July 15, 2026   The kitchens at Grand Rapids Community College recently became the training ground for some of the nation’s top military culinary talent when the U.S. Navy Student Culinary Team prepared for the American Culinary Federation (ACF) National Convention that took place in Grand Rapids, June 28 – July 2, 2026. The team earned its spot at nationals after winning its regional qualifying competition in Virginia, bringing together culinary specialists from duty stations across the globe, including San Diego and Japan, to compete on one team. Their preparation at GRCC paid off. The U.S. Navy Culinary Team earned two gold medals and five bronze medals, capping off an impressive showing. This was their first time competing together,” said Senior Chief Gary Askins, manager of the Navy’s Culinary Arts Team. “From regionals to now, they’ve grown so much. They’re more comfortable in the kitchen, more confident and ready for this stage.” A National-Level Kitchen for National-Level Preparation When the Navy needed a professional kitchen in Grand Rapids to prepare for the competition, an accreditor from the ACF reached out to GRCC’s Secchia Institute for Culinary Education because GRCC is ACF-accredited. The college was able to provide its teaching kitchens, giving the team several days to rehearse every detail of their competition menu. For the competition, the chefs have just 90 minutes to prepare a four-course meal for four judges. A challenge that requires precision, organization and countless hours of practice. “The culinary setup here is great,” Askins said. “We’ve had everything we could possibly need to practice and train.” Culinary Specialist Third Class Lajasmine Foster agreed. “This kitchen is amazing,” Foster said. “Everything works properly. It’s very clean and has everything we need.” Faculty Expertise Adds a Fresh Perspective   Throughout the week, GRCC Program Director for Culinary Education Werner Absenger provided feedback during each practice run, tasting dishes and offering suggestions to help the team refine flavors, presentation and execution. “They’ve gotten better and better everyday,” Werner said. “They’re consistently improving their execution, plating and flavors. By the time they compete, that dish will be as close to perfect as it can be.” For the Navy team, those outside perspectives were invaluable. “Chef Werner has been great,” Askins said. “He’s been very accommodating. After eating the same food over and over, it’s nice to have a fresh palate and hear different ideas or small tweaks.” Foster also appreciated the feedback and the enthusiasm. “He loves our food,” she said with a laugh. “Sometimes he clears the whole plate, and that’s what I love to see.”   More Than a Competition While hosting the Navy team provided an opportunity to showcase GRCC’s state-of-the-art culinary facilities, Werner says the experience benefits the college in several ways. Watching another nationally competitive student team gives faculty valuable insight into how GRCC students compare with top culinary talent from across the country. Just as importantly, it helps strengthen relationships with military partners. GRCC serves many student veterans, including those pursuing culinary careers after military service. Werner hopes the new connections with Navy culinary leaders will help the college better understand military training and identify opportunities to award college credit for relevant experience. “I now have direct contacts in the Navy,” Werner said. “We can start conversations about their training programs and explore how that experience might translate into college credit. That’s exciting.” Ready for Nationals   Although the week was spent almost entirely in the kitchen, the team’s focus never wavered from its goal. “We’ve pretty much been practicing the whole time,” Foster said. “We’ve gone out to dinner a couple of times, but otherwise we’ve been in the kitchen preparing.” That dedication paid off when the team earned two gold medals and five bronze medals at the competition, validating the countless hours of practice and refinement that took place. For GRCC, hosting the Navy Culinary Team reflects the college’s commitment to supporting excellence in culinary education while building meaningful partnerships with industry and military professionals. The collaboration also strengthens connections with military culinary programs and creates opportunities to better serve veterans pursuing culinary careers at GRCC.

July 13, 2026 Long before criminal justice students enter the field, Grand Rapids Community College's CJ 122 Spanish for Criminal Justice, teaches a skill that extends beyond law enforcement: understanding the people they will serve. The course is a prerequisite for the Grand Rapids Police Academy and introduces students to law enforcement vocabulary, cultural awareness and communication skills. While it fulfills an Academy requirement, its broader mission is to help students develop the empathy and perspective needed to communicate effectively with people from diverse backgrounds. Adjunct instructor and Grand Rapids Police Department West Service Area Commander Capt. Greg Alcala said those lessons are just as important as learning policing fundamentals. "GRCC is very forward-thinking in providing this class as a prerequisite for the Police Academy," Alcala said. "We need to teach students the nuts and bolts of the profession, but we also need to teach them how culture and community come together. We want them to recognize where communication barriers — verbal and nonverbal — can exist and learn how to address them before they're in the field. CJ 122 does exactly that." Learning Beyond the Textbook Students enter the class with different goals. Some plan to become police officers, while others are pursuing careers in criminal justice, social work or other public-service fields serving predominantly Spanish-speaking communities. To connect with every student, instructors tie lessons directly to real-world situations. Rather than teaching vocabulary in isolation, they explain how language and cultural awareness influence interactions between officers and community members. Instructor Jamie Vazquez, who has taught the course for 15 years, uses Total Physical Response, or TPR, to reinforce learning. The teaching method pairs Spanish commands with physical movement to improve memory and recall. "You put motion to the words, and it helps your brain recall them," Vazquez said. "Commands like 'hands up,' 'hands down,' 'spread your feet,' 'hands on your head' and 'hands behind your back' become easier to remember because students physically practice them every week. I've had former students tell me years later they still remember those phrases." Because of the hands-on approach, students do not need prior Spanish experience to succeed. Seeing the Person Behind the Situation Beyond vocabulary, the course emphasizes understanding the people students may encounter on the job rather than relying on stereotypes. Drawing from her experience working with migrant communities, Vazquez introduces students to cultural differences that can shape communication. Lessons explore topics such as family dynamics, naming traditions and personal interaction styles, helping students recognize that communication barriers often extend beyond language. "We're all just human beings," Vazquez said. "Many of the people these students will meet are here to work and take care of their families. Understanding someone's culture, background and communication style brings humanity to the interaction." She said that understanding can also help de-escalate tense situations. "For many Spanish speakers, conversation is personal before it's transactional," Vazquez said. "Taking a moment to establish that connection can reduce fear and confusion, especially for someone who doesn't speak English and may not understand what's happening." Building Perspective Before the Academy   Alcala also challenges students to examine the social factors that shape communities. One lesson explores gang culture in agricultural communities in California, where poverty, limited opportunities and social marginalization can influence gang involvement. The goal is not to excuse criminal behavior but to help students understand the circumstances that can shape people's lives. "Understanding those factors helps future officers approach situations with greater awareness while maintaining accountability and professionalism," Alcala said. "It helps students see there are multiple sides to every situation." Presenting those discussions in the classroom allows students to develop perspective before encountering similar situations in the field. Alcala said that preparation helps future officers communicate more effectively while improving safety for everyone involved. The course also creates opportunities for learning in both directions. Students pursuing law enforcement gain insight into the communities they may serve, while classmates with little familiarity with policing learn why officers sometimes make difficult decisions under pressure. Conversations about legal responsibilities, public safety and community expectations encourage students to examine issues from multiple perspectives. Skills That Extend Beyond Law Enforcement Although CJ 122 is designed to prepare students for the Police Academy, its lessons apply across many professions. Communication skills, cultural competency and the ability to build trust are valuable in social work, mental health, education, probation services and other public-service careers. Students leave the course with practical tools for communicating across language barriers and navigating cultural differences with respect. For future police officers, that foundation begins before they ever wear a badge. For others, it prepares them to serve diverse communities with empathy, professionalism and a deeper understanding of the people behind every interaction. Visit the Criminal Justice department web page to learn more about programs and areas of study.  This story was reported by Anjula Caldwell.