CULAR 20 - App. Food Serv. Sanit in Hotel/Rstr. Mgmt.
CULAR 20
(C-ID HOSP 110)
2 units
App. Food Serv. Sanit in Hotel/Rstr. Mgmt.
36 hours lecture
Grading: letter grade.
Description
Formerly CULAR 20AD. This course introduces students to food safety and sanitation issues facing professionals in the food and beverage industry. The course serves as a foundation for the entire Culinary/Baking Program by helping students ascertain a thorough understanding of food safety and sanitation. The course is based on regulatory code and covers major foodborne illnesses, standards, process controls, and food safety management systems, such as HACCP. To successfully complete the course, students are required to demonstrate knowledge by successfully passing a Nationally Accredited Food Protection Manager Certification Exam.
Transferability
Transferable to CSU Only
Identifiers & Codes
Department: Culinary Arts
School: Career Education
Academic Level: Undergraduate
TOP Code: 130710 - Restaurant and Food Services and Management
CTE Status: Yes
SAM Code: C - Clearly Occupational
CIP Code: 12.0504 - Restaurant, Culinary, and Catering Management/Manager.
Credit or Noncredit: Credit
Class Size Max, Units, Hours
Class Size Maximum: 40
Lecture Hours: 2
Supplemental Hours: 0
Credit Units: 2
Out of Class Hours: 4
Weekly In-Class Hours: 2
Teaching Units: 2
Total Student Learning Hours: 108
Total Contact Hours: 36
Requisites & Limitations on Enrollment
Catalog Information
Grade Mode: Letter Grade
Is the course repeatable? No
Student Learning Outcomes & Course Objectives
Student Learning Outcomes:
- 1. Explain and practice employee hygiene and health.
- 2. Demonstrate a full understanding of the receipt, storage, preparation, display, service and transport of food.
Course Objectives:
1. Recognize the Owner/Manager responsibility to provide safe food to consumers.
2. Develop a better understanding of Food safety, its importance, and those who enforce it.
3. Take appropriate actions to create and maintain a safe and sanitary working environment, which include monitoring and
corrective action procedures.
4. Identify potential sources of contamination in the flow of food.
5. Give examples of biological, physical, and chemical contaminates in food and how they can impact health.
6. Describe what a foodborne illness outbreak is and the steps involved in a foodborne illness outbreak investigation.
7. Describe ways to prevent foodborne illness.
8. Discuss the importance of sanitation and why it is essential in preventing foodborne illness.
9. Understand temperature control.
10. Explain the difference between cleaning and sanitizing.
11. Perform the 5 steps of cleaning and sanitizing correctly.
2. Develop a better understanding of Food safety, its importance, and those who enforce it.
3. Take appropriate actions to create and maintain a safe and sanitary working environment, which include monitoring and
corrective action procedures.
4. Identify potential sources of contamination in the flow of food.
5. Give examples of biological, physical, and chemical contaminates in food and how they can impact health.
6. Describe what a foodborne illness outbreak is and the steps involved in a foodborne illness outbreak investigation.
7. Describe ways to prevent foodborne illness.
8. Discuss the importance of sanitation and why it is essential in preventing foodborne illness.
9. Understand temperature control.
10. Explain the difference between cleaning and sanitizing.
11. Perform the 5 steps of cleaning and sanitizing correctly.
Course Content
Course Content:
A. Keeping Food Safe
1. Foodborne Illnesses
a. Shigellosis
b. Salmonellosis
2. How Foodborne Illnesses Occur
3. The Food Safety Responsibilities of a Manager
B. Understanding The Microworld
1. Pathogens
2. Bacteria
a. Salmonella
b. E.coli
c. Shigella
3. Viruses
a. Norovirus
b. Hepatitis A
4. Parasites
a. Cyclospora
5. Fungi
6. Biological Toxins
a. Histamine
b. Aflatoxins
c. Domoic Acid
C. Contamination, Food Allergens, and Foodborne Illness
1. Physical and Chemical Contaminants
2. The deliberate Contamination of Food
3. Food Allergens
a. Milk
b. Eggs
c. Wheat
d. Soy
e. Fish
f. Shellfish
g. Peanuts
h. Tree-Nuts
D. The Safe Foodhandler
1. Personal Hygiene and Contamination
2. A Good Personal Hygiene Program
1. Foodborne Illnesses
a. Shigellosis
b. Salmonellosis
2. How Foodborne Illnesses Occur
3. The Food Safety Responsibilities of a Manager
B. Understanding The Microworld
1. Pathogens
2. Bacteria
a. Salmonella
b. E.coli
c. Shigella
3. Viruses
a. Norovirus
b. Hepatitis A
4. Parasites
a. Cyclospora
5. Fungi
6. Biological Toxins
a. Histamine
b. Aflatoxins
c. Domoic Acid
C. Contamination, Food Allergens, and Foodborne Illness
1. Physical and Chemical Contaminants
2. The deliberate Contamination of Food
3. Food Allergens
a. Milk
b. Eggs
c. Wheat
d. Soy
e. Fish
f. Shellfish
g. Peanuts
h. Tree-Nuts
D. The Safe Foodhandler
1. Personal Hygiene and Contamination
2. A Good Personal Hygiene Program
8 Hour(s)
E. The Flow of Food: An Introduction
1. Cross-Contamination
2. Time-Temperature Control
F. The Flow of Food: Purchasing and Receiving
1. Purchasing Considerations
2. Receiving Considerations
3. General Inspection Guidelines
4. Inspecting Specific Types of Food
G. The Flow of Food: Storage
1. General Storage Guidelines
2. Storing Specific Food
H. The Flow of Food: Preparation
1. Preparation
2. Cooking Food
3. Cooling and Reheating Food
I. The Flow of Food: Service
1. Holding Food for Service
2. Serving Food Safely
3. Off-Site Service
1. Cross-Contamination
2. Time-Temperature Control
F. The Flow of Food: Purchasing and Receiving
1. Purchasing Considerations
2. Receiving Considerations
3. General Inspection Guidelines
4. Inspecting Specific Types of Food
G. The Flow of Food: Storage
1. General Storage Guidelines
2. Storing Specific Food
H. The Flow of Food: Preparation
1. Preparation
2. Cooking Food
3. Cooling and Reheating Food
I. The Flow of Food: Service
1. Holding Food for Service
2. Serving Food Safely
3. Off-Site Service
12 Hour(s)
J. Food Safety Management
1. Food Safety Management Systems
2. Active Managerial Control
3. Hazard Analysis Critical Control Point (HACCP)
4. Crisis Management
K. Safe Facilities and Equipment
1. Designing a Safe Operation
2. Consideration for Other Areas of the Facility
3. Equipment Selection
4. Installing and Maintaining Kitchen Equipment
5. Utilities
L. Cleaning and Sanitizing
1. Cleaning
2. Sanitizing
3. Dishwashing
4. Cleaning the Premises
5. Developing a Cleaning Program
M. Integrated Pest Management
1. The Integrated Pest Management (IMP) Program
2. Identifying Pests
3. Working with a Pest Control Operator (PCO)
4. Treatment
5. Using and Storing Pesticides
1. Food Safety Management Systems
2. Active Managerial Control
3. Hazard Analysis Critical Control Point (HACCP)
4. Crisis Management
K. Safe Facilities and Equipment
1. Designing a Safe Operation
2. Consideration for Other Areas of the Facility
3. Equipment Selection
4. Installing and Maintaining Kitchen Equipment
5. Utilities
L. Cleaning and Sanitizing
1. Cleaning
2. Sanitizing
3. Dishwashing
4. Cleaning the Premises
5. Developing a Cleaning Program
M. Integrated Pest Management
1. The Integrated Pest Management (IMP) Program
2. Identifying Pests
3. Working with a Pest Control Operator (PCO)
4. Treatment
5. Using and Storing Pesticides
10 Hour(s)
N. Food Safety Regulations and Standards
1. Government Agencies Responsible for Preventing Foodborne Illness
2. The FDA Food Code
3. The Inspection Process
4. Self-Inspections
5. Voluntary Controls within the Industry
O. Employee Food Safety Training
1. Training Staff
2. Ways of Training
3. Training Follow-up
4. Food Safety Certification
1. Government Agencies Responsible for Preventing Foodborne Illness
2. The FDA Food Code
3. The Inspection Process
4. Self-Inspections
5. Voluntary Controls within the Industry
O. Employee Food Safety Training
1. Training Staff
2. Ways of Training
3. Training Follow-up
4. Food Safety Certification
6 Hour(s)
Methods of Instruction & Active Learning
Instructional Method(s):
- Lecture
- Discussion
- Technology
- Video Presentation
Examples: Extensive lecture is used to introduce and explain the various topics regarding food safety and sanitation in food service areas.
Whole class discussions covering all aspects of the course occur weekly.
Small group discussions and exercises are also employed with discussion results presented to the entire class.
PowerPoint presentations are used for each Chapter and emphasize various topics.
Overhead transparencies are occasionally used to enhance the various topics, as well.
Videos are used to introduce the various food safety topics and online resources such as FDA website are used to explain sanitation components.
Assignment for In and Out of Class
Assignment Types:
- Substantial college level writing assignment, such as: essay(s), written homework, term/research paper, and/or other (Required).
- Substantial college level reading assignment, such as: textbook, journal article(s), literature, and/or other (specify)
- Lab or field activity, product, and/or report
- Class Presentation
- Group Assignment
- Other
Examples: Students are required to do an observation of a food service facility and prepare a 2-page written report of their findings.
Students are required to answer 'discussion questions', 'study questions', and 'case in point' (mini case studies) from each chapter in the textbook.
Students are assigned textbook reading weekly.
Students are to prepare an 8-page Sanitation Standard Operating Procedures (SOPs) Manual to be implemented at their place of work or home.
Students are required to select a specific Foodborne illness and prepare a ten (10)-slide PowerPoint presentation for the class.
Students are required to work in a classroom group exercise preparing a Hazard Analysis and Critical Control Point (HACCP) System for a complicated food process and report their project to the entire class.
Students are required to demonstrate knowledge by successfully passing a Nationally Accredited Food Protection Manager Certification Exam.
Methods of Evaluation
Written Evaluations:
- Essay Exam(s)
- Term or Other Paper(s)
- Written Homework
- Reading Report(s)
Computational or Non-Computational Problem Solving Demonstrations:
- Exam(s)
- Quizzes
- Laboratory Report(s)
- Other
Further Methods of Evaluation:
- Oral Presentation(s)
Examples: Weekly quizzes and final exam.
Students are evaluated on their food service facility Observation Reports using a 4-Criteria Grading Rubric.
Students are required to define in writing all 'key terms' from each chapter in the textbook. Evaluated on a weekly basis, the students earn points for correctly defining each chapter's 'key terms'.
Students are assigned textbook reading weekly as well as three written assignments for each chapter: 'discussion questions'; 'study questions'; and 'case in point' (mini case studies). Evaluated on a weekly basis, students earn points for completing all portions of the assignment and the appropriately applying chapter concepts to case studies.
A 90-question, multiple-choice, Nationally Accredited Certification Examination, written and adjudicated by the National Restaurant Association (NRA), is given at the end of the semester. This exam accounts for 50% of the available points for the course and determines whether students pass or fail.
Quizzes are given on a weekly basis. These quizzes consist of 10 multiple-choice and 5 key term definition questions. Each, worth up to 15 points, is graded to industry standards in preparation for the Certification Exam.
Students are evaluated on their 8-page Sanitation Operating Procedure manual using a 4-Criteria Grading Rubric.
Students are evaluated on their Hazard Analysis and Critical Control Point (HACCP) System report using a 4-Criteria Grading Rubric.
Students are evaluated on their ten (10)-slide PowerPoint Foodborne Illness presentation using a 4-Criteria Grading Rubric.
Diversity, Equity, Inclusion, Accessibilty
The Culinary Arts Department is committed to teaching that promotes inclusive, engaging instruction by incorporating diverse perspectives and accessible methods into every course element, as reflected in the Course Outline of Record.
To close equity gaps and ensure all students can participate equally, faculty engage in data-driven program planning, DEIA professional development, and analysis of Student Learning Outcomes assessment.
Regular review of course components reinforces faculty commitment to inclusion, whether online or in person, and to staying relevant and in alignment with industry standards and requirements. Course material and instruction are designed using Universal Design for Learning (UDL) principles to foster students’ access and engagement, and to demonstrate their understanding through flexible, scaffolded progression of course skills.
Representative Textbooks and Materials
Representative Textbook:
ServSafe Coursebook, with Online Exam Voucher. National Restaurant Association Educational Foundation. 6th Edition Revised. Pearson. 2014.