Determine what curriculum should be created.
  • Manage the development process of new curriculum materials.

Project 3: Finding and Developing Materials
Quiz: Multiple-choice questions that pertain to objectives above.

Final Exam

Multiple choice questions taken from each module

Final Learning Statement

Learning statements should be in a narrative format – as opposed to an outline format. Depending on individual writing styles Learning statements should be 2-3 pages. The learning statement can vary according to individual style. Your learning statement should answer the broad question of "what did you learn?". To help get you thinking, here are some suggested questions:

  • What are the major concepts of the course that you have learned?
  • What new professional language have you acquired relating to the topic?
  • What teaching techniques for implementing new strategies in the classroom did you come away with?
  • Thinking back to your project reflections, were you surprised at the outcomes?
  • What new resources did you find in the study of the content?
  • As an educator, what new concepts will you now integrate into your teaching?
  • Are there any ideas that presented themselves as enlightening and useful?
Requirements for Course Certificate of Completion

The following are the general course requirements for issuing a certificate of completion for this course:

  • Student must receive 80% or better on each module quiz as well as the final exam
  • Student must complete all course projects as outlined within the course
  • Student must complete a Final Learning Statement at the end of this course
Not Currently Teaching/Summer Option

If you are not currently teaching (ie. Summer break, you are a substitute teacher, etc.), each class offers you the ability to complete coursework independent of a classroom assignment.