Hospitality & Tourism Cluster: Culinary Arts Pathway
Core Code Alignment
CTE / Family & Consumer Sciences
Family and Consumer Sciences
34010000170: Culinary Arts
Family and Consumer Sciences
34010000170: Culinary Arts
Recommendation
Recommended Limited
Evaluation
Pathways to Career Success: This eTextbook is easy to navigate, has pertinent and helpful information and is relevant to the curriculum. The images included a variety of cultures, ethnic groups, non-traditional careers and people with different abilities. The eTextbook includes an AI study tool, a notebook and flashcards for review.
Life Skills for the 21st Century: This textbook covers many topics including self-awareness, human development, consumer awareness, career preparation, food and nutrition, interior design, sewing, and personal hygiene. It could be used as a resource in many classes in Family and Consumer Sciences. The information is accurate, up-to-date and culturally aware.
Entrepreneurship: Owning Your Future: This is an informative textbook that could be used with the Entrepreneurship class. However, that class is not required to complete the Architectural and Interior Design Pathway, it is only a supporting course.
Introduction to Culinary Arts: A thorough compilation of information to support the Culinary curriculum. Including food safety, culinary equipment, cooking methods, soups and sauces, yeast breads and culinary careers.
On Baking: A textbook of Baking and Pastry Fundamentals: An interactive textbook with videos and activities that pairs well with the Baking and Pastry curriculum. Content includes professionalism, safety, equipment, principles of baking, quick breads, yeast breads, laminated doughs, cookies and brownies, pies and tarts, cakes and more.
On Cooking: A textbook of culinary fundamentals: This textbook has complete information to support the Culinary Arts Pathway. It covers all the aspects of cooking food that you can imagine. The resource includes an e-textbook, an AI study tool, an online notebook and many more.
An Introduction to Hospitality: This textbook goes into great detail about the Hospitality Industry. It covers many more topics than what is outlined in the Hospitality course. Be aware of the units about wine, beer and spirits. Though not included in the high school course, this is a big part of the hospitality industry. There is also an in-depth unit about gaming/gambling.
Food and Nutrition for You: This is a great resource for both the Food and Nutrition class and Culinary 1. There are detailed instructions that align well with both curriculums. It includes interesting information that enriches the content in the Food and Nutrition class and Culinary 1.
Overall, we agree that we would not use these as a primary resource for the pathway, but teachers maybe able to find good information for all the classes within the pathway.
Educators Using These Materials
No educators found.
Material Categories
No categories assigned.
Rubric : Career and Technical Education 2025
Compliance with State Law (Required)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Sensitive Materials and Prohibited Submission 53G-10-103, R277-628 | NA | Does Not Violate Law | NA | May Violate Law | ||
| We have concerns about the Introduction to Hospitality book about what can be taught about alcoholic beverages and gaming/gambling under Utah Law. | ||||||
| Prohibited discriminatory practices 53G-2-103-5, 53B-1-118 and 67-27-107 | NA | Does Not Violate Law | NA | May Violate Law | ||
| We found no prohibited discriminatory practices in these textbooks. | ||||||
| Maintaining constitutional freedom in the public schools. 53G-10-202 | NA | Does Not Violate Law | NA | May Violate Law | ||
| This collection of textbooks maintains constitutional freedom and does not discuss political views or ideas. | ||||||
Content
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Assessment Tools | The material provides numerous, quality assessment tools for students, including reflective questions, activities, and application of skills. | The material provides some assessment tools for students, such as including reflective questions, activities, or application of skills. | The material provides minimal assessment tools for students including very little reflective questions, activities, or application of skills. | The material does not provide assessment tools for students. | ||
| Each textbook in this pathway had assessment tools including case studies, an AI study tool, a notebook, flashcards, etc. | ||||||
| 2. Teacher Resources & Training | The material provides quality teacher resources, including questioning strategies, activity ideas, evaluation tools, and differentiation strategies. | The material provides some teacher resources, including questioning strategies, activity ideas, evaluation tools, or differentiation strategies. | The material provides minimal teacher resources, including very little questioning strategies, activity ideas, evaluation tools, or differentiation strategies. | The material does not provide teacher resources. | ||
| The types of teacher resources varied with each textbook. Some of the e-textbooks had several teacher resources while others had only a few. | ||||||
| 3. Ethnic Studies (Ethnic studies in core standards and curriculum should be a narrowly tailored incorporation of age-appropriate opportunities that naturally arise through education without pretextual effort in courses, programs, or activities where ethnic studies is not a primary focus. The material should incorporate curriculum of people and cultures that reflect the state’s various demographics without commentary that seeks to violate the neutrality standard established in codes: 53B-1-118, 53G-2-103, 53G-2-104, 53G-2-105, 67-27-107, | In addition to the content outlined in “Adequate,” this material offers multiple evidence-based supplemental resources and opportunities for learning about various forms of cultural philosophies and epistemologies from Utah, the United States, and worldwide. The materials provide cultural backgrounds, contemporary real-life experiences, and contexts that are relevant to local students. Some examples may include people with disabilities, various body types, and ages. | This material demonstrates respect for diverse socio-cultural identities. The material provides opportunities to acknowledge and integrate the histories, cultures, contributions, and perspectives of people from the United States and worldwide. The material accurately represents the cultures, languages, traditions, beliefs, values, and customs of people from diverse backgrounds through a variety of texts, examples, scenarios, imagery, and applications. | The material has limited themes of social and cultural histories within the United States and globally. The material provides limited examples of inclusive or cultural real-life experiences and does not include diverse characters. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements. (53E-4-204.1). | ||
| These textbooks were culturally aware with a variety of ethnic and physically diverse groups represented. | ||||||
| 4. Shared Values and Character Traits | The material extends beyond the content outlined in "Adequate", it includes elements that connect Utahns to the world. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. The material offers multiple evidence-based supplemental resources and opportunities for cultivating character traits in students. Some examples may include characters with a variety of personalities, education, income, occupation, or behaviors that illustrate character traits. | The material focuses on the shared values of diverse people and communities, the common elements that unite Utahns, and displays some character traits in its imagery and content. It aims to cultivate character traits in students, such as courage, leadership, intelligence, integrity, honesty, respect, morality, civility, duty, honor, and service, along with principles found in the Constitution. | The material lacks a sense of shared values or common elements that unite Utahns. Furthermore, the material has limited resources addressing civic and character education. | The material does not meet the requirements within the ethnic studies core standards and curriculum requirements (53E-4-204.1) and civic and character education. (53G-10-204) | ||
| These textbooks promoted the values and character traits that unite Utahns such as integrity, fairness and respect. | ||||||
| 5. Utah CTE Course Standards Alignment | The material provides adequate preparation of skills through quality examples, explanations, and online resources of the content. | The material provides some preparation of skills through some examples, explanations, or online resources of the content. | The material provides minimal preparation of skills through minimal examples, explanations, or online resources of the content. | The material does not provide preparation of skills through examples, explanations, or online resources of the content. | ||
| We felt that the Introduction to Culinary Arts textbook covered all the strands and standards for Culinary 1. | ||||||
| 6. Engagement | The material is engaging by appealing to student interest through interactive and performance-based activities and content. | The material provides some engagement to student interest through some interactive or performance-based activities and content. | The material provides minimal engagement to student interest and includes minimal interactive or performance-based activities. | The material does not provide engagement to student interest through use of interactive or performance-based activities. | ||
| There were activities in each of the textbooks including recipes, case studies and end of chapter activities. | ||||||
| 7. Non-Text Content | The material contains authentic, relevant, applicable, and well-integrated non-text content (images, graphs, visual aids, etc.). | The material contains some authentic, relevant, applicable, integrated non-text content (images, graphs, visual aids, etc.) | The material contains minimal authentic, relevant, applicable, or integrated non-text content (images, graphs, visual aids, etc.) | The material does not contain authentic, relevant, applicable, or well-integrated non-text content (images, graphics, visual aids, etc.) | ||
| There were interesting images, graphs and visual aids in each of the textbooks which enhanced the content in the books. | ||||||
Work-Based Learning
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Industry Alignment | The material is aligned to industry standards through the use of research-based and real-world application of relevant, current terminology and content. | The material provides some alignment to industry standards through some use of research-based and real-world application of relevant or current terminology and content. | The material provides minimal alignment to industry standards through minimal use of research-based and real-world application of relevant or current terminology and content. | The material does not provide alignment to industry standards through the use of research-based and real-world application of relevant, current terminology and content. | ||
| There was good industry alignment specifically with the Introduction to Culinary Arts, On Baking and On Cooking textbooks. | ||||||
| 2. 21st Century & Workplace Skills | The material engages readers in the development of 21st-century and workplace skills, providing a greater depth of knowledge of the content. | The material provides some development of 21st century and workplace skills, providing some deepening of knowledge of the content. | The material provides minimal development of 21st century or workplace skills, providing minimal deepening of knowledge of the content. | The material does not provide development of 21st century or workplace skills, resulting in no deepening of knowledge of the content. | ||
| These materials provided thorough knowledge of 21st century skills in the workplace. | ||||||
Safety
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Lab Spaces | The material provides adequate preparation for hands-on learning experiences through the inclusion of content-related lab spaces and associated safety practices. | The material provides some preparation for hands-on learning experiences through some inclusion of content-related lab spaces or associated safety practices. | The material provides minimal preparation for hands-on learning experiences through minimal inclusion of content-related lab spaces or associated safety practices. | The material does not provide preparation for hands-on learning experiences through the inclusion of content-related lab spaces or associated safety practices. | ||
| Did a good job at explaining work-spaces that would be in a lab and the safety associated. | ||||||
| 2. Lab Equipment | The material provides adequate preparation for hands-on learning experiences through the inclusion of a wide range of current and content-relevant lab equipment with associated safety practices. | The material provides some preparation for hands-on learning experiences through some inclusion of current and content-relevant lab equipment or associated safety practices. | The material provides minimal preparation for hands-on learning experiences through minimal inclusion of current and content-relevant lab equipment or associated safety practices. | The material does not provide preparation for hands-on learning experiences through the inclusion of current and content-relevant lab equipment or associated safety practices. | ||
| Did a good job at different equipment in the kitchen and how to use it safely. | ||||||
Material Characteristics (Total Points:9)
| Item | 3 - Extensive | 2 - Adequate | 1 - Inadequate | 0 - None | ||
|---|---|---|---|---|---|---|
| 1. Physical Characteristics | The material goes beyond the content outlined in "Adequate" by incorporating modern, up-to-date, and relatable visuals. | In physical terms, the material is interactive and provides high-quality audio-visual and tactile experiences for all users. | The material offers limited or low-quality audio-visual and tactile experiences for students, but it is reusable. | The content either has low audio-visual quality or is not intended for reuse. | ||
| Each of the textbooks evaluated had good images and interesting graphics that enhanced the text of the book. | ||||||
| 2. Technical Standards | The material surpasses the content outlined in "Adequate" by ensuring the safeguarding of student data privacy and easy installation or access without technical assistance. Furthermore, any licensing information is clearly stated in the description. | The materials meet all the requirements of federal and state laws, as well as accepted technical standards such as ISTE Standards and VPAT Compliance. Additional technical specifications and limitations, including hardware requirements, bandwidth demands, and software/web access restrictions, are clearly outlined in the description. The design of the materials allows for error-free installation or access without the need to purchase additional components. | The material is constrained by specifications that require additional materials, technical assistance, hardware, software, or infrastructure. Access to resources within the material expires after a trial period. | Student data privacy is at risk. | ||
| These textbooks met the requirements of technical standards and were easy to use. | ||||||
| 3. Adaptability | The material is currently relevant and adaptable for educators and students. The material can be customized for the needs of diverse learners. | Educators or students can utilize the material, but it may not be customizable for the needs of diverse learners. | The material has limited options to address adaptability for the needs of diverse learners. | The material is not suitable for different educational settings with diverse learners. | ||
| The textbooks were adequate in their adaptability. Some of the textbooks had audio resources to listen to the text. | ||||||
UTAH STATE BOARD OF EDUCATION
250 East 500 South
Salt Lake City, UT 84111-3204
Phone: 801.538.7807