CulinaryManagement

Meet our Faculty

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  Gary Rice, MBA

  Culinary Arts

  "Be true to yourself and work hard."

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  Gary Rice, MBA

  Was there a defining moment when you knew you were destined to become a creative professional?
  
  When I was 20 years old and recovering from a life-threatening illness, I began to see my life differently. I spent the better part of two years in physical, occupational, and speech therapy. After recovery I decided to take on a new challenge...to take my love of cooking and make a career out of it.
  
  How do you weave your professional background into the classroom experience?
  
  With over two decades in the hospitality industry, I have plenty of real-world experience to share in the classroom. It all works into discussions on motivation, self-discipline, and pride. I use my contacts in the San Antonio area to bring in guest lecturers, take students on trips to hotels and restaurants, and bring them to seminars and restaurant association events where they can begin doing some networking.
  
  What class assignment exemplifies your approach to teaching and mentoring?
  
  I love to teach Capstone. It’s an all-encompassing class that lets me see just how much student have learned in my program. Watching them during their cooking practical shows me where the school is in terms of attention to teaching the core basics.
  
  What’s the most important thing you impart to students to help them succeed in class and the real world?
  
  Listen, ask questions, and stay current with trends and technology. Be true to yourself and work hard. Work in as many different places as you can when you’re young... explore the industry, then settle down and make a career of what you love best.
  
  Anything else you’d like to share?
  
  As a program chair, I treat every student and every one of my team members as if they were family.

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  Gregory Williams, MBA, CEC

  Culinary Arts

  Never stop learning, and don't be afraid to fail.

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  Gregory Williams, MBA, CEC

  Was there a defining moment when you knew you were destined to become a creative professional?

  When I was around five years old, my brother and I opened a “restaurant” at our house for our friends. We set the kitchen floor on fire with a flaming grilled cheese sandwich. I’ve been cooking ever since.

  How do you weave your professional background into the classroom experience?

  I‘ve enjoyed plenty of success in this industry, but it’s my failures that I like to bring up in class. Students need to know that, as professionals, they’ll fail at something. The key is to not let it get you down...and to learn from every mistake, and every failure.

  What class assignment exemplifies your approach to teaching and mentoring?

  It’s not a single assignment, but a class called À La Carte. I take a hands-off, advisory role and let the students take control of our student restaurant. The students help devise the menu, lay out the kitchen, and experience running an actual restaurant. When they’re empowered, when they’re praised for a job well done, students take the extra steps—and, in many cases, perform beyond their own perceived limits.

  How does collaboration contribute to students’ success—particularly when students from various programs work together?

  Many culinarians think that being a great cook is all it takes to succeed. Not true. All great restaurants work with other talented creative professionals to bring their vision to life. It takes photographers, graphic designers, web designers, interior designers, and more to create a restaurant. We’re all good at what we do, but few are good at everything. Collaboration lets each person play to their strengths to create something great.

  What’s the most important thing you impart to students to help them succeed in class and the real world?

  Never stop learning, and don’t be afraid to fail. That’s the advice I’d give my younger self if I had the chance. The first part is simple—you can never learn too much. In our industry you can bet that your competition is up late doing research, practicing, or checking out new trends. Don’t lose out because you weren’t educated.

  Anything else you’d like to share?

  I always say that getting into teaching was my happy accident. I never thought I’d be in this role, and I’m glad I was given the chance. Being a part of people’s education, growth, and lifelong success is a great honor.

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  Christina M. Perrington, CEC

  Culinary Arts

  Do what you love... life's too short not to enjoy it.

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  Christina M. Perrington, CEC

  Was there a defining moment when you knew you were destined to become a creative professional?

  While I was serving during Operation Desert Storm/Desert Shield, I learned that one person could make a difference. I was a food service sergeant preparing meals for the soldiers in my unit. I used my years of experience and my creativity to make sure everything they ate was the best it could be. Good food boosts morale...and it’s my first love.

  How do you weave your professional background into the classroom experience?

  I use my life and professional experiences—good and bad—to add context to classroom lessons and help students better understand the material. My stepmother is from Vietnam, and I’ve traveled to many countries in Asia, which is why I specialize in Asian Cuisine.

  What class assignment exemplifies your approach to teaching and mentoring?

  I ask students to build a business plan...I love teaching the purchasing and cost-control aspect of it. I try to relate all the material to students’ everyday lives. Most of my students don’t like math, so I give them as many resources as possible to help them feel more confident with the project.

  How does collaboration contribute to students’ success—particularly when students from various programs work together?

  They have a wonderful opportunity to work with students from other programs in their business plans, portfolios and menu design—not to mention the chance to make friends for life.

  What’s the most important thing you impart to students to help them succeed in class and the real world?

  My life philosophy is that the more I know, the more I know I don’t know. Life is really just an education outside the classroom. I love teaching students about food, which is my passion

  What’s the most critical advice you would offer any student embarking on a creative career?

  Do what you love...life’s too short not to enjoy it.

  Anything else you’d like to share?

  I’ve been in the culinary industry for over 35 years, and I’ve seen many changes in the industry. But one thing has stayed the same: success takes hard work and perseverance. Food may be a necessity of life, but it’s also my passion. And it’s an honor to be able to teach what I love.

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  Mary Catherine Woods

  Baking & Pastry

  "Collaboration is essential in the kitchen. If one person falls behind, the whole kitchen falls behind."

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  Mary Catherine Woods

  What would you say is the defining moment in your life when you knew you were destined to become a creative professional?
  
  Baking and Pastry wasn’t my very first choice when I went to college. Growing up, like many Pastry Chefs, I always loved to create desserts and experiment at home. I never really thought I could make it a career.  After graduating with a BS in Merchandising and Management from The University of Wisconsin, I went to work for a company in Atlanta within the wholesale industry. As time went on, my passion and interest in Baking and Pastry continued to grow. The restaurant scene in Atlanta was on the rise, and I found myself being drawn more to the culinary scene than my current career. I researched culinary schools, and I enrolled at The Art Institute of Atlanta. Once I started school, I ended my merchandising career and started working in restaurants. For me, it wasn’t one defining moment, but more of a progression and building of a passion.
  
  How do you weave your professional background into the classroom experience to provide an industry veteran's sense of the realities / challenges / opportunities of the profession?
  
  While we have a structured program, I am still able to show them different ways of producing or presenting different recipes. They need to know that just because the recipe states one way, many Chefs may produce it in another way. Simply telling them stories of my times in the industry allows them to ask questions that may not be otherwise asked and weaves into what we are producing at that time. I also take times during class to treat them as though they are my cooks and we have a certain menu to create and have done and presented by certain time, as though we are industry.  
  
  Is there a class assignment that exemplifies your approach to teaching and mentoring? Similarly, how does your approach inspire each student to push themselves beyond their own perceived limits?
  
  Many students have the passion for this career, but at the same time can become overwhelmed once they are in the classroom. I try to break it down for them in terms they understand, as well as relate it to real life situations. Taking the time to work with them one on one as much as possible gives me an insight as to how they work, the way they organize, as well as their strengths and weaknesses. From here I try to help them turn their weaknesses into strengths, which in turn builds their confidence and they see just how much they can accomplish.
  
  What role does collaboration contribute to students' success, especially when students from other programs contribute to the same project?
  
  Collaboration is essential in the kitchen. If one person falls behind, the whole kitchen falls behind. Constant communication within a team is crucial, and is something I try to ingrain in students. Asking for help is not weakness, it’s strength. When the students are in groups, it only reinforces what type of environment they will be working in.  
  
  In your opinion, what is the single most important thing you impart to your students to help them succeed in your class and in the real world? Alternatively, what is the most critical advice you would offer any student as he / she embarks on a creative career?
  
  To be a team player, listen, and ask for help when needed. Learn from your fellow cooks and Chefs. Not only will you learn skills that will advance you to the next level, but you may also learn what NOT to do when you climb the ranks in the kitchen. Always observe and never stop learning. Even when you graduate and are in the industry, go to other kitchens to do a stage for a day or two. You will be amazed at what you learn from other people, and in turn will help you grow.
  
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  Mike Buttles

  Culinary Arts

  "One of the greatest assets of what we do is that culinary is the world’s most portable profession."

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  Mike Buttles

  What would you say is the defining moment in your life when you knew you were destined to become a creative professional?
  
  My first position, after graduating from the University of South Florida in rhetoric and public address (speech), was as a property manager and trainer for residential and commercial real estate. In a very short time, I was promoted to a position where I was responsible to train new managers. I look back on my successes and can wholly attribute them to an ability to see circumstances and issues, including what’s for dinner, through the eyes of others. Face it; cooking for others, not yourself, is the credo for any practicing chef. Armed with this background and an incredible understanding in fiscal decision making that came right along with it, I eagerly approached the next learning phase of my life; culinary school in Paris, France.
  
  How do you weave your professional background into the classroom experience to provide an industry veteran's sense of the realities / challenges / opportunities of the profession?
  
  During the past years, I have been an instructor, an historian, an executive chef, a restaurant consultant, a program director, and a student for a very enjoyable time. Needless to say, a lot of this overlapped. One of the greatest assets of what we do is that culinary is the world’s most portable profession. I try to share my experiences in the industry and also connect the dots historically for students who have not traveled or experienced as many different cuisines.  
  
  Is there a class assignment that exemplifies your approach to teaching and mentoring? Similarly, how does your approach inspire each student to push themselves beyond their own perceived limits?
  
  My classrooms encourage sharing ideas and experiences. When we critique food we talk about the flavors, textures, and techniques used to achieve a finish product. I also focus on the business of foodservice to ensure that students understand that being a professional cook or chef is different from cooking in your home. You need to understand how to manage resources and, most importantly, time.
  
  What role does collaboration contribute to students' success, especially when students from other programs contribute to the same project?
  
  Collaboration in the food and beverage industry is how we take care of our guests. Assignments in my classes foster this collaboration so that students practice communication and partnership with others towards a common goal.  
  
  In your opinion, what is the single most important thing you impart to your students to help them succeed in your class and in the real world? Alternatively, what is the most critical advice you would offer any student as he / she embarks on a creative career?
  
  I teach students in my classes to be lifelong learners. I demonstrate to them that I am still learning and encourage them to not think of school as a thing you do once. Learning is a process of developing and engaging with the world to understand more over a much longer period of time.
  
  
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  Rebecca Kerr

  "Continue to refine your speaking skills so that the ability to communicate never stands in the way of your success."

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  Rebecca Kerr

  Is there a class assignment that exemplifies your approach to teaching and mentoring? Similarly, how does your approach inspire each student to push themselves beyond their own perceived limits?
  
  Just the act of Public Speaking often pushes students outside their comfort zone. Standing up in front of a full classroom with all eyes on you can be uncomfortable. Then students must organize their ideas and clearly present them to the class. That can be terrifying! Students often enter my class believing they can't stand up and deliver a speech to their peers. However, I provide the students with coping mechanisms, skill development, and a safe environment allowing them to deliver not only one but many speeches.
  
  What role does collaboration contribute to students' success, especially when students from other programs contribute to the same project?
  
  Collaboration in a communication class serves a dual purpose. Collaboration allows students to improve their group communication skills, as well as develop an end result that is better than any single group member could do alone. Working in a group challenges students to clearly express their ideas, mediate during disagreements, compromise for the good of the project, lead, follow, and much more. Additionally by bringing students from different fields of study and diverse backgrounds together, students' own ideas, abilities, and limitations are challenged often resulting in a better end product.
  
  In your opinion, what is the single most important thing you impart to your students to help them succeed in your class and in the real world? Alternatively, what is the most critical advice you would offer any student as he / she embarks on a creative career?
  
  I work to ensure students leave my class with the ability to clearly and effectively communicate their ideas. I believe the ability to skillfully convey abstract ideas, like those often found in art, can set an artist apart from their peers. In the creative career field, students will be asked to communicate on many levels. They will pitch ideas, lead groups, speak to investors, and hopefully deliver acceptance speeches. My advice to students: Continue to refine your speaking skills so that the ability to communicate never stands in the way of your success.
  
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  Robert Pachecano, M.A.

  "The most critical advice I give to students is to never accept things at face value."

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  Robert Pachecano, M.A.

  What would you say is the defining moment in your life when you knew you were destined to become a creative professional?
  
  

  I have come to find a home at The Art Institute of San Antonio.  I thought it was going to be a challenge to teach the discipline of Sociology in a creative environment but I come to find that it blends very well in the creative environment of Ai San Antonio.  If I can point to a defining moment, it would be when my first term teaching, on the last day of class, some of my students’ final words to me were, “This is the BEST class I have ever taken.”  “I learned A LOT.”  “You are the BEST instructor I’ve EVER had.”  “I didn’t think I was going to make a connection with sociology and ________” (insert graphic design, game art design, interior design, fashion management, culinary, etc.).  The impact that I have had on students has been far reaching and rewarding at the same time.  

  
  How do you weave your professional background into the classroom experience to provide an industry veteran's sense of the realities / challenges / opportunities of the profession?
  
  I often tell my students on the first day of class that teaching sociology is only one of the many jobs I have had in the community.  Along with a career in academia, I have been a social worker and a case manager.  I have worked with diverse populations in this area:  from single mothers, to survivors of domestic violence, from homeless veterans and veterans undergoing drug treatment, to people coming in and going out of the federal prison system, witness protection, and federal probationers.  I very much draw from the experiences and the interactions I have had with different people and this has given me the unique perspectives I take in class.  It has also given me ability to be patient and really listen to what people are saying, or trying to communicate to you.  Making a connection is often the simplest thing someone can do, to make the biggest impact on anyone you meet and interact with.  
  
  Is there a class assignment that exemplifies your approach to teaching and mentoring? Similarly, how does your approach inspire each student to push themselves beyond their own perceived limits?
  
  

  If I can point to one particular assignment in my course, it would be the paper and presentation.  The paper involves them choosing a current social problem in our society today and they have to incorporate a chapter from the textbook, along with other sources online and research.  This allows them to synthesize everything we’ve discussed in class and apply it in some way in the analysis that goes into their paper.  THEN, they also have to present their paper to the class as well.  Those who are writing challenged are challenged to really focus their thoughts unto paper.  Those who are presentation shy are challenged to come out of their shells.  These are two skills that students must master before they get out there in real world.  They have to be able to effectively present their thoughts in writing AND they have to be able to express those thoughts to other people.  I simply use the perspective sociology gives students to help them accomplish this. 

  I often say, no matter your major:  graphic design, game art design, interior design, fashion management, culinary, etc.; you will be dealing with people, as customers, as clients and the like.  Sociology as a discipline helps you do this.  Understanding the groups people inhabit and the effect groups have on people as individuals  gives students, who are future creative professionals an edge no one else has.  The most critical advice I give to students is to never accept things at face value.  That, the real challenge lies in seeking the real reasons why things happen, why people act the way they do.  This is critical because we live in a world now where things are just accepted as truth, because it’s on a website, or someone important said it. 

  Is there anything else you'd like us to know about you, your experience, or your role as a faculty member at The Art Institutes?

  I do what I do because of education.  Education is many things.  Education is empowerment.  Education is liberty and liberation.  It is a driving force that fuels the future; that enables people to carry on even when the odds, the challenges the barriers seem insurmountable. I am living proof of this.  I am proud to say, I am from the westside of San Antonio, born and raised.  I come from humble beginnings where sacrifice for education was the mantra; was the mission statement; was the vision.  Education above all else was something my migrant worker grandparents and parents instilled in me from the beginning, for two simple reasons.  That is the only way you can be truly free, and it is, “the only thing that they can’t take away from you”, as my mother would say.  

  
  Education is my mission. Sociology is my passion.  Service to others and empowerment fuel my values.  This is all I know.  It is all I have grown up with, it is what was given to me and what I give to students in class.  Because I am still a student (in a doctoral program), being able to relate to students and all they go through is just as important as course material and concepts. I know I have faced the same, exact odds, barriers and challenges. Every day I step into a classroom, I carry all of this with me.  I pride myself on being flexible and understanding; but still expect everyone to give all they have to their educational endeavors.  This is because this is what was expected of me, not just from teachers and professors, or researchers; but from my family, alive and in heaven now.  No matter what you have going on, how bad it seems, how impossible things seem to get; education is the solution to it all.  It is what will ensure a brighter future.
  
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