This course prepares students for a career in the hospitality industry. The course provides an overview of the various segments in the industry including restaurant management, culinary arts, lodging, managed services, beverages, recreation and theme parks, gaming, and event management. Students are introduced to the various operational areas within the hospitality industry.
Prerequisite: College Reading and Writing Readiness or concurrent enrollment in ENG 109 or ELI 109 AND Basic Algebra Readiness or concurrent enrollment in MTH 114
Typically Offered: Offered summer, fall & spring.
Offered Fall 2018: Yes
This course introduces students to the principles of commercial food preparation with emphasis on the development of a basic foundation of culinary skills. Topics covered include the history of culinary arts, development of modern food service, classic and modern kitchen brigades, kitchen sanitation and safety, recipes and menus, professional kitchen tools and equipment, knife safety, flavors and flavorings, dairy products, mise en place, cooking principles, stock and sauce preparation, and soup identification and preparation.
Prerequisite: College Reading and Writing Readiness or concurrent enrollment in ENG 109 or ELI 109 AND Basic Algebra Readiness or concurrent enrollment in MTH 114
Corequisite: HCM 113
This course is a continuation of Culinary Principles I with emphasis on the development of a strong foundation in culinary skills. Topics covered include identification of vegetables used in food service operations and proper cooking methods, the range of vegetarian diets, identification and cookery of various starches, identification and preparation of salads and salad dressings, and the identification of the fruits used in food service operations, and sandwich preparation.
Prerequisite: College Reading and Writing Readiness AND Basic Algebra Readiness AND HCM 111 (C or better)
This course introduces students to the principles and procedures of sanitation in food preparation and service. Topics include causes and prevention of food borne illnesses, health regulations and inspection procedures. The State of Illinois Sanitation Licensing Examination is given as part of this course. This course meets the requirements for the sanitation course for American Culinary Federation (ACF) initial certification and/or re-certification. NOTE: BRING SERVSAFE BOOK TO FIRST CLASS - AVAILABLE AT CLC BOOKSTORE.
This course refines the student's knowledge of beverages served in a variety of hospitality operations. Emphasis is placed on beverage sensory perception and the art of food and beverage pairings. Students will learn about the wine regions of the world and how climate, terroir and region affect the qualities of wine. Students develop and analyze strategies to effectively manage, market and set standards for beverage operations. Both alcoholic and non-alcoholic beverages are examined, and optional tastings of wine and beer are included. Responsible beverage service is stressed. Minimum age of 21.
Prerequisite: HCM 110 or HCM 111 (either C or better) AND Department Consent
This course explores the use of local ingredients in the preparation of traditional and contemporary American specialties. The major culinary regions of the US are identified, including the ingredients and cooking techniques used in each region. Students apply established culinary principles in the preparation of a variety of regional menus. Students will develop mental mise en place, professionalism, speed, total product utilization, and organizational and teamwork skills.
Prerequisite: HCM 111 and HCM 113 (both C or better)
Typically Offered: Not offered every term
This course explores the use of local ingredients in the preparation of traditional and contemporary European specialties. The major culinary regions of Europe are identified, including the ingredients and cooking techniques used in each region. Students will also learn and prepare various dishes from specific European countries. Students apply established culinary principles in the preparation of a variety of regional and country-specific menus. Students will develop mental mise en place, professionalism, speed, total product utilization, and organizational and teamwork skills.
Offered Fall 2018: No
This course explores the use of local ingredients in the preparation of traditional and contemporary Latin American specialties. The major culinary regions of Latin America are identified, including the ingredients and cooking techniques used in each region. Students will also learn and prepare various dishes from specific Latin American countries. Students apply established culinary principles in the preparation of a variety of regional and country-specific menus. Students will develop mental mise en place, professionalism, speed, total product utilization, and organizational and teamwork skills.
This course explores the use of local ingredients in the preparation of traditional and contemporary Italian specialties. The major culinary regions of Italy are identified, including the ingredients and cooking techniques used in each region. Students apply established culinary principles in the preparation of a variety of regional menus. Students will develop mental mise en place, professionalism, speed, total product utilization, and organizational and teamwork skills.
This course will provide Hospitality and Culinary Management students with the opportunity to study and experience food, culture and the hospitality industry within a global context. Course topics, locations and credit hours will be identified by individual section. This course is repeatable up to three times, any topic only once, for a maximum of 9 hours toward degree completion.
Prerequisite: To be determined relative to topic
This course covers the basic principles and ingredients used in bakeshop production. Topics covered include identification of equipment and tools used in the bakeshop, identification of ingredients used in the bakeshop, controlling the development of gluten, understanding the baking process and various mixing methods. This course introduces students to skills needed in a bakeshop and focuses on preparation of baked goods which include quick breads, pate a choux, tarts, pies and cookies.
This course emphasizes the principles of commercial food preparation along with continued focus on building a strong foundation in culinary skills. Topics covered include principles of meat cookery, including beef, veal, lamb and pork; and principles of poultry, game, fish and shellfish. Students will learn the composition and structure of meat, poultry, fish and shellfish, and will learn quality indicators when purchasing these products. Students will learn the proper cooking methods for various cuts of meat, poultry, fish and shellfish. This course incorporates a capstone project in which students provide a full meal for the public.
Prerequisite: HCM 112 (C or better)
This course is a continuation of Patisserie I with emphasis on the skills and competencies needed for a strong foundation in baking and pastry. Topics include identification of ingredients, recipe costing, custards, petit four sec and glace, mousses, cake preparation and assembly of tortes, cheesecakes, plate presentation, and simple chocolate work.
Prerequisite: HCM 170 (C or better)
This course is a continuation of Patisserie II and introduces students to European and advanced pastries, a variety of tortes with new assembly and decorating techniques. Bavarians, individual cakes and desserts, frozen desserts, advanced pastries, advanced petits fours, and plate presentations with multiple components are also included.
Prerequisite: HCM 172 (C or better)
Typically Offered: Offered fall only
In this advanced course, students build on many of the skills and techniques learned in Patisserie I, II and III which includes assembling cakes, tortes, and individual pastries with multiple components and garnishes. Gateaux, molded frozen desserts, chocolate work, advanced European pastries and desserts, and upscale plate presentations will be produced.
Prerequisite: HCM 173 (C or better)
Typically Offered: Offered spring only.
This course introduces students to the principles of nutrition and the application of these principles to the food service industry. Topics include fundamentals of food chemistry and nutrition for different age groups and the special needs of individuals. This course meets the requirements for the nutrition course for American Culinary Federation (ACF) initial certification and/or re-certification.
Prerequisite: College Reading and Writing Readiness AND Basic Algebra Readiness
This course introduces the student to bread making skills and techniques. Specialty tools and equipment used in bread making will be discussed. Topics covered include ingredient identification and functions of ingredients, how to control gluten development and learning the use of pre-ferments in bread making. Students will produce European and Artisan breads, specialty breads and fabricate products from Danish and croissant dough.
This course introduces the student to advanced bread making skills and techniques. Specialty tools and equipment used in bread making will be discussed. Topics covered include ingredient identification and functions of ingredients, types of breads from different cultures, the various shapes of breads, and the variety of grains, classic breads, sourdoughs and rye breads. Students will produce European, Artisan and specialty breads from different cultures using a variety of grains and bread shapes.
Prerequisite: HCM 176 (C or better)
In this course students will focus on identifying and describing nutritional concerns associated with baked goods and desserts. Upon completion of this course, students will identify and describe allergy and food intolerance concerns and learn ways to modify or substitute alternative ingredients for fat, dairy, sugar, gluten and soy in baking formulas for people with specialized diets.
In this course students will work with a variety of fillings, frostings, icings and decorations to fill, ice and assemble special occasion cakes, cupcakes, and wedding cakes. Students will practice using pastry bags with an assortment of pastry tips to pipe classic and contemporary designs. Students will be introduced to rolled fondant and learn techniques with it.
This course introduces students to the world of the chocolatier and confectionery work. Students will learn the basics of chocolate and other ingredients, the history of chocolate, tools of the trade, chocolate composition, simple and advanced methods and techniques. Candy making and confectionery work will be discussed and produced including nougat, jellies, brittles and toffee. Sugar work, pastry and confectionery skills will also be emphasized.
In this course, students will plan, organize, and prepare dessert menu items typically served in an upscale dining establishment with an emphasis on modern menu trends, flavor combinations and plate presentation. Students will develop an awareness of and utilize seasonal, locally grown and produced ingredients to create the components of desserts for Prairie, a CLC student run restaurant.
This course introduces students to Garde Manger (the cold kitchen) and the practical applications of cold food preparation and presentation. Topics include cold sauces, plated appetizers, hors d'oevres, principles of plate presentation, buffet design, food art and sculpted centerpieces, garnishing, global garde manger, charcuterie, sausage making, smoking and curing.
Prerequisite: HCM 171 (C or better)
Typically Offered: Offered fall and spring only.
This course examines the impact the menu has on the success of a foodservice operation. Topics covered include menu design and layout, costing-out recipes, determining menu prices, marketing and merchandising the menu, cost control, and the importance of menu analysis.
Prerequisite: HCM 111 or HCM 170 (either C or better)
This course addresses the principles and procedures of quantity purchasing and inventory control. Topics include basic steps in an organized purchasing system; developing standards for purchasing, cost controls and inventory systems; receiving and storage procedures; budgeting; record keeping for food, beverage, equipment and supplies; vendor relationships; legal factors; and storage requirements.
This course introduces students to the skills and competencies needed to supervise staff in the hospitality industry. Emphasis is on recruiting, hiring, training, evaluating, motivating and team work performance. This course meets the requirements for the supervision course for American Culinary Federation (ACF) initial certification and/or re-certification.
Prerequisite: College Reading and Writing Readiness
This course provides students with the opportunity to gain work experience in a professional hospitality setting. Students rotate through different departments or stations to obtain a well-rounded experience. Students meet for one hour per week with the instructor in the classroom and must complete a minimum of 150 hours at the internship site, under the supervision of a chef or manager.
Prerequisite: Fifteen credit hours of HCM courses and HCM
This course outlines the elements, procedures and process of controlling hospitality costs. Topics include menu, inventory, purchasing, receiving, food costs, waste, storage, budget, staff scheduling, payroll and benefits. The course also covers the components of analyzing market data and using historical numbers in budgeting.
Prerequisite: HCM 212 and HCM 213 (both C or better)
This course provides students with the opportunity to further develop their skills in all facets of restaurant operations. Students will plan, organize, prepare and serve menu items typically featured in an upscale dining establishment specializing in Contemporary American Cuisine. Students will experience both front-of-the-house and back-of-the-house operations. Modern menu trends, flavor combinations, and plate presentation are emphasized, using locally-grown and produced ingredients when possible. Students will also learn basic service techniques, set-up and organization of the dining room, and service language.
Prerequisite: HCM 171 and HCM 212 (both C or better)
This course is designed to provide specialized instruction in a current or emerging culinary arts or hospitality management area. Course content will vary depending on the topic being studied. The course may be taken up to three times, but any topic only once, for a maximum of three credits toward a degree or certificate.
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“The nursing skills lab at the Grayslake Campus is great because the equipment is similar to what nurses use on the job. The clinicals were also great hands-on learning experiences, and the CLC instructors have a great relationship with area hospitals and clinics.”
“I have enjoyed all the instructors in the horticulture department, especially their expertise and practical work experiences. All the classes that I have taken are pertinent to my career choice.”
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“The Truck Driver Training course built my confidence and really prepared me well for a successful career in this field.”
“In my first semester at the U of I, I attained a GPA of 3.8. CLC did a great job of preparing me for classes at one of the top engineering schools in the world.”
“I chose CLC’s Small Business Development Center for guidance and help meeting people who have already gone through the process of starting a business. They are a great team of experts to have on my side.”
“I became the first community college student accepted as an intern at a newsroom in Erie, Penn., thanks to my experiences on The CLC Chronicle and working with Professor Kupetz. That first internship opened many doors for me.”
“I am currently working part-time as a paralegal while enrolled as a full-time student in Roosevelt University’s Paralegal Studies program. If I had not received the education I had from CLC, I would not have the part-time job.”
“What I like especially about the mechatronics classes is the hands-on learning and the helpful instructors who want you to succeed. We also went on field trips to companies, where we got a chance to see practical, real-world examples of ideas such as building and maintaining assembly lines.”
“CLC is super well-rounded and excels at pretty much everything it does. It's really cool to know that no matter what you want, you have a strong chance at success at CLC.”
“The course prepared me for a veterinary assistant job and the externship was a great part of the reason I felt prepared.”
“CLC is a melting pot; a microcosm of America. The students come from so many different backgrounds and contexts, that you learn almost as much from your classmates as you do from your courses.”
“Margie Porter, who is chair of the mechatronics technology program, understands the challenge of juggling a job, college courses and raising a family. She helps you build your self-confidence in learning the material.”
“One great part of CLC's hospitality and culinary management program is the opportunity to put together a portfolio of your work. It teaches you how to be organized and professional, and it's a great thing to carry into a job interview.”
“I believe that everyone in a classroom serves as a teacher and a student. I take pride in knowing that all of our communication courses have the potential to be life-changing experiences for our students.”
“To create the 'a-ha' moment in my public speaking classes, I set the pace from day one, creating an environment in which my students will feel safe and comfortable.”
“I use many different teaching methods, including: journaling, readings, oral quizzes, in-class and out-of-class activities, role plays, group discussion, media, group work and providing many examples.”
“Whether teaching online or onsite, I encourage active discussions in which students interact with each other as well as the course material.”
“When assigning papers, I encourage my students to choose their subjects carefully. If students can write about a subject about which they are passionate, they will write better papers.”
“Looking back, I had instructors who helped me to see and appreciate the joy, wonder and mystery that exists in the world all around me-whether it is in nature, science and people, or in stories, essays and poetry. I try to do the same thing for my students.”
“I teach because I want to help students imagine a better life for themselves. When they do that, they will be able to imagine a better world for all of us. And that is pretty cool.”
“I knew that I wanted to be a college instructor when I was an undergrad student at UCLA. I would come out of my English classes thrilled with the possibilities that language and literature created.”
“I find it gratifying when I stimulate the students' minds and to see how they go beyond what we do in class; some decide to pursue the subject as a future career. It is very rewarding to know that I can make a difference in students' lives.”
“I enjoy seeing my students learn and grow in their skills, knowledge, confidence, dedication and their passion for making a difference in the lives of young children and their families.”
“I assess myself by the quality of the engineer that I turn out. Often, I am contacted by students who say that their job requires all of those things they complained about having to learn during the program, and that they appreciate me for not backing down.”
“I maintain an open, questioning environment that encourages all reasonable experiments. In addition, I interweave real-world experiences and practical life skills with the subject material.”
“My main goal is to connect with students in a way that motivates them to learn the material deeply, not just to pass a test. And I really enjoy getting to know students on a personal basis and helping them along the path to being an engineer.”
“As an engineering educator, I am in a unique position: I'm educating individuals who will create and use technology that does not exist today.”
“I want to pass to my students my clinical knowledge and abilities to help them to be the best clinician they can be. My goal is to change their lives for the better.”
“My goal is not only to teach the necessary skills involved in treating patients, but to create meaningful experiences where students can grow and develop into true professionals.”
“I want to prepare graduates to be compassionate, critical-thinking professionals who are committed to life-long learning and promote health and the prevention of disease.”
“Teaching is more than transferring knowledge. I truly want students to succeed in life and in our profession.”
“I incorporate an assortment of teaching methods, including multimedia technology, problem-based learning and hands-on/experiential activities.”
“I emphasize that professional nursing education is a continuous, life-long learning process.”
“I love the chance to create special places that people enjoy, and leaving behind work that will grow and evolve with time.”
“I try to share my passion, skills and experiences to help students learn skills, techniques, concepts and teamwork so they are prepared - not only to graduate, but to work in the hospitality field.”
“Helping put students in a position to make a difference in others' lives - that's what makes my job so rewarding.”
“I am passionate about inspiring new students to understand and embrace the rapidly changing knowledge base in the substance-use fields, particularly as it relates to new brain science, strength-based approaches for treatment and evidence-based practices.”
“I love seeing students' minds expand throughout the semester. The students transform through applying philosophical theories and concepts to their own lived experiences.”
“My most memorable teaching experience is to observe a student enter the program with a specific career goal in mind, and after hard work in our program, obtain a specific job working for the company of his or her dreams.”
“I want to help students become problem solvers in the computer information technology field.”
“Teaching allows me to have a profound and lasting positive effect upon the professions in the criminal justice system, especially law enforcement. I enjoyed being a police officer very much, and I strive to pass on my love for the profession through my teaching.”
“While attending high school, I joined my community's rescue squad, and I soon realized that firefighting and rescue work was my calling in life. It's been rewarding to help people who are experiencing some of the worst days of their life.”
“My main goal is to help students understand and appreciate that education is a way of life rather than a journey to a job.”
“What excites me most about teaching is that I get to witness, time and time again, the transformation from student to polished professional.”
“When I was a CLC student, it was such a great experience because the teachers really care about the students. I decided I wanted to teach biology at a community college, and I still can't believe that I am here. It truly is a dream come true.”
“I tell my students that I am successful not when they finish my class but when I hear that they have graduated from an allied health program.”
“I consider the needs of students every time I plan activities and goals for class. As a result, I utilize multiple teaching strategies, from lecture to a small-group critical thinking activity. In addition, I set and communicate high expectations and teach students how to successfully reach these goals.”
“To create the 'aha' moment in students, I always try to connect classroom topics to common life experiences and use labs and demonstrations to reinforce lectures. One learns more by doing than by hearing.”
“I try to relate course concepts directly to real life. For example, there are real-time weather discussions in my meteorology classes, where students see how the course material applies directly to the weather that affects their lives.”
“Teaching is not just about sharing knowledge, but - most importantly - inspiring students and helping them become life-long learners.”
“My main goal is to help students gain a deep understanding of the underlying concepts we are learning and move beyond the memorization of formulas.”
“My main goal is to reduce the number of people who say, 'I'm not good at math.'”
“Mathematics is so much easier to understand when you concentrate on learning concepts, not memorizing procedures. In my classes, we ask and seek answers questions like, 'What does this mean?' and 'Why does this make sense?'”
“I teach using guided notes and a tablet laptop in order to keep students engaged. Writing on a tablet instead of the chalkboard or whiteboard allows me to face my class, so I can see their reactions and more easily promote discussion.”
“My philosophy of teaching can be summed up by, 'Meet students where they are. Help them move forward.'”
“A student who transferred to Northern Illinois University and took calculus classes there emailed me to thank me for teaching her to be a more prepared student and to learn math throughout the entire semester, instead of cramming.”
“My passion for cars started when I was a young boy, holding a drop light for my dad as he worked on the family car. As time went on, I grew up and my Hot Wheels® cars just got bigger and faster.”
“CLC students are trying to be somebody, to make a difference. I want to understand their needs and help them to get the most out of their time here.”
“I'm fascinated with economics' application to everyday life. When we make decisions related to purchases, or when we make choices about what we will do with our time and resources, it relates to the field of economics.”
“In my classes, students learn that history is not a set of static facts, but a dynamic and active process of interpretation.”
“History explains the world to us. CLC offers many opportunities for faculty and students to travel widely in the world. My travels in Jordan, the Netherlands and in several other countries have broadened my experience and helped me to be a better teacher.”
“I seek to make connections between course content and students' lives and to build relationships with and among students in the classroom. Students flourish when working together toward a common goal and when they realize that they can rely on their peers and professors for support and information.”
“I cannot compete with a smartphone in terms of overall information. Consequently, my teaching objective is not just to disseminate information, which students can get from a variety of sources, but rather to assist students in applying this information in real-world situations.”
“I'm fascinated by psychology's mystery as well as its different explanations, theories and philosophical assumptions about human nature. Perhaps most important, the field has the potential to help people live better.”
“I am humbled and grateful for the opportunity to help students navigate college and make decisions that will have a lasting impact on their lives and families.”
“I want my students to be able to recognize the extent to which society influences most of what we do and think, but that we can also change the course of society. To achieve this goal, I often provide a range of different examples and activities. ”
“I believe my students should be active participants in the learning process, and the material should be directly connected to their outside experiences. At the end of the semester, I hope they leave with the belief that they can change the world!”
“Using genealogy and popular culture allows me to make connections for students to unfamiliar sociological theories, by utilizing something they know (their family history; favorite TV shows, or movies) as a starting point.”
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