Dad’s Chili – Hot Dog Style


  • 1-1.5 lb ground beef – doesn’t need to be 80/20. Lower fat is good. Also good with meatloaf mix instead of beef.
  • 1-2 bay leaves
  • 1-2 tsp dried onion flakes
  • 1-2 tsp garlic powder
  • 1-2 Tbsp ground cumin
  • 2 tsp ground coriander
  • 1 tsp ground annato (optional)
  • 2 Tbsp chili powder
  • cayenne pepper or red pepper flakes to taste
  • Salt and pepper
  • 1/4 to 1/2 cup of Goya sofrito or tomato sauce mixed with ketchup
  • 1 can of Goya Rancheros Refried Beans
  • 3/4 carton of low sodium chicken or beef stock (I tend to use chicken)


  1. Break up ground beef into very small chunks and brown it in a preheated hot pan – don’t stir – you want the bottom to get a crust, which will really add to the flavor. Turn heat down once browned.
  2. Add bay leaves, dried onions, garlic powder, cumin, coriander, annato, chili powder, cayenne/pepper flakes, salt and pepper. Stir in and toast til fragrant.
  3. Clear a hole in the middle of your pan. Add sofrito. Cook and stir til brown.
  4. Add enough chicken broth to cover the ground beef.
  5. Scrape all brown bits from the bottom of the pan for maximum flavor.
  6. Stir in refried beans
  7. Add more chicken broth if necessary
  8. Reduce the heat and simmer for at least 30 minutes. Don’t let the chili scorch on the bottom of the pan. Add more stock or water as necessary.
  9. Cook to desired consistency – For nachos I like it somewhat wet – like the chili has a medium thickness gravy on it; the gravy drips off the spoon in a slow stream. For hot dogs I like it dryer – no gravy should drip off the spoon – so as not to make a mess when eating.
  10. Serve over tortilla chips, with cheese, salsa, veg., guacamole OR as hot dog chili.


Asian | Kenji Lopez-Alt Recipes | Pizza | Other | Eric’s | Converters & Tools




  • Foolproof Pan Pizza (Kenji)
  • New England Greek Pizza (Kenji) – Market Basket dough has oil in it. Works pretty well. Salt and garlic powder or garlic butter the crust before saucing. Bake in pans greased with shortening (not oil or at least not only oil) on pizza steel. Cook until the bottom is fried and toppings browned. May need to move the pizzas off the steel and higher in the oven. Use cheese slabs instead of shredded cheese to slow down the melt and brown rate. Bake at 475℉.
    • Experimenting with 3/4 AP flour and 1/4 bread flour (3/4/23). 2-3 hour room temperature rise + 24 hour cold ferment. Used 800 g. of the flours and ended up with 6 225 g. dough balls (225 is the right weight for our 10 inch pans). Once stretched to the pan, let them sit uncovered, so that the top of the dough dries out. This was really good. Needs a little more salt than the recipe calls for. Try replacing some of the water with oil.
  • New York Style Pizza (Kenji)
  • Chicago Style Pizza (Kenji)
  • Jim Leahy’s No-Knead Pizza Dough
  • South Shore Bar Pizza – butter and corn oil in the dough! like Alex’s? – a little too crackery and bland tasting for my taste and not quite right.
  • Todzilla’s Bar Pizza – butter, corn oil and sugar in the dough


Eric’s Recipes

Converters & Tools

Pizza Resources

Vito Iacopelli’s Poolish Pizza Dough Method

Full Recipe
300ml. Water
300gr. Flour 
5gr. dry yeast 
5gr. Honey 
Poolish (all)
700 ml. Water
1250 gr. Flour 1250GR.
40 gr. Salt
^^Makes about 10 dough balls
2/3 Recipe
200 ml Water
200 gr. 00 or All Purpose Flour
1.67 gr. Dry yeast
1.67 gr. Honey
Poolish (all)
503 ml. Water
834 gr. 00 or All Purpose Flour
27 g. Salt
1/2 Recipe
150 ml Water
150 gr. 00 or All Purpose Flour
2.5 gr. Dry yeast
12.5 gr. Honey
Poolish (all)
350 ml. Water
625 gr. 00 or All Purpose Flour
20 g. Salt

Real Life “Stuck-Student” Scenarios

How could we help each of these students get un-stuck? 

Use the resources available in this training module to explain how you might help the student accomplish their goals.

You may find these prompts helpful: What questions do you ask? What advice do you offer? What resources can you draw on? What task planning and interpretation strategies might be appropriate to suggest? What activities could you do with the tutee to get them started?

  1. A student has been assigned to listen a podcast about sociopaths for his Psych course and write a response to it. But he has no idea why, and there are no guidelines for the response. The assignment seems random to him. He doesn’t know what to be listening for or what he should get out of it. He feels bewildered, irritated, and stuck. 
  1. A first-year student is completely at a loss with a complicated English assignment involving multiple texts that each require different treatment. She’s overwhelmed by the long paragraph of instructions, isn’t clear on several concepts named in the assignment and doesn’t understand what she’s being asked to do with these ideas. She can’t remember if she’s read all of the texts. She keeps reading the prompt but can’t get off the ground. She feels overwhelmed and stuck.  
  1. A student needs to write a lab report. They have all of their results and understand them, but they don’t know what to do with them, how the report should be set up, or how to start it. They scored low on a previous lab report and have worked up further anxiety about this one by procrastinating. They feel alone and incompetent and like they’re drowning in a sea of numbers. They’re even considering changing their major out of the sciences. They feel incompetent, anxious, and stuck.  
  1.  A gen chem student has a unit test to study for that includes content from three chapters in the course textbook.  This is the second unit test of the semester.  Unfortunately, the student wasn’t happy with the score they got on the first test.  The professor teaching the course does not provide students with a study guide for unit tests, and although the student tried to study for the first test, they felt as though they studied the wrong information and that the test questions were different from what they were expecting.  The student extremely anxious about the upcoming test and is unsure how to prepare for it.  
  1. A student has been assigned a worksheet of applications in precalculus. Each application is a short descriptive paragraph with lots of numbers and may include extra information. They say they can easily solve the required algebra equations but are struggling to write them. The student is staring at the first problem and is clearly distressed. Their confidence has been shaken since they did well in algebra and they don’t understand why this is such a struggle.