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Introduction to the Foodservice Industry
Course Outline

Course Fee: $30
ACF Approved CEH: 4 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (2 total videos):
Classic Brigade and Modern Kitchen Organization, Operating Kitchen Equipment: Essential Cooking and Processing Equipment

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. The fee for this course includes access to all online course materials, instructional videos 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

This is an exciting time to begin a career in foodservice. Interest in dining and curiosity about new foods are greater than ever. More new restaurants open every year. Many restaurants are busy every night, and restaurant chains number among the nation’s largest corporations. The chef, once considered a domestic servant, is now respected as an artist and skilled craftsperson.

The growth of the foodservice industry creates a demand for thousands of skilled people every year. Many people are attracted by a career that is challenging and exciting and, above all, provides the chance to find real satisfaction in doing a job well.

Unfortunately, many people see only the glamorous side of foodservice and fail to understand that this is a tiny part of the picture. The public does not often see the years of training, the long hours, and the tremendous pressures that lie behind every success.

This course is the first in a series of fundamentals based courses offered here at chefcertification.com. This course gives you an overview of the history of the foodservice industry, kitchen organization and the tools and equipment used in professional kitchens.

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Course Objectives/Program Outline

Module One - The Foodservice Industry

Learning Objectives:

• Name and describe four major developments that significantly changed the foodservice industry in the twentieth century.
• Identify seven major stations in a classical kitchen.
• Explain how the size and type of an operation influence the organization of the modern kitchen.
• Identify and describe three skill levels of food production personnel.
• Identify eight behavioral characteristics foodservice workers should develop and maintain to achieve the highest standards of professionalism.

Instructional Video: Classic Brigade and Modern Kitchen Organization
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two - Tools and Equipment

Learning Objectives:

• Identify the do's and don’ts associated with the safe and efficient use of standard kitchen equipment.
• Explore the different types of processing, holding and storage equipment.
• Illustrate the parts of a knife, the different types of knives and their variety of uses.
• Describe and identify measuring devices, hand tools, and small equipment.

Instructional Video: Operating Kitchen Equipment: Essential Cooking and Processing Equipment
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 around 1 page. 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 new resources did you find in the study of the content?
• Are there any ideas that presented themselves as enlightening and useful?

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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

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Food Safety and Sanitation
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Culinary Sanitation and Food Safety
Course Approved by: The American Culinary Federation
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 course completion certificate will be generated. This course completion certificate will be 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.

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Course Objectives/Program Outline

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

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?

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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

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Nutrition
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Culinary Nutrition and Wellness
Course Approved by: The American Culinary Federation
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 course completion certificate will be generated. This course completion certificate will be uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

The main goal for the 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!

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Course Objectives/Program Outline

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.

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?

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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

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Basic Principles of Cooking and Food Science
Course Outline

Course Fee: $50
ACF Approved CEH: 6 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (4 total videos):
Boiling Steaming and Pan Steaming, Pan-Frying and Deep-Frying, Understanding Sous Vide: Fish, Meat and Poultry, Grinding Spices

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. The fee for this course includes access to all online course materials, instructional videos 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

No written recipe can be 100 percent accurate. No matter how carefully a recipe is written, the judgment of the cook is still the most important factor in a preparation turning out well. A cook’s judgment is based on experience, on an understanding of the raw materials available, and on knowledge of basic cooking principles and food science.

Ever since Carême began to define the principles and methods that lie behind the recipes we use, professional cooking has been based on procedures and methods rather than only on recipes. In the twenty-first century, chefs have improved their knowledge not just of cooking theory but also of the science behind it.

This course deals with basic principles. You will learn about what happens to food when it is heated, about how food is cooked by different methods, and about rules of seasoning and flavoring. It is important to understand the science of food and cooking so you can successfully use these principles in the kitchen.

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Course Objectives/Program Outline

Module One - Basic Concepts in Food Science

Learning Objectives:

• Name the most important components of foods and describe what happens to them when they are cooked.
• Explain the composition of temporary and permanent emulsions.
• Name and describe three ways in which heat is transferred to food in order to cook it.
• Describe the two factors or changes in cooked foods that determine doneness.
• List three factors that affect cooking times.
• Explain the advantage of boiling or simmering in a covered pot. Describe three situations in which a pot should not be covered during simmering or boiling.
• Explain how cooking temperature affects the doneness characteristics of a food item.

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

Module Two - Cooking Methods

Learning Objectives:

• Define each basic cooking method used in the commercial kitchen.
• Describe the two main steps in the process of cooking sous vide.
• List six safety guidelines for cooking sous vide.

Instructional Videos: Boiling, Steaming and Pan Steaming, Pan-Frying and Deep-Frying, Understanding Sous Vide: Fish, Meat and Poultry
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three - Building Flavor

Learning Objectives:

• Explain the difference between a seasoning and a flavoring ingredient and give examples of each.
• Identify appropriate times for adding seasoning ingredients to the cooking process in order to achieve optimal results.
• List eleven guidelines for using herbs and spices in cooking.

Instructional Video: Grinding Spices
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 around 1 page. 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 new resources did you find in the study of the content?
• Are there any ideas that presented themselves as enlightening and useful?

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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

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Introduction to Food Preparation - Mise en Place
Course Outline

Course Fee: $50
ACF Approved CEH: 6 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (11 total videos):
Mise en Place, Identifying and Handling Knives, Classic Knife Cuts: Dice, Classic Knife Cuts: Rondelle, Oblique and Parisienne, Classic Knife Cuts: Lozenge, Paysanne, and Fermière, Classic Knife Cuts: Mirepoix, Classic Knife Cuts: Tourné, Blanching and Parboiling Vegetables, Marinating, Curing and Brining, Breading

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

To be successful in the food-service industry, cooks need more than the ability to prepare delicious, attractive, and nutritious foods. They also must have a talent for organization and efficiency. In every kitchen, a great many tasks must be completed over a given time and by a limited number of workers. No matter when these tasks are done, they all must come together at one crucial point: service time. Only if advance preparation is done thoroughly and systematically can service go smoothly.

Good chefs take pride in the thoroughness and quality of their advance preparation, or mise en place (meez-on-plahss). This French term, meaning “everything put in place,” is an important and often-heard expression in North American kitchens because food-service professionals understand its importance to the success of the establishment.

This course deals with the basic concepts of mise en place as well as specific operations that are normally part of the mise en place.

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Course Objectives/Program Outline

Module One - Planning and Organizing Production

Learning Objectives:

• Define mise en place, and explain why care must be taken in its planning.
• Describe five general steps used in planning mise en place.
• Explain the difference in preparation requirements for set meal service and extended meal service.
• List five guidelines to observe when sharpening a chef’s knife.

Instructional Videos: Mise en Place, Identifying and Handling Knives
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two - Basic Cuts, Shapes and Techniques

Learning Objectives:

• Demonstrate major cutting techniques required in food preparation.
• Identify the different parts of a knife blade and their uses.
• Explore the importance of hand position when executing major cutting techniques.

Instructional Videos: Classic Knife Cuts: Dice, Classic Knife Cuts: Rondelle, Oblique and Parisienne, Classic Knife Cuts: Lozenge, Paysanne, and Fermière, Classic Knife Cuts: Mirepoix, Classic Knife Cuts: Tourné
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three - Preliminary Cooking and Flavoring

Learning Objectives:

• Illustrate the four main reasons for blanching or parcooking.
• Describe marinating and brining procedures.
• Set up and use a standard breading station.
• Define convenience foods in the context of mise en place, and list eight guidelines for their use.

Instructional Videos: Blanching and Parboiling Vegetables, Marinating, Curing and Brining, Breading
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 around 1 page. 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 new resources did you find in the study of the content?
• Are there any ideas that presented themselves as enlightening and useful?

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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

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Menus, Recipes and Cost Management
Course Outline

Course Fee: $50
ACF Approved CEH: 6 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (2 total videos):
Understanding Measurements, Understanding Yields

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. The fee for this course includes access to all online course materials, instructional videos 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

A menu is a list of dishes served or available to be served at a meal. But a menu is more than this. It is an important management tool. Nearly every aspect of the operation of a food-service business depends on the menu. In fact, it is fair to say the menu is the single most important document in the business. Purchasing, production, sales, cost accounting, labor management, even the kitchen layout and equipment selection of a new facility—all are based on the menu.

Recipes can be said to be the building blocks of the menu. Each item on the menu can be represented by the recipe or the procedure for preparing it. Therefore, recipes, like menus, are important management tools. They indicate ingredients to be purchased and stored, and they give measuring and preparation instructions to the kitchen staff.

In addition, recipes are important tools for the cook because they are a means of recording and passing along essential information. Learning to cook without being able to consult recipes would be like learning to play the piano without using written music.

This course discusses menus and recipes as they are used in commercial kitchens. How do we construct a menu that builds sales by offering the best choices to the customer and that also promotes efficiency and productivity? How do we read and understand recipes? How do we measure ingredients and portions, convert recipes to different yields, and calculate food cost with the aid of written recipes?

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Course Objectives/Program Outline

Module One - Menu Forms and Functions

Learning Objectives:

• Explain how the makeup of a menu depends on the type of meal and on the institution using it.
• Describe the differences between static and cycle menus, and between à la carte and table d’hôte menus.
• List in order of their usual service the courses that might appear on modern menus.
• Devise balanced menus that contain an adequate variety of foods and that can be efficiently and economically prepared.

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

Module Two - The Written Recipe

Learning Objectives:

• Describe the problems and limitations of written recipes and the importance of using judgment when cooking.
• Discuss the structure and functions of standardized recipes.
• Use and understand recipes to practice basic cooking techniques.
• Measure ingredients and portions.
• Use metric measurements.
• Convert recipes to higher or lower yields.

Instructional Video: Understanding Measurements
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three - Food Cost Calculations

Learning Objectives:

• Perform yield-cost analysis.
• Calculate raw food cost.
• Explore ways to keep food costs as low as possible.

Instructional Video: Understanding Yields
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 around 1 page. 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 new resources did you find in the study of the content?
• Are there any ideas that presented themselves as enlightening and useful?

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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

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Foundations of Stocks, Sauces and Soups
Course Outline

Course Fee: $60
ACF Approved CEH: 8 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (17 total videos):
Preparing Chicken Stock, Preparing Vegetable Stock, Preparing a Sachet, Preparing Clear Stock, Preparing Brown Stock, Preparing Fish Stock, Preparing Reductions and Glazes, Preparing Roux, Preparing Bechamel and Mornay, Preparing Veloute, Preparing Espagnole, Preparing Tomato Sauce, Buerre Blanc, Clarified Butter, Preparing Hollandaise, Preparing Pan Gravy and Meat Jus, Creating Alternatives to Traditional Sauces

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

The importance of stocks in the kitchen is indicated by the French word for stock: fond, meaning “foundation” or “base.” In classical cuisine, the ability to prepare good stocks is the most basic of all skills because so much of the work of the entire kitchen depends on them. A good stock is the foundation of soups, sauces, and most braised foods and stews.

In modern kitchens, stocks have lost much of the importance they once had. In the first place, increased reliance on portion-controlled meats has made bones for stock a rarity in most establishments. Second, making stocks requires extra labor, which most restaurants today aren’t able to provide. Finally, more food today is served without sauces, so stocks aren’t seen to be quite as necessary.

Nevertheless, the finest cuisine still depends on soups and sauces based on high-quality stocks, so stock-making remains an essential skill you should learn early in your training. Stocks and sauces are almost never served by themselves but are components of many other preparations.

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Course Objectives/Program Outline

Module One - Stocks

Students will explore:

• Preparing a basic mirepoix.
• Flavoring liquids using a sachet d’épices, or spice bag.
• Preparing white veal or beef stock, chicken stock, fish stock, and brown stock.
• Cooling and storing stocks correctly.
• Preparing meat, chicken, and fish glazes.
• Evaluating the quality of convenience bases, and use convenience bases.

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

Module Two - Sauces

Students will learn to:

• Explain the functions of sauces, and list five qualities a sauce adds to food.
• Prepare white, blonde, and brown roux, and use them to thicken liquids.
• Prepare and use beurre manié.
• Thicken liquids with cornstarch and other starches.
• Prepare and use egg yolk and cream liaison.
• Finish a sauce with raw butter (monter au beurre).

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

Module Three - Sauce Families

Students will become familiar with:

• Preparing the five leading sauces: béchamel, velouté, brown sauce or espagnole, tomato, and hollandaise.
• Preparing small sauces from leading sauces.
• Identifying and prepare five simple butter sauces.
• Preparing compound butters and list their uses.
• Preparing pan gravies.
• Preparing miscellaneous hot and cold sauces.

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

Module Four - Soups

Students will learn to:

• Describe the basic categories of soups.
• Identify standard appetizer and main-course portion sizes for soups.
• State the procedures for holding soups for service and for serving soups at the proper temperature.
• Prepare clarified consommé.
• Prepare vegetable soups and other clear soups.
• Prepare cream soups.
• Prepare purée soups.
• Prepare bisques, chowders.
• Prepare specialty soups, and national soups.

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 around 1 page. 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 new resources did you find in the study of the content?
• 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

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Preparing and Cooking Vegetables
Course Outline

Course Fee: $60
ACF Approved CEH: 8 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (12 total videos):
Identifying Vegetables, Preparing Asparagus, Cutting and Shredding Cabbage, Cutting Cauliflower, Dicing an Onion, Roasting Peppers, Cleaning and Slicing Mushrooms, Blanching and Parboiling Vegetables, Boiling, Steaming and Pan Steaming, Identifying Potatoes, Potato Cooking Methods, Preparing Fried Potatoes

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

Vegetables were, at one time, abused and neglected, relegated to the minor role of unimportant side dishes, to be taken or left, or not even noticed on the table.

Today, however, lowly vegetables are much more appreciated, not only for their nutritional importance but for the variety, flavor, eye appeal, and even elegance and sophistication they bring to the menu. Modern cooks owe it to themselves and their customers to treat vegetables with understanding, respect, and imagination.

Because they are so perishable, vegetables require extra care from receiving to service. Freshness is their most appealing and attractive quality, and one must be especially careful to preserve it. The goals of proper vegetable cookery are to preserve and enhance fresh flavor, texture, and color, and to prepare and serve vegetables that are not just accepted but sought after.

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Course Objectives/Program Outline

Module One - Understanding Vegetables

Students will explore:

• The factors that influence texture, flavor, color, and nutritional changes when cooking vegetables.
• Cooking vegetables to their proper doneness.
• Judging quality in cooked vegetables based on color, appearance, texture, flavor, seasonings, and appropriateness of combination with sauces or other vegetables.

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

Module Two - Handling Vegetables

Students will learn to:

• Perform pre-preparation tasks for fresh vegetables.
• Determine the quality of frozen, canned, and dried vegetables.
• Prepare vegetables using the batch cooking method and the blanch-and-chill method.
• Store fresh and processed vegetables.

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

Module Three - Cooking Vegetables

Students will become familiar with:

• Identifying vegetables that are well suited to the different vegetable cooking methods.
• Cooking vegetables by boiling and steaming.
• Cooking vegetables by sautéing and pan-frying.
• Cooking vegetables by braising.
• Cooking vegetables by baking.
• Cooking vegetables by broiling and grilling.
• Cooking vegetables by deep-frying.

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

Module Four - Understanding and Cooking Potatoes

Students will learn to:

• Classify potatoes into two types, describe the general properties of each type, and identify the most suitable cooking method for each type.
• Identify characteristics of high-quality potatoes, and describe how to store them.
• Cook potatoes by boiling and steaming.
• Prepare potato purée.
• Cook potatoes by baking, sautéing, pan-frying, and deep-frying.

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 around 1 page. 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 new resources did you find in the study of the content?
• 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

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Cooking Legumes, Grains and Pasta
Course Outline

Course Fee: $45
ACF Approved CEH: 5 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (9 total videos):
Identifying Legumes, Preparing Dried Beans, Identifying Grains, Simmering Grains, Preparing Polenta, Preparing Rice Pilaf, Preparing Risotto, Preparing Stuffed Pasta, Cooking and Holding Pasta

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

For most of human history—and prehistory—grains have been the most important source of nutrients and calories to sustain life, and this remains true today in many parts of the world. For example, in parts of Asia, rice is eaten at nearly every meal. In Japan, the standard words for breakfast, lunch, and dinner can be translated as “morning rice,” “noon rice,” and “evening rice.”

In many regions, dried beans, eaten together with rice, are a more common source of protein than meat or fish. Dried legumes are actually matured, dried versions of some fresh vegetables are not immediately thought of as starches. However, they do have a high starch content and, because of their dried nature, are handled much like grains.

Pastas and noodles are important starchy foods made from grains, usually wheat, but also rice and other grains. In this course we look primarily at the noodle products inherited from Italian cuisine, but we also learn about noodles from other cuisines.

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Course Objectives/Program Outline

Module One - Dried Legumes

Students will learn to:

• Distinguish the major types of dried legumes.
• Prepare and Cook dried legumes.

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

Module Two - Grains

Students will learn to:

• Distinguish the major types of rice.
• Distinguish the major types of other grains used in food service.
• Prepare grains by simmering and by the pilaf and risotto methods.

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

Module Three - Pasta and Noodles

Students will become familiar with:

• Distinguish major kinds and shapes of commercial pasta, and determine their quality.
• Prepare fresh and commercial pasta products, and list the steps involved in the alternate steam-table method of its preparation.

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 around 1 page. 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 new resources did you find in the study of the content?
• 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

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Cooking Methods for Meat, Poultry and Fish
Course Outline

Course Fee: $50
ACF Approved CEH: 6 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson
Instructional Videos Included (9 total videos):
Roasting Meat, Roasting Chicken, Carving Roast Chicken, Smoking, Grilling Chicken Breast, Grilling Meat, Sautéing Meat, Pan-Frying and Deep-Frying, Poaching Chicken Breast

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

All cooking involves one or more methods of applying heat to foods in order to change them in ways we can control. In this course, we begin with the dry-heat methods, then explore the dry-heat methods with fat, and finally the moist-heat methods. Each module in this course includes a general discussion, guidelines on how to evaluate the quality of products cooked by that method, and a detailed procedure. Each procedure is illustrated by a recipe using that technique, which can be found in the additional materials section for this course.

The procedures outlined in this course are general ones, since they are used for so many different products. Be aware that they might be modified slightly in specific recipes. In this course, we study the cooking methods in their most basic form.

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Course Objectives/Program Outline

Module One - Dry-Heat Methods

Students will be able to define:

• The procedure for roasting and baking meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for barbecuing meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for grilling and broiling meats, poultry, and seafood, and evaluate foods cooked by this method.

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

Module Two - Dry-Heat Methods with Fat

Students will be able to explain:

• The procedure for sautéing meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for pan-frying meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for deep-frying meats, poultry, and seafood, and evaluate foods cooked by this method.

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

Module Three - Moist-Heat Methods

Students will be able to describe:

• The procedure for simmering and submersion-poaching meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for shallow-poaching meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for steaming meats, poultry, and seafood, and evaluate foods cooked by this method.
• The procedure for braising meats, poultry, and seafood, and evaluate foods cooked by this method.
• Basic sous vide procedures, as they are applied to meats, poultry, and seafood.

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 around 1 page. 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 new resources did you find in the study of the content?
• 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

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Essentials of Food Presentation
Course Outline

Course Fee: $15
ACF Approved CEH: 2 Hours
Subject Area: Fundamentals of Professional Cooking Series
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson

This course has been developed and optimized for online delivery using the licensed title Professional Cooking, 8th edition, published by Wiley and Sons, Inc. and authored by Wayne Gisslen. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

Our work isn’t done until the food we have prepared is arranged on plates or platters and ready to be presented to the diner. In traditional classical cuisine, until well after the middle of the twentieth century, the normal practice in fine dining establishments was to send the food on platters and in casseroles and other serving dishes to the dining room, where it would be transferred to dinner plates by the serving staff, sometimes after carving or portioning. The chefs who developed nouvelle cuisine, however, wanted to control the appearance of the food down to the last detail and so began to arrange food on dinner plates in the kitchen. Since that time, many styles of plating have come and gone, as chefs have devoted much attention to the appearance and arrangement of food on dinner plates.

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Course Objectives/Program Outline

Module One - Hot Food Presentation

Learning Objectives:

• Explain why attractive food presentation is important.
• Understand what is meant by balance when applied to plate arrangements.
• Identify guidelines that should be observed when plating food or planning plate arrangements.

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

Module Two - Cold Food Presentation and Buffet Service

Learning Objectives:

• Illustrate the importance of serving food that is attractively arranged on the plate or platter, with proper balance of color, shape, and texture.
• Explore ways to plan and arrange attractive food platters for buffets.
• Understand guidelines that should be observed when planning a cold buffet platter.

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 around 1 page. 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 new resources did you find in the study of the content?
• 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

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Creating Your Culinary Career
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Business Management
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson

This course has been developed and optimized for online delivery using the licensed title Creating Your Culinary Career, published by Wiley and Sons, Inc. and authored by Ronald Hayes. 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 course completion certificate will be generated. This course completion certificate will be uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Creating a culinary career takes time and effort. That does not mean that there are no guideposts or helping hands along the way. This course offers you the framework you need to dream big dreams, inspires passion, and encourages you to be your best and to be strong in a profession that is ever so rewarding. Throughout this course, we will explore a variety of career paths and employment opportunities. We will also provide a detailed roadmap to setting career goals, analyze the key concepts of self-promotion, provide examples for creating the perfect resume and explore successful strategies for interviewing for your dream job.

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Course Objectives/Program Outline

Module One - The Culinary Industry

Learning Objectives:

• Describe the "typical" job in the culinary field.
• List the character traits of a successful individual in the culinary profession.
• Discover a wide variety of positions for employment in the foodservice kitchen.
• Recognize additional options for employment that include more direct contact with guests.
• Become familiar with employment opportunities in foodservice research and development.
• Explore careers that involve working directly with food but not actually preparing foods.

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

Module Two - Career Goal-Setting

Learning Objectives:

• Explore the concept of effective goal setting.
• Create a "career filing cabinet" to store specific details involved in creating your career.
• Define the importance of short, immediate and long term goals.
• Generate a list of dream jobs and determine the motivations behind the jobs on your list.
• Construct steps to achieving specific intermediate and short term goals.
• Become familiar with transforming your steps into a systematic approach called S.M.A.R.T. goals.

Project 1: Career Goals - Dreaming Big
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three - Self-Promotion

Learning Objectives:

• Become familiar with the art of self-promotion through creating the perfect resume.
• Outline the specific categories of information that are most important to include on your resume.
• Define the importance of both formal and informal experience.
• Learn to select a structure for your resume that reflects the position you are applying for.
• Explore the importance of a cover letter and its ability to provide a reason to look at your resume.
• Understand the process of prospecting and applying for job opportunities.
• Evaluate the importance of more education and training to make a move to the next level.

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

Module Four - Landing a Job

Learning Objectives:

• Understand the purpose of interviewing, and learn best practices.
• Recognize the importance of etiquette and its role in your potential success.
• List the specific logistics involved in various interview situations.
• Define the six categories of questions that any employer will ask during an interview.
• Identify best practices for ending an interview.
• Gain perspective on a variety of outcomes including acceptance of an offer, declining an offer and handling rejection.
• Analyze negotiating strategies with an emphasis on creating a win-win situation.

Project 2: Interview Preparation
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 an aspiring chef/food service professional, what new concepts will you now integrate into your career search?
• Are there any ideas that presented themselves as enlightening and useful?

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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

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Food Safety and Sanitation
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Culinary Sanitation and Food Safety
Course Approved by: The American Culinary Federation
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 course completion certificate will be generated. This course completion certificate will be 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.

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Course Objectives/Program Outline

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

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

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Culinary Sanitation and Safety
Course Outline

Course Fee: $165
ACF Approved CEH: 30 Hours
CBDM Approved Hours: 30 Sanitation CE
Subject Area: Food Sanitation and Safety
Course Approved by: The American Culinary Federation, Certifying Board for Dietary Managers
Mandatory Course: Required for all initial ACF Cook and Chef Certification levels.
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 be 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.

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Course Objectives/Program Outline

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

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

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Culinary Nutrition and Wellness
Course Outline

Course Fee: $165
ACF Approved CEH: 30 Hours
CBDM Approved Hours: 30 General CE
Subject Area: Nutrition and Wellness
Course Approved by: The American Culinary Federation, Certifying Board for Dietary Managers
Mandatory Course: Required for all initial ACF Cook and Chef Certification levels.
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 be 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!

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Course Objectives/Program Outline

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?

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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

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Culinary Sanitation and Safety
Course Outline

Course Fee: $165
ACF Approved CEH: 30 Hours
CBDM Approved Hours: 30 Sanitation CE
Subject Area: Food Sanitation and Safety
Course Approved by: The American Culinary Federation, Certifying Board for Dietary Managers
Mandatory Course: Required for all initial ACF Cook and Chef Certification levels.
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 be 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.

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Course Objectives/Program Outline

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

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?

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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

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Culinary Supervisory Management
Course Outline

Course Fee: $165
ACF Approved CEH: 30 Hours
CBDM Approved Hours: 30 General CE
Subject Area: Supervisory Management
Course Approved by: The American Culinary Federation, Certifying Board for Dietary Managers
Mandatory Course: Required for all initial ACF Cook and Chef Certification levels (CFC, CFPC excluded)
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 be 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.

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Course Objectives/Program Outline

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

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Food and Beverage Cost Control
Course Outline

Course Fee: $165
ACF Approved CEH: 30 Hours
Subject Area: Business Management
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson

This course has been developed and optimized for online delivery using the licensed title Food and Beverage Cost Control, 6th edition, published by Wiley and Sons, Inc. and authored by Lea R. Dopson and David K.Hayes. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

It has been said that there are three kinds of managers: those who know what has happened in the past, those who know what is happening now, and those who know what will happen in the future. Clearly, the manager who possesses all three traits is best prepared to manage effectively and efficiently. This course will give the you the tools required to maintain sales and cost histories (the past), develop systems for monitoring current activities (the present), and learn the techniques required to anticipate what is to come (the future).

This online course will provide you all the cost control–related information and tools you will need to achieve success levels that match your own highest career goals. If you work hard and do your best, you will find you have the ability to master all of the information in this course. When you do, you will have gained an invaluable set of management skills and tools that will enhance your knowledge of the hospitality management industry. These skills and tools will ensure that your hospitality career will consistently be rewarding for you both personally and professionally.

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Course Objectives/Program Outline

Module One - Managing Revenue and Expense

Learning Objectives:

• Apply the formula used to determine business profits.
• Express business expenses and profits as a percentage of revenue.
• Compare actual operating results with budgeted operating result.
• Understand the income (Profit and Loss) Statement.

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

Module Two - Creating Sales Forecasts

Learning Objectives:

• Define the importance of forecasting sales and how it can assist in staffing.
• Develop a procedure to record current sales.
• Compute percentage increases or decreases in sales over time.
• Develop a procedure to predict future sales.

Project 1: The Importance of Forecasting Sales
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three - Purchasing and Receiving

Learning Objectives:

• Use sales histories and standardized recipes to determine the amount of food products to buy in anticipation of forecasted sales.
• Recognize the importance of standardized recipes in controlling food costs.
• Purchase food and beverage products in a cost-effective manner.
• Implement proper procedures for receiving food and beverage products.
• Discuss strategies for training employees to receive products.
• Define the importance of utilizing purchase orders.

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

Module Four - Managing Inventory and Production

Learning Objectives:

• Implement an effective product storage system and inventory system for food and beverages.
• Maintain standardization of storing food to prevent loss.
• Define different storage systems for maintaining food costs.
• Control the issuing of products from storage.
• Manage the food and beverage production process.

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

Module Five - Monitoring Food and Beverage Pricing

Learning Objectives:

• Accurately calculate food and beverage costs and their cost percentages.
• Compare product costs achieved in an operation against the product costs the operation planned to achieve.
• Apply strategies designed to reduce an operation’s cost of sales and its cost of sales percentage.
• Explain calculation for estimating cost of sales.
• Calculate product yield % and discuss how this prepares management to purchase food and beverages more accurately.

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

Module Six - Managing Food and Beverage Pricing

Learning Objectives:

• Define different types of menus.
• Choose the best menu format for a specific foodservice operation.
• Identify the variables to be considered when establishing menu prices.
• Assign menu prices to menu items based on the items’ costs, popularity, and profitability.

Project 2: Factors Affecting Menu Pricing
Quiz: Multiple-choice questions that pertain to objectives above.

Module Seven - Managing the Cost of Labor

Learning Objectives:

• Define aspects of labor expenses.
• Identify the factors that affect employee productivity.
• Summarize importance of training with regards to employee productivity.
• Develop labor standards and employee schedules used in a foodservice operation.
• Analyze and evaluate actual labor utilization.
• Review 4 steps to manage payroll costs.

Project 3: Labor Expense in the Hospitality Industry
Quiz: Multiple-choice questions that pertain to objectives above.

Module Eight - Controlling Other Expenses

Learning Objectives:

• Classify other expenses as being either controllable or non-controllable.
• Categorize other expenses in terms of being fixed, variable, or mixed.
• Determine how to calculate other expenses % and cost per guest.
• Compute other expense costs in terms of cost per guest and as a percentage of sales.

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

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Beverage Management
Course Outline

Course Fee: $165
ACF Approved CEH: 30 Hours
Subject Area: Business Management
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson

This course has been developed and optimized for online delivery using the licensed title The Bar and Beverage Book, 5th edition, published by Wiley and Sons, Inc. and authored by Costas Katsigris and Chris Thomas. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

Drinking alcoholic beverages is as old as human history, and making a profit from serving such drinks came right on the heels of drinking them. Throughout history, alcoholic beverages have been a part of everyday life in most cultures, used in tinctures, tonics, and remedies. Throughout this course, we will explore the history of alcoholic beverages, responsible alcohol service and regulations that impact the beverage industry. We will also examine the various types of beverages that make up a successful beverage program including beer, wine, spirits and the art of mixology.

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Course Objectives/Program Outline

Module One - Overview of the Beverage Industry

Learning Objectives:

• Learn the historical importance of alcohol in religious rites, ceremonies, and medical treatment; in meals; in fellowship; and in humankind’s search for wisdom and truth.
• Learn about how wine, beer, and distilled spirits were created.
• Examine the impact of Prohibition on the bar industry.
• Compare and contrast the types of businesses that make up today’s beverage service industry.

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

Module Two - Responsible Alcohol Service

Learning Objectives:

• Understand the effects of alcohol in the human body, both positive and negative, from health claims to the latest hangover research.
• Understand the impact of alcoholism in today’s society.
• Become familiar with the alcohol-related laws in effect in most areas, as well as the ongoing controversies they generate.
• Learn the importance of responsible alcohol service and how to spot and handle customers who may have had too much to drink.
• Set specific alcohol service policies and train staff members.
• Become proactive on behalf of the beverage service industry to educate consumers and uphold a reputation as a responsible business.
• Value the responsibility of keeping up to date on the latest health benefits and/or dangers of alcohol consumption.

Project 1: Liability Laws
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three - The Beverages - Spirits

Learning Objectives:

• Distinguish between fermented and distilled beverages and identify them.
• Select the types and price ranges of spirits that fit your clientele.
• Define “proof” and relate it correctly to alcohol content.
• Understand the variables in distillation and their importance to the finished product.
• Become familiar with each of the spirit types commonly served from today’s bar.
• Define and explain such familiar but mysterious terms as: bottled in bond, aged in wood, sour mash, single malt, London dry, neutral spirits, VSOP, and more.
• Serve each type of spirit correctly and profitably—even absinthe!
• Increase sales of after-dinner drinks.

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

Module Four - Wine Appreciation

Learning Objectives:

• Classify wines according to type and recognize some of their distinguishing characteristics.
• Learn about the grapes used to make wine, and the winemaking process.
• Familiarize yourself with the world’s leading wine regions and the types of wine they produce.
• Read and understand wine labels.

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

Module Five - Wine Sales and Service

Learning Objectives:

• Learn how to taste a wine so that you can adequately assess its characteristics and describe them to customers.
• Create a wine list by selecting and pricing the wines you want to sell.
• Train your service staff to recommend and serve wines.
• Increase your wine sales.
• Open and store wine properly.

Project 2: Matching Price Ranges
Quiz: Multiple-choice questions that pertain to objectives above.

Module Six - Beer

Learning Objectives:

• Understand the market trends affecting today’s brewing industry.
• Learn how beer is made and the role of each of its ingredients.
• Recognize and describe the various types and styles of beer.
• Learn how to take proper care of a draft-beer system and why each step is important.
• Learn to properly store canned and bottled beer.
• Correctly choose and clean beer glasses.
• Sell beer profitably in a bar or restaurant setting.
• Train and motivate staff members to sell beer.

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

Module Seven - Mixology - Part One

Learning Objectives:

• Know what makes a “good drink” good.
• Understand the relationship between glass size and amounts of liquor, ice, and mix, and apply this knowledge in creating drinks.
• Decide on the method, equipment, ingredients, and garnish(es) to be used for each drink you serve.
• Know how ingredients are measured and choose an appropriate method of measurement.
• Know how to use premixed ingredients and other shortcuts appropriately.
• Explain and demonstrate the build method of drink mixing.
• Make highballs, juice drinks, liquor-on-ice drinks, Collinses (with mix), coolers, coffee drinks, the pousse-café and layered drinks, and other build-in-glass drinks.

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

Module Eight - Mixology - Part Two

Learning Objectives:

• Explain and demonstrate the stir, shake-by-hand, blend, and shake-mix methods of drink mixing.
• Explain and demonstrate how to make frozen and ice-cream-based drinks.
• Understand how to prepare cocktails from these families: sour, Collins (from scratch), sling, fizz, tropical, and cream drinks.
• Take drink orders accurately, fill them efficiently, and train others to do so.
• Develop a suitable drink menu for a limited-menu bar.
• Create signature (specialty) drinks.

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

Module Nine - Regulations

Learning Objectives:

• Research your state and local regulations.
• Meet licensing, registration, and code requirements.
• Observe legal hours of sale and sell only beverages that you are licensed to sell.
• Avoid selling to underage or intoxicated persons.
• Buy your beverages from licensed suppliers.
• Avoid illegal relationships with suppliers.
• Observe laws about record keeping, bottle closures, empty bottles, and official inspections.
• Check product labels for legitimacy.
• Avoid illegal advertising.
• Train employees to be aware of and observant of beverage laws.

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

PRINT OR SHARE OUTLINE

Assessment and Testing
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved By: The American Culinary Federation
Instructor: Amber Johnson

The fee for this ACF approved 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 be 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.

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Course Objectives/Program Outline

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?

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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 (if included in 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.

PRINT OR SHARE OUTLINE

Teaching Methods
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved by: The American Culinary Federation
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 be 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.

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Course Objectives/Program Outline

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?

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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

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.

PRINT OR SHARE OUTLINE

Educational Psychology
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved By: The American Culinary Federation
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 be 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.

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Course Objectives/Program Outline

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 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 (if included in 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.

PRINT OR SHARE OUTLINE

Curriculum Development
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved by: The American Culinary Federation
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 be 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.

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Course Objectives/Program Outline

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.

PRINT OR SHARE OUTLINE

Seven Simple Secrets for Teachers
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved By: The American Culinary Federation
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 be uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Want to know a secret? The absolute best teachers are not the absolute best because they were born the absolute best. They're not the absolute best because they have the highest IQs. They were not the absolute best when they first started teaching. So why are they the absolute best? They're the absolute best because they share something in common—seven simple secrets. That's right—seven simple secrets that can and will change your life as a classroom teacher.

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Course Objectives/Program Outline

Module One-The Secret of Planning

Learning Objectives:

• Define key parts to planning a lesson.
• Describe the benefit of over planning your lessons.
• Review strategies for managing your lesson plans in small increments of time.
• Demonstrate the importance of flexibility in teaching.
• Evaluate the importance of developing clear objectives for each lesson plan.
• Apply strategies for promoting student activity in learning.
• Differentiate between being proactive and reactive in teaching.

Project 1: The Secret of Planning - Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two-The Secret of Classroom Management

Learning Objectives:

• Build key aspects of an effective teacher's classroom.
• Identify the difference between rules and procedures.
• Create rules and procedures for classroom management.
• Name ways to provide reminders and practice for classroom procedures.
• State the strategy of teaching bell to bell.
• Evaluate strategies for dealing with discipline challenges in a proactive manner.
• Create alternatives to raising your voice in frustration.

Project 2: The Secret of Classroom Management - Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three-The Secret of Instruction

Learning Objectives:

• Apply main concepts of your lesson to student's current life to increase engagement.
• Describe the importance of intentional student involvement in a learning environment.
• Analyze the importance of teaching to each child's individual level.
• Create three or more strategies to incorporate technology into classroom.
• Align lessons to test what and how you teach your students.
• Define key aspects of setting the pace of your lessons.
• Create lessons to be able to teach anything to anyone.

Project 3: The Secret of Instruction - Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four-The Secret of Attitude

Learning Objectives:

• Model a positive attitude and behavior to be the most effective teacher.
• Develop strategies for maintaining a positive attitude around negative teachers and/or administrators.
• Define ways to temper negative attitudes in your students.
• Establish guidelines for accepting responsibility in teaching outcomes.
• Choose ways to defuse negative coworkers.
• List three ways you can emulate most effective attitude in the faculty.
• Evaluate your attitude towards parents.

Project 4: The Secret of Attitude - Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Five-The Secret of Professionalism

Learning Objectives:

• Justify reasons for dressing professionally as a teacher.
• List three ways to "fit in" with positive/effective teachers without "falling in" to gossipy/negative teachers.
• Develop key strategies for maintaining professionalism with social media channels.
• Define importance of continued professional growth and learning.
• Describe best attributes of those teachers who exhibit highest level of professionalism.
• List attributes of teachers that do their best every day.
• Ask yourself this question with every lesson or decision, "Is this what's best for my students or easiest for me?"

Project 5: The Secret of Professionalism - Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Six-The Secret of Effective Discipline

Learning Objectives:

• Describe the secret to hiding your inflammatory spots, aka "buttons" from your students.
• Evaluate your discipline practices to increase consistency.
• Outline ways to use psychology to relieve stress and discipline problems in your classroom.
• Choose alternatives to negativity and bitterness.
• Justify reasoning for giving students what they want and need.
• Display qualities of self-discipline.
• Recognize the good in every child.

Project 6: The Secret of Effective Discipline - Checklist
Quiz: Multiple-choice questions that pertain to objectives above.

Module Seven-The Secret of Motivation and Inspiration

Learning Objectives:

• Display techniques to motivate your students using excitement and positive attitude.
• Distinguish how to make every student feel important and special.
• Recognize the importance in knowing your students personally as well as in the classroom.
• List the seven components of praise.
• Identify how to use rewards and recognition to improve the behavior of students.
• Adapt your personality traits to motivate unmotivated students.
• Create strategies to maximize the power of you and your influence on your students.

Project 7: The Secret of Motivation and Inspiration - Checklist
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 (if included in 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.

PRINT OR SHARE OUTLINE

What Great Teachers Do Differently
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved By: The American Culinary Federation
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 be 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.

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Course Objectives/Program Outline

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 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

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.

PRINT OR SHARE OUTLINE

Building Executive Function
Course Outline

Course Fee: $180
ACF Approved CEH: 30 Hours
Subject Area: Culinary Education
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson

This course has been developed and optimized for online delivery using the licensed title Building Executive Function - The Missing Link to Student Achievement, published by Routledge and authored by Nancy Sulla.

Introduction/Course Description:

This course is designed to grow awareness about the importance of executive functioning. Educators can provide top-notch lessons and resources for students, but if students lack executive function, even the best materials won’t produce the desired results. If students haven’t developed the brain-based skills to focus, catch and correct errors, identify cause-and-effect relationships, and more, they can’t make sense of lessons. Executive function is the missing link to student achievement.

Course Objectives/Program Outline

Module One: The Power, Promise, and Pitfalls of Executive Function

Learning Objectives:

• Gain an understanding of executive function and its role in student achievement.
• Identify and redefine “the basics” of curricular content.
• Explore cognitive access and the potential relationship to achievement gaps.
• Become familiar with the physiology and development of the human brain.
• Recognize typical brain development for executive function.
• Describe the effect of stress on the prefrontal cortex.
• Introduce ways to make a difference in the classroom.

Project 1: Putting the FUN back into FUN-ctioning
Quiz: Multiple-choice questions that pertain to objectives above.

Module Two: Attaining Conscious Control

Learning Objectives:

• Understand the relationship between the growth of the prefrontal cortex and conscious control.
• List the executive function skills needed to exhibit conscious control.
• Examine situations where lack of executive function may affect a student’s ability to learn.
• Explore activities and structures to foster the executive function skills related to conscious control.

Project 2: Look - A Squirrel
Quiz: Multiple-choice questions that pertain to objectives above.

Module Three: Moving from Compliance to Engagement

Learning Objectives:

• Illustrate examples of both compliance and engagement in the traditional classroom.
• List the executive function skills related to engagement.
• Explore specific activities and structures to build the executive function skills that support engagement.

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

Module Four: Mastering the Art of Collaboration

Learning Objectives:

• Define collaboration in relation to conventional school learning environments.
• Recognize the executive function skills that are particularly critical to collaboration.
• Explore collaborative activities and structures that build the executive function skills necessary for successful learning and application.

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

Module Five: Embracing Empowerment

Learning Objectives:

• Recognize empowerment as giving someone the power to take control of his/her life.
• List the executive function skills that support empowerment.
• Identify activities and structures that strengthen students’ executive function skills related to empowerment.

Project 3: Captain of Your Own Ship
Quiz: Multiple-choice questions that pertain to objectives above.

Module Six: Developing Efficacy

Learning Objectives:

• Recognize that efficacy comes from within: it is your own ability to decide upon a desired outcome and make it happen.
• Understand that a classroom culture of efficacy that embraces creativity and problem solving helps students achieve.
• Identify ways to create a culture of creativity and problem solving toward building the executive function skills in students that will support efficacy.

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

Module Seven: Demonstrating Leadership

Learning Objectives:

• Define leadership as the ability to inspire and influence people.
• Identify the super-skills of leadership: empathy, vision, confidence, courage, systems thinking, integrity and intuition.
• Explore a variety of methods focused on building students’ leadership super-skills, which strengthens executive function.

Project 4: Lead Others to Lead Themselves
Quiz: Multiple-choice questions that pertain to objectives above.

Module Eight: Building Executive Function Through Teacher Facilitation

Learning Objectives:

• Become familiar with teacher facilitation of learning as the most powerful way to attain strong academic achievement for students.
• Identify ways to move out of the role of content presenter to facilitator.
• Evaluate the facets of facilitation and their importance in assessing a learner’s needs.
• Gain an understanding of the facilitation roadmap to ensure your actions meet their needs.
• Explore a variety of methods to help “make your thinking transparent”.

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?

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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.

PRINT OR SHARE OUTLINE

Differentiated Instruction
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Culinary Education
Course Approved by: The American Culinary Federation
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 be 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.

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Course Objectives/Program Outline

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?

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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 (if included in 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.

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Supervisory Management
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Culinary Supervision and Management
Course Approved by: The American Culinary Federation
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 course completion certificate will be generated. This course completion certificate will be 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.

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Course Objectives/Program Outline

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?

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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

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Food Safety and Sanitation
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Culinary Sanitation and Food Safety
Course Approved by: The American Culinary Federation
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 course completion certificate will be generated. This course completion certificate will be 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.

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Course Objectives/Program Outline

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

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?

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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

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Nutrition
Course Outline

Course Fee: $60
Continuing Education Hours: 8 CEH
Subject Area: Culinary Nutrition and Wellness
Course Approved by: The American Culinary Federation
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 course completion certificate will be generated. This course completion certificate will be uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

The main goal for the 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!

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Course Objectives/Program Outline

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.

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?

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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

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Business Startup Secrets
Course Outline

Course Fee: $60
Continuing Education Hours: 10 CEH
Subject Area: Business and Management
Course Approved by: The American Culinary Federation
Author: Kevin R. McGee
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 course completion certificate will be generated. This course completion certificate will be uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

This course is for those people who are on the cusp of entrepreneurship. For the people intrigued by the thought of running their own business, but not quite sure how to go about it. Or who are unsure of their ability to be successful at it. If you are looking to enroll in this course or have started doing research, you are capable of doing it, and all you need is a little help and guidance. I want to help you, and I want this course to be a resource for you. One thing that I have learned about entrepreneurship and running businesses is that it is always, and I stress the word always, easier if you can learn from the mistakes of others. Learning from the successes of others is great, but learning from mistakes is even better.

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Course Objectives/Program Outline

Module One : What Does it Take to Become an Entrepreneur?

• Understand that entrepreneurship is not just a whimsical notion, and it takes a lot of hard work and determination to survive.
• Identify your strengths and weaknesses, honestly assessing and critiquing yourself before starting a business.
• List and understand the five questions every entrepreneur must be able to answer.

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

Module Two : The Real Deal on Entrepreneurship

• Explore the concept of entrepreneurship being more than just having a great idea and starting up...there is a science behind it.
• Educate yourself on both successes and failure of business and entrepreneurship to improve your chances of success.
• State what type of entrepreneur you want to be before you start your business.
• Clarify the purpose in your quest for becoming a successful entrepreneur.
• Discuss the common threads of entrepreneurship; to help create the freedom to do the things you desire, the freedom to express your creativity or the freedom to help others.

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

Module Three : Strong Mind, Body and Spirit = Strong Business

• Describe the three primary components of entrepreneurship; mind, body and spirit.
• Illustrate the idea of taking time to grow yourself is just as important as taking time to grow your business.
• Describe the importance of both personal and financial health and wellness.

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

Module Four : Balancing Family, Friends and Entrepreneurship

• Describe the importance of keeping your relationships with those you love intact while pursuing your dream.
• Understand the demands of starting your own business and determine the right time to start your business.
• Explore the concept of family legacy in entrepreneurship, both from a positive and negative perspective.

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

Module Five : The Pros and Cons of Business Partnerships

• Understand that you should only enter business partnerships if have thoroughly discussed and considered all the potential issues.
• Learn to clearly and concisely document how your partnership will function.
• Understand that, for a partnership to be successful, each partner must bring something of value to the table.
• Illustrate the simple fact that business failure is the market’s way of telling you to simply try your business or idea again but a different way.
• Clarify that people aren’t failures, ever! People sometimes fail at accomplishing the things that they went out to do, but there is a big difference between the two.

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

Module Six : Taking the First Steps

• Identify the common habits and ways of thinking required to be successful in entrepreneurship.
• Accept the fact that you should be willing to do things that others won’t, so that in the future you can live a life that others can’t.
• Understand that you must continue to develop yourself and your business acumen once your business has been started.
• Define the biggest killer of entrepreneurial dreams and aspirations; procrastination.
• Explore the first steps for making your entrepreneurial dream a reality.

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 of entrepreneurship?
• What new resources did you find in the study of the content?
• As a professional interested in starting your own business, what new concepts will you now integrate into your work?
• Are there any ideas that presented themselves as enlightening and useful?

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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

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Beer, Wine and Spirits
Course Outline

Course Fee: $90
ACF Approved CEH: 15 Hours
Subject Area: Business Management
Course Approved by: The American Culinary Federation
Instructor: Amber Johnson

This course has been developed and optimized for online delivery using the licensed title The Bar and Beverage Book, 5th edition, published by Wiley and Sons, Inc. and authored by Costas Katsigris and Chris Thomas. 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 be uploaded to your account, and will be available through the course dashboard for this course.

Introduction/Course Description:

In this course, we will explore the importance of responsible alcohol service and the role sellers and servers of alcohol play in safeguarding their clientele from the unpleasant, and potentially dangerous, medical and legal effects of excessive alcohol consumption. We will also examine the various types of beverages that make up a successful beverage program including beer, wine, spirits and the art of mixology.

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Course Objectives/Program Outline

Module One - Responsible Alcohol Service

Learning Objectives:

• Understand the effects of alcohol in the human body, both positive and negative, from health claims to the latest hangover research.
• Understand the impact of alcoholism in today’s society.
• Become familiar with the alcohol-related laws in effect in most areas, as well as the ongoing controversies they generate.
• Learn the importance of responsible alcohol service and how to spot and handle customers who may have had too much to drink.
• Set specific alcohol service policies and train staff members.
• Become proactive on behalf of the beverage service industry to educate consumers and uphold a reputation as a responsible business.
• Value the responsibility of keeping up to date on the latest health benefits and/or dangers of alcohol consumption.

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

Module Two - Spirits

Learning Objectives:

• Distinguish between fermented and distilled beverages and identify them.
• Select the types and price ranges of spirits that fit your clientele.
• Define “proof” and relate it correctly to alcohol content.
• Understand the variables in distillation and their importance to the finished product.
• Become familiar with each of the spirit types commonly served from today’s bar.
• Define and explain such familiar but mysterious terms as: bottled in bond, aged in wood, sour mash, single malt, London dry, neutral spirits, VSOP, and more.
• Serve each type of spirit correctly and profitably—even absinthe!
• Increase sales of after-dinner drinks.

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

Module Three - Wine Appreciation

Learning Objectives:

• Classify wines according to type and recognize some of their distinguishing characteristics.
• Learn about the grapes used to make wine, and the winemaking process.
• Familiarize yourself with the world’s leading wine regions and the types of wine they produce.
• Read and understand wine labels.

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

Module Four - Wine Sales and Service

Learning Objectives:

• Learn how to taste a wine so that you can adequately assess its characteristics and describe them to customers.
• Create a wine list by selecting and pricing the wines you want to sell.
• Train your service staff to recommend and serve wines.
• Increase your wine sales.
• Open and store wine properly.

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

Module Five - Beer

Learning Objectives:

• Understand the market trends affecting today’s brewing industry.
• Learn how beer is made and the role of each of its ingredients.
• Recognize and describe the various types and styles of beer.
• Learn how to take proper care of a draft-beer system and why each step is important.
• Learn to properly store canned and bottled beer.
• Correctly choose and clean beer glasses.
• Sell beer profitably in a bar or restaurant setting.
• Train and motivate staff members to sell beer.

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

Module Six - Mixology - Part One

Learning Objectives:

• Know what makes a “good drink” good.
• Understand the relationship between glass size and amounts of liquor, ice, and mix, and apply this knowledge in creating drinks.
• Decide on the method, equipment, ingredients, and garnish(es) to be used for each drink you serve.
• Know how ingredients are measured and choose an appropriate method of measurement.
• Know how to use premixed ingredients and other shortcuts appropriately.
• Explain and demonstrate the build method of drink mixing.
• Make highballs, juice drinks, liquor-on-ice drinks, Collinses (with mix), coolers, coffee drinks, the pousse-café and layered drinks, and other build-in-glass drinks.

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

Module Seven - Mixology - Part Two

Learning Objectives:

• Explain and demonstrate the stir, shake-by-hand, blend, and shake-mix methods of drink mixing.
• Explain and demonstrate how to make frozen and ice-cream-based drinks.
• Understand how to prepare cocktails from these families: sour, Collins (from scratch), sling, fizz, tropical, and cream drinks.
• Take drink orders accurately, fill them efficiently, and train others to do so.
• Develop a suitable drink menu for a limited-menu bar.
• Create signature (specialty) drinks.

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?

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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.

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Vegetarian Concepts
Course Outline

Course Fee: $65
ACF Approved CEH: 11 Hours
Subject Area: Continuing Education Course for ACF Certification
Course Approved by: The American Culinary Federation
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 be 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.

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Course Objectives/Program Outline

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.

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.

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.

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?

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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 (if included in course)
• Student must complete a Final Learning Statement at the end of this course

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The Gluten Free Alternative
Course Outline

Course Fee: $65
ACF Approved CEH: 11 Hours
Subject Area: Continuing Education Course for ACF Certification
Course Approved by: The American Culinary Federation
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 be 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!

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Course Objectives/Program Outline

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 Gluten 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?

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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 (if included in course)
• Student must complete a Final Learning Statement at the end of this course

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Implementing HACCP
Course Outline

Course Fee: $50
ACF Approved CEH: 8 Hours
Subject Area: Food Sanitation and Safety
Course Approved by: The American Culinary Federation
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 be uploaded to your account, and available through the course dashboard for this course.

Introduction/Course Description:

Although the HACCP system can appear daunting at first, some form of HACCP can be implemented easily into any food operation. The concepts make perfect sense and follow a very logical order. This course will explain the components of HACCP in an understandable manner and then arrange those components in steps that may be implemented by a manager, along with some tips to get staff onboard and trained.

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Course Objectives/Program Outline

Module One : Food Safety and HACCP

• Summarize the background of HACCP.
• Relate the relevance and purpose of HACCP to the food establishment.
• List the three types of contamination.
• Describe methods of controlling the three types of contamination.
• Identify the six factors involved in biological contamination (FATTOM).
• Describe the seven principles of the HACCP system.

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

Module Two : The Flow of Food

• Analyze and document hazards in the food establishment.
• Identify and monitor critical control points (CCPs).
• Identify appropriate corrective action for deviations from CCPs.
• Establish and monitor critical limits.

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

Module Three : Applying HACCP - Sample Charts

• Identify and monitor critical control points (CCPs) with example recipes.

Project 1: HACCP Self-Inspection
Quiz: Multiple-choice questions that pertain to objectives above.

Module Four : Create and Implement a HACCP System

• Develop and follow HACCP flow chart for certain foods in establishment.
• Form a team to follow the HACCP plan.
• Develop and follow a comprehensive HACCP recipe.
• Effectively set expectations for your organization in order to execute your HACCP plan.

Project 2: HACCP Staff Training
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