Experiential Learning, Graduation, and Job Placement: Perspectives of Culinary Arts Education Programs using Dining Room Service Curriculum in the United States of America

Abstract

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The purpose of this study is to investigate the impact of dining room service as experiential learning in culinary arts programs across the United States. It is possible that programs that utilize this type of service-based learning as part of their advertised curriculums may experience augmented results in graduation rates and student employment opportunities. During the research, the author observed dining room service in numerous programs while patronizing these institutions of higher education. Public domain quantitative data was analyzed concerning graduation rates and post-graduation job placement statistics. It is evident that experiential learning is of significant benefit to budding students across multiple fields of endeavor, and culinary arts is no different. Students are gaining invaluable knowledge and experience through these forms of scholarship and are reaping the rewards in real-world employment. Because of these programs, the sustainability of a supply of well-educated culinary professionals is augmented.

Keywords: Culinary Arts Education, Experiential Learning, Dining Room Service, Graduation Rates, Employment Rates

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