Department Annual Report & Program Review …...7. Work with ACF on Chef Certification Practical, monthly meetings, Kid’s Food asket Fundraiser and ACF Awards Dinner 8. Work with

Culinary Arts Department Program Review

1

Department Annual Report & Program Review

2012-2013

Culinary (SICE)

Programs: Culinary Arts, AAAS; Culinary Management, AAAS; Baking & Pastry Arts, Cert;

Personal/Private Chef, Cert

Document Prepared By: Daniel Gendler and Marcia Arp


2

Department Information

Documentation Current year goals

1. Complete the curriculum creation/revision process for Culinary Arts, Culinary Management, Baking and Pastry Arts, and Personal Chef.

2. Develop a Program Admission & Completion Initiative; Investigate a Direct Admit Program, additional class section offerings, and other avenues to address our program’s current over-capacity issues and the time it takes for a student to complete their degree as compared to other technical colleges. (2012/2013 913 Perkins- Gendler)

3. Program Admission and Success Initiatives - This will include program improvement, curriculum development/revision plan, investigating a direct admit or department consent enrollment program, additional class section offerings, and other avenues to address our program’s current over-capacity issues and the time it takes for a student to complete their degree as compared to other technical colleges. Items to be addressed during this project will also be graduation rates, maintaining enrollment, third party assessment, and student advising

4. Develop Competition Food Experience up to 3 more classes – 4 total for the 2015/2016 and 2016/2017 academic years.

5. Develop Competition Ice Carving Class 6. Organize and host the third annual Restaurant Week reception and accept another

$20,000 for the scholarship making the new total over $60,000. Also award the first scholarships to students from this scholarship at this event.

7. Organize and host the US World Pastry Team practices to help with their journey to the 2013 Coupe du Monde in Lyon, France.

8. Reinvest tips earned by students during the service process within the Heritage Restaurant into the HED Scholarship fund and also into the waning funds needing endowment help. The HED fund will then be changed slightly to also accommodate National Travel for those students needing assistance to travel to Co-op opportunities across the USA.

9. Begin benchmarking graduation rates for basis of improvements. Goals for next year

1. Prepare a plan for students currently in one of the culinary curriculums for when the new curriculum takes place.

2. Market the new curriculum. 3. Create new uniform system to match course fee implementation and allocate course fee

funds correctly throughout the department’s budgets. 4. Rewrite and create needed CARP documents for revised and new courses for our new

curriculum.


3

5. Create a continuum of learning and core competencies throughout all laboratory courses.

Internal collaborations and partnerships

1. Worked with Theater to promote Heritage Restaurant during their shows. 2. Worked with GRCC Foundation to host Scholarsfest 3. Worked with Training Solutions to implement GRCC Cooks classes 2012-2013 with

Continuity and website. 4. Worked with Music Department to cater St. Ceclia functions. 5. Worked with Gilles Renusson and Coupe du Monde for tryouts. 6. Worked with GRCC Foundation and ExGR on restaurant week to pull off reception nd

accept another $20,000 in scholarships.

External collaborations and partnerships

1. Working with Kent Career Technical Center and Ferris State University to articulate classes to GRCC.

2. Worked with Tasters Guild International to bring in guest speakers for students. 3. Worked with tasters Guild International to bring the international wine tasting to SICE

for the 27th year. 4. Working with President Ender, Don Mackenzie, and Peter Secchia to host event for

county commissioners in Amphitheater. 5. Host Skills USA Culinary Arts, Commercial Baking, and Restaurant Service Competitions 6. Work with Le Ann Olsen on Scholarship Fundraiser for Ann Powell at Mangiamos 7. Work with ACF on Chef Certification Practical, monthly meetings, Kid’s Food Basket

Fundraiser and ACF Awards Dinner 8. Work with Cascade Foundation on Iron Chef Competition and scholarships 9. Work with Art Van on Gingerbread Contest and scholarships 10. Worked with Advance Newspaper to host Advance Cook-off 11. Assisted Fenn Valley as judges with Chili Cook-Off 12. Dan Gendler worked with ProStart Competition as Lead Judge and Jane Hedges worked

with the nutritional team as a judge 13. Worked with FSU and Maranda to coordinate Beautiful U (Jane Hedges, Kymberli

Flanagan, Luba Petrash, Tara Rietsma)


4

Departmental needs for support from other departments within the college

1. Work with Betty Holyfield of Training Solutions to register students for GRCC Cooks classes.

2. Work with Michelle Smith of Training Solutions to create website for GRCC Cooks. 3. Work with Julie Parks of Training Solutions regarding financials for GRCC Cooks. 4. Work with Institutional Research for reports regarding graduates, current students, etc. 5. Work with GRCC’s Health Admissions Coordinator on how they developed their

admissions process as well as how they administer a wait list. However, at this time, the prerequisites have seemed to eliminate the need for a waitlist.

6. Work with Student Records to coordinate prerequisite hurdles within PeopleSoft. 7. Work with Foundation to create new scholarships specifically for SICE students.

Program accreditation Updates SICE was evaluated by the American Culinary Federation Education Institute Accrediting Commission in February. No non-compliance issues were listed. Results will be announced in July at the ACF National Convention in Las Vegas.

Description of departmental advising plan and outcomes *Students in Laboratory Class:

Students in a culinary laboratory class should meet with their laboratory professor for advising.

*Students Not Enrolled in a Laboratory Class:

Please contact one of the professors below by e-mail to set-up an appointment for

assistance with schedule planning.

Angus Campbell [email protected] Culinary Arts

Kevin Dunn [email protected] Culinary Arts

James Muth [email protected] Culinary Arts

Charlie Olawsky [email protected] Culinary Arts

Bob Schultz [email protected] Culinary Arts

Mike Whitman [email protected] Culinary Management

Bill Jacoby [email protected] Culinary Management

Marcia Rango [email protected] Baking and Pastry

Gilles Renusson [email protected] Baking and Pastry

Audrey Heckwolf [email protected] Personal Chef

Outcome : Assure students are aware of the new prerequisites, grade requirements, and program

sequencing.

mailto:[email protected]











5

Departmental professional development activities

1. Curriculum Training and Development with Katie Daniels 2. Emergency Training with Chief Whitman 3. DSS Training with Karen Murphy 4. My Degree Path Training with Erin Busscher

Other department updates

Faculty determined the curriculum paths which will take affect fall 2014. The prerequisites are in place and although there are no confirmed reports from IRP, many faculty have said that they have noticed a difference in their lab classes with students’ concepts of sanitation and safety, math, and principles of cooking involved. Course fees have been determined and added to the proper CARP documents. These fees will start in Fall 2014 and will cover 4 chef coats, 5 chef pants, 5 aprons, 2 hats, 2 neckerchiefs, 1 dining room coat, 1 dining room pant, 1 bistro apron, and 1 cutlery kit as well as the controllable food/consumables costs. Angus Campbell is working on the competition track and recently met with Patti Trepkowski and Dan Gendler to discuss his progress. Bob Schultz and students had a successful year at Ice Carving competitions in Holland (Best of Show), Bay Harbor (Jessica took 1st place, Brandon took 2nd place), Frankenmuth (team won 3 bronze medals). Gilles was the coach/manager of Pastry Team USA who went to the Coupe du Monde de la Patisserie. The team came in 4th. The team tryouts and practice sessions were conducted here throughout the entire year. Bill DeHaan and Angus Campbell did a segment on sanitation for WZZM13. Chef Mike Whitman was recertified as a Certified Executive Chef through the American Culinary Federation.

Evaluation Questions

1. Were the department goals for this year successfully met? Please explain.

The curriculum creation has been completed. Faculty voted on our final versions of four tracks for our one Associate Degree program. All of these tracks contain core culinary classes as well as different track concentrations in Professional


6

Chef, Management, Baking and Pastry Arts, and Culinary Arts leading to an AAAS. Each one of these tracks could also be taken in addition to the AAAS as advanced certificates.

Marcia Arp and Dan Gendler investigated the admissions process for students in GRCC Health programs. Their system is one of a kind and no one currently working in IT can help recreate the system.

With our new prerequisite requirements, our enrollment seemed to go much smoother this semester.

Angus Campbell met with Dan Gendler and Patti Trepkowski regarding the addition of Competition classes.

Bob Schultz has been working on the Competition Ice Carving class. The rationale and description has been written and is awaiting approval.

Restaurant week in Grand Rapids was another success. $18,014 was raised for scholarships and the first of the Restaurant Week Scholarships were given out to students at the reception.

The Coupe du Monde tryouts and practices were held at GRCC. The team came in 4th during the competition in Lyon, France.

Tips from the Heritage have been going into the HED Scholarship account with the GRCC Foundation. The criteria will be rewritten to include assistance to students with national travel needs such as transportation to a co-op position in another state. Approximately $20,000 has been earned this year through the tips. This money will also be used to endow some waning scholarship funds that have not been seeded properly. These funds were originally set up to honor some past students.

This year we had 76 students apply to attend the awards reception. In the past, students were allowed to attend the awards reception if they were missing 6 non-culinary credits and CA 180. This year students must have completed all requirements in order to attend the awards reception. This should help us track graduation rates as well as encourage students to complete the non-culinary related classes. We also administered a post-graduation survey at this event to capture pertinent, timely and substantial data that had not been obtained in the past.

2. Is the Advising Plan working well? What have the outcomes been for student advising?

Yes, although some students feel they can only meet with the Program Director for advising. Marcia will set-up appointments in their timeframe; however, she is also encouraging students in lab classes to meet with their lab professor and other students to contact the faculty listed on our Important Academic Information Board as well as the website for assistance.


7

Action Needed Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

External Collaborations & Partnerships No Internal Collaborations & Partnerships No Accreditation No Departmental Advising Yes

Faculty & Staff

Documentation

Faculty Credentials & Certifications- See Appendix A

Professional Development Activities Sasha Ahmed – Stage with Mark Elliott in North Carolina; ScotHot Coach – This was both industry and competition skill building activities to bring back the most up-to-date techniques used in industry as well as competitions around the globe. Angus Campbell – ScotHot – This was competition skill building activities to bring back the most up-to-date techniques used in competitions around the globe. Kymberli Flanagan – Gordon Food Show – Expose students as well as herself to distributors and products available to food service organizations in the mid-west region. Dan Gendler – CAFÉ Leadership Education Conference; ACF National Convention Accreditation Certification Training – This CAFÉ Conference is for culinary educators only. One of the main topics was creating a college readiness course that is content specific for culinary arts. ACF Accreditation training preparation for the depth and breadth of the accreditation process of which SICE had no non-compliance issues. Audrey Heckwolf – ScotHot - This was competition skill building activities to bring back the most up-to-date techniques used in competitions around the globe. Wilton School of Cake Decorating and Confectionery Arts, Darien Illinois and French Pastry School - Tarts, Gateaux de Voyage,

Snacks, and Cookies - These workshops are to prepare and train Audrey in the finer retail baking skills she needs to continue to excel in the bakeshop. Jane Hedges – Gordon Food Show - Expose students as well as herself to distributors and products available to food service organizations in the mid-west region as well as the nutritional aspects of these products. James Muth – Flavor Trends – California – This conference specifically evaluates national trends in culinary arts and how flavors and foods are infiltrating their way from ethnicities into mainstream America. These foods/trends must be incorporated into our curriculum to prepare students for jobs around the world. Luba Petrash (going in June 2013) – Baking at San Francisco Baking Institute – California – This was a great opportunity for cross-training for an adjunct.


8

EOL/Release Time Work

Dan Gendler – Curriculum/Admissions/Sequencing/Prerequisite/Grade Requirements and Curriculum Redevelopment – The curriculum is in final stages and will roll-out fall 2014. This work is to improve persistence and completion rates. Sasha Ahmed – cross training and binder creation – This will help with training of new faculty as faculty retire as well as when emergencies or health issues occur.

Faculty & Staff Accomplishments/Awards

Kevin Dunn – Presentation at McDougal Institute – Kevin is one of the best vegan chefs in the United States. He presented on the China Study to show the relationship between culinary arts and the dietary health of the country. Gilles Renusson – Coupe du Monde – This gave students an opportunity to work one on one with some of the best pastry chefs in the world (as they came in fourth in the competition). Bob Schultz – Ice Carving – Holland: Team won Best of Show; Bay Harbor: Jessica – 1st place, Brandon 2nd place; NICA – Team won 3 bronze – Our students were able to compete. Bill DeHaan and Angus Campbell – WZZM 13 Sanitation Segment – This was a great example of our standards of sanitation in the culinary world. Mike Whitman re-certified as Certified Executive Chef (CEC) – 100% of our instructors must be certifiable through the ACF and this is directly related to that.

Faculty Development for Upcoming Year

See the 913 Perkins Program Development Activities plan attached.


1. Can course assignments be made and scheduled based on the availability of

credentialed faculty? Yes

2. Is the number of departmental faculty that are certified to teach online and through

Academic Service Learning sufficient to achieve the curricular and delivery needs of the

department? No – many faculty have gone through the training but have not finished

the process to get the classes online.

3. Do the number and ratio of Full-time/Adjunct faculty support the goals of the

department? Somewhat. The SICE has 12 full-time faculty; however with the schedule of

classes and the availability of culinary and hospitality professionals with

Bachelors/Masters degrees to teach during the day is limited. Our department would

benefit greatly from the addition of a full-time lecture professor for consistency amongst

classes. Also an increase in full-time faculty, by one person, would also enable the member

available for replacement, training, and substitutions needed for our aging and retiring faculty.


9

4. Is the professional development faculty and staff are receiving sufficient for them to

maintain currency in their field and area(s) of expertise? Yes.

5. Are additional faculty or faculty development resources needed to support the goals of

the department over the next four years? As I stated in question 3, our department

would benefit from the addition of a full-time lecturer. Currently, we do not have many

faculty who choose a class above their 25 contact hours. If they do, they can only choose

one class. I believe the consistency in certain theory based classes taught by one

dedicated lecture professor would be good for our students’ learner outcomes and our

department’s success rates. Adjunct faculty would still be needed, especially for the

classes requiring certified professionals: Registered Sanitarians, Menu Planning and

Nutrition, ServSafe Alcohol training. In addition to consistency, this full time lecture

instructor would be available for substitution cross training, and filling in for retiring

personnel.


Faculty credentialing No Faculty online certification Yes Academic Service Learning Yes Ratio Fulltime/Adjunct faculty Yes Faculty professional development No Resources No


10

Culinary Arts, AAAS ___________________________________________________________________

Mission & Purpose

Documentation

Mission/Purpose Statement SICE MISSION: The mission of the Secchia Institute for Culinary Education at Grand Rapids Community College is to prepare students for successful careers in the hospitality field by providing superior theoretical and hands-on education in the classical and modern culinary arts. SICE VISION: The Secchia Institute for Culinary Education at Grand Rapids Community College is a premier, nationally recognized provider of culinary education offering progressive curriculum and instruction in world-class facilities. The Institute produces exemplary graduates who proudly represent the college throughout the world. Target Audiences Those interested in the food service/culinary field from the Grand Rapids and surrounding areas. Due to our reputation and affordability the SICE also attracts many students from all over Michigan, northern Ohio and northern Indiana. Another large target audience is students that attend Tech Centers and/or participate in the ProStart secondary programs. Program Admissions Requirements The college admissions requirements are used for this program. We have added prerequisites to

culinary classes as preprogram requirements (EN 100 or EN 101 or BA 101 and Math 95 or

equivalent) but it does not stop students from selecting one of our curriculum codes on their

application.


1. Is the purpose/mission statement current and relevant? Yes, a SWOT process was used

to create the mission/vision statement for the department.

2. Has the target audience for the program been identified? Who is the target audience

for this program? Is the program attracting and appropriately serving the target

audience? Yes, the audience has been identified. We are working more and more with

the Kent Career Technical Center to transfer in credits earned through the Ferris State

University classes taught there. We participated in the KCTC open house and recruited

students. Our faculty also assist at the ProStart Competition by judging events. This

year SICE had an informational table at the event for recruitment. We are working to


11

create a new (inexpensive yet nice) brochure for career fairs and those that do not like

using the internet. We are also using our well endowed HED scholarship to reach out to

the best students at the area’s best Technical Centers at the secondary level.

3. If there are admissions criteria for the program, are they appropriate and do they

facilitate program and student success? N/A

Action Needed

Based on the documentation and evaluation in this section, please indicate if action or improvement is needed in the following areas within the department by making your response bold:

Mission/Purpose No Target Audience No Program Admissions No

Program Data

Documentation (Curriculum Office will provide all data)

New Student Enrollment

The data for New Student Enrollment can be found in Appendix B.

The enrollment has been increasing steadily since 1991 until its peak in 2011. At the time of prerequisite and grade requirement inception, we saw a slight decrease in student enrollment in 2012. This was a planned and engineered decrease to help our overloaded program better sequence students through its curriculum. Please keep in mind that though our student counts are down, the quality of our completing students will be higher; therefore completion rates will increase with lower enrollment rates. Total Student Enrollment

The data for Total Student Enrollment can be found in Appendix B. The enrollment has been increasing steadily since 1991 until its peak in 2011. At the time of prerequisite and grade requirement inception, we saw a slight decrease in student enrollment in 2012. This was a planned and engineered decrease to help our overloaded program better sequence students through its curriculum. The other trend indicated in 2011 were students changing their curriculum codes to achieve multiple degrees or an additional certificate. Again this trend reduced in Fall 2012 due to the increased propensity of students going for an advanced degree instead of multiple associate or certificate degrees.


12

The data here is seriously questionable. Example: At the end of 2010-2011 – 51% of students are retained – yielding 353 students. The new student data says we take in 111 students. This should yield 464 students in Culinary Arts. However, the total student enrollment on the progress report indicates we have 629: a difference of 165 students unaccounted for. We have been working with Bruce from IRP to analyze our entire student population which conflicts with the data contained in this report Appendix C. Currently, we have 435 students who are taking a CA course in Winter 2013, out of the 558 students enrolled in Winter 2013 who took a CA course in the last 3 years. Of the 558, 410 have a plan code of 151, 155, 156, 158. When running a statistical report from Peoplesoft, we found more students because there are a number of students who are not taking CA courses this Winter term. After Bruce analyzed the data, he found 238 students with those plan codes who are not taking CA courses. 410 + 238 = 648, close to the Peoplesoft count and still 202 students above the Appendix C report. All in all, our enrollment is extremely strong and stable, maintaining between 600 and 650 students. Since the most we can possibly graduate each year is 108, this still yields a very full program. Student Progress

The data for Student Progress can be found in Appendix C.

Again, the data in Appendix C seems flawed. See attached report for comparison. For example, in Appendix C for 2011-2012 graduates – it indicates we had a total of 59 graduates program wide. However, after checking with Student Records, the actual number of students who graduated that year from our programs is 81. Even if we take out the students with multiple degrees, we still yield 73 graduates. This is an error of 20%. This leads me to conclude that much of this analysis is inconclusive at best. And past data regarding graduates is flawed. Using our own practical knowledge and confirming it with Student Records, we know for a fact that we have been increasing graduation over the past 2 years. For instance, last year we had 81 and this year we had 95 conferred degrees and certificates. Student Participation in Nontraditional Fields

The data for Student Participation in Nontraditional Fields can be found in Appendix D.

This data cannot be analyzed accurately due to missing data as discussed with IRP previously

this year. When we pulled the reports off of the ‘S’ drive it yielded different figures. For the

most part, it seems that we are meeting these requirements where applicable. See Perkins Core

Indicator Reports on the ‘S’ drive from 2010 and 2011 for examples and comparison with

Appendix D.


13

Credential, Certificate, or Degree Attainment

The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.

The report indicates that we have above standard completion rates for all programs ranging

from 35-66%. Other than Baking and Pastry Arts certificate, completions are flat for each

program. The Baking and Pastry certificate shows a sharp increase of 33 points or 100%

increase over the four year period moving from 33% to 66% completion rate. This fluctuation is

likely due to the lessor numbers of certificate seeking students vs. associate degree seeking

students. Therefore a few additional certificate seeking students will make this number increase

dramatically/disproportionately.

Student Completion in Nontraditional Fields

The data for Student Completion in Nontraditional Fields can be found in Appendix D. This data

cannot be analyzed accurately due to missing data as discussed with IRP previously this year.

When we pulled the reports off of the ‘S’ drive it yielded different figures. For the most part, it

seems that we are meeting these requirements where applicable. See Perkins Core Indicator

Reports on the ‘S’ drive from 2010 and 2011 for examples and comparison with Appendix D.

Student Placement

The data for Student Placement can be found in Appendix D.

Per these reports our placement is excellent – most indicating 100% placement. In 2012,

Culinary Arts did dip below the 70%; however, IRP did say they had difficulty in collecting data;

therefore, this year, we distributed surveys for them to each student attending the SICE Awards

Reception. This represented N = 73 students or 95 degrees and certificates.

Student Retention and Transfer

The data for Student Retention and Transfer can be found in Appendix D.

All programs performed excellently in retention and transfer since 2010. 2010 does show a

slight dip in the standard below the required 65%. Through an increased relationship with four-

year institutions, we have seen a shift in management degree seeking students both within our

department and moving on to 4-year institutions.

Technical Skills Attainment

The data for Technical Skills Attainment can be found in Appendix D.

N/A

Course enrollment by semester


14

The data for Course Enrollment by Semester can be found in Appendix B.

Course enrollment by semester is mimicking the increases we are showing in total enrollment

for students in all programs. However, we do take a slight dip in 2012 due to prerequisite and

grade requirements being added to the program to help sequencing and success rates.

Course Success Rates (broken down by race/ethnicity, gender, age)

The data for Course Success Rates can be found in Appendix F.

Success rates across all categories are very consistent - primarily in the 85-95% range. However,

there does seem to be a slight pattern with the black, non-Hispanic students. In most cases, the

poorer performance by black, non-Hispanic students has been in the upper level lab classes or

more difficult prerequisite lecture classes that rely heavily on math and English competency.

Figures in these types of classes for black, non-Hispanic students is as much as 35% lower than

the white and Asian students. Sample sizes are small and individual fluctuations of unsuccessful

students are small – therefore, any small discrepancies will raise percentages

disproportionately. Regardless, this data is nearly 2 years old (fall 2011) and the pre-program

requirements of English 101 and Math 095 were purposely instituted in the fall of 2012 to begin

to rectify this issue. Another pertinent point would be that our total student population does

not mirror the demographics of the city of Grand Rapids (20% black, non-Hispanic), but it does

mirror that of Kent County (10% black, non-Hispanic). (Source:

http://quickfacts.census.gov/qfd/states/26/26081.html).

Four-Year Course Success Trends

The data for Four-Year Course Success Trends can be found in Appendix G

Four year success rates have been fairly stable with a few courses indicating upward trends of

10% better success rates over the period: CA 111 and CA 160. And a few courses showing a

decrease in success rates by 10% are CA 112, CA 121, CA 124, CA 138, CA 140, CA 160 and CA

201. There is no correlation between these classes as far as lab vs. lecture or otherwise. We did

have some faculty changes with retirements of full time faculty and a few adjuncts leaving the

area. Therefore the slight decrease may be a reflection of the new instructors getting

accustomed to their new assignments.


1. Is the program consistently attracting new students? Yes, we have consistently

maintained over 650 students in a program that really cannot handle much more than

500.

http://quickfacts.census.gov/qfd/states/26/26081.html


15

2. Is the enrollment trend meeting established targets, ensuring program viability? If

targets for enrollment have not been established, what should they be? Yes, we need at

least 108 new students each year to fill our laboratory classes. Our enrollment has been

higher than this for the past decade, actually creating a backlog and completion

difficulty for our students.

3. Do students appear to be progressing through the program well? They are progressing

slower than necessary due to an overload of students to sections available. The new

grade requirements, sequencing, and prerequisite/preprogram courses is helping to

alleviate this issue.

4. To what extent are the targets for core program indicators (Student Participation in

Nontraditional fields, Student Retention & Transfer, Credential, Certificate, Degree

Attainment, Student Completion in non-traditional fields, Student Placement, Technical

Skills Attainment) being met? Are the various sub-populations meeting the targets at

the same rate? Our programs have been substantially meeting these indicators

consistently over the years.

5. Is the yearly ratio of the number of students enrolled to the number of graduates

appropriate given program goals? Yes, we are graduating the correct numbers of

students given the ability of the students to progress through the program. The

maximum possible students of 108 per year will be more closely met as the sequencing

and prerequisites take hold over the next 2-3 years.

6. Are students obtaining employment upon graduation at satisfactory rates? Yes, we

have met employment rates by nearly 100% for all programs.

7. What does the course enrollment by semester data tell you? Our course enrollment has

been extremely consistent across the board and has maintained a very full program. The

only dip that we see occurring in 2012 seems to be due to the higher grade

requirements, prerequisite requirements, and pre-program requirements. However, this

dip will represent higher student success and completion rates.

8. Are students passing courses at the appropriate rates? If not, which courses are of

concern? Are the Course Success Rates the same for the various sub-group

populations? If not, where are the areas of concern? Students are passing courses at

appropriate rates and the sub-groups perform at basically these same rates. There does

seem to be some lower pass rates among black, non-Hispanic students. In most cases,

the poorer performance by black, non-Hispanic students has been in the upper level lab

classes or more difficult prerequisite lecture classes that rely heavily on math and English

competency. Figures in these types of classes for black, non-Hispanic students is as

much as 35% higher than white and Asian students. Sample sizes are small and

individual fluctuations of unsuccessful students are small – therefore, any small

discrepancies will raise percentages disproportionately. Regardless, this data is nearly 2


16

years old (fall 2011) and the pre-program requirements of English 101 and Math 095

were purposely instituted in the fall of 2012 to begin to rectify this issue. Another

pertinent point would be that our total student population does not mirror the

demographics of the city of Grand Rapids (20% black, non-Hispanic), but it does mirror

that of Kent County (10% black, non-Hispanic). (Source:

http://quickfacts.census.gov/qfd/states/26/26081.html).

9. Do the grade distributions seem appropriate for each course? If not, which courses are

of concern? The grade distribution seems to be appropriate across all classes for the

time period and its data. Going forward, I do expect to see a lower rate of passing

grades due to our stricter grade requirements. However, as our preprogram

requirements of MA 95 and EN 101 take hold, as well as our prerequisite CA classes, we

would expect to see students coming to our classes more prepared and therefore

achieving higher grade distribution.


New Student Enrollment No Total Student Enrollment No Student Progress No Student Participation in Nontraditional Fields No Credential, Certificate, or Degree Attainment No Student Completion in Nontraditional Fields No Student Placement No Student Retention and Transfer No Technical Skills Attainment No Course enrollment by semester No Course Success Rates No

Course grade distributions No

http://quickfacts.census.gov/qfd/states/26/26081.html


17

Curriculum

Documentation Program Curriculum History (last eight years) The program’s curriculum has been consistent for the past 8 years. During the past two years, there has been some immediate changes:

Require EN 100 or EN 101 or BA 101 and MA 95 or equivalent before taking culinary classes

Mandatory prerequisites of CA 111, CA 140, CA 209 before taking any lab class

Prerequisite enforcement through PeopleSoft

New curriculum has been developed and awaiting approval for roll-out fall 2014.

Advisory Board Contributions

Reviewed prerequisites and approved them

Requested more entrepreneurial and management classes

Assisted with bringing wine seminars to SICE students

Assisted with ACF Accreditation by attending the ACF Reception and being available by phone and e-mail for interviews

Offered to come into classes as judges or guest speakers or Heritage “Secret Shoppers”

Courses Approved for Online Delivery- See Appendix E

While several courses have been approved for online development and several faculty have been certified in online delivery, no classes have been approved through the complete approval process.

Courses targeted and approved by the department for online development are: o CA 200 o CA 151/235 o CA 102 o CA 234 o CA 140 o CA 201 o CA 212

This will be a focus for 2013/2014

Honors Courses- See Appendix E Dr. Sandy Andrews who teaches CA 250 has created an honors section for this class. Study Away Courses- See Appendix E

We have not had a CA 280 Study Away course run for quite some time due to external forces.


18

We have had several culinary competition teams successfully travel to London, Scotland, Cincinnati, Frankenmuth, Bay Harbor, Chicago.

Course Equivalencies with Transfer Institutions See attached Program/Course Equivalencies with K-12 Institutions In general, we have the ability to waive two classes for any Tech Center/K-12 student. CA 111 Sanitation and Safety with a ServSafe Certificate and CA 102 Introduction to Hospitality. We also are able to give credit for CA 102 if the Tech Center instructor fills out the SARP.


1. Is the program structured appropriately given the target student population and current

student population (traditional, transfer, and/or adult learners)? Please explain.

Yes. We now require students to take classes that will help them be successful in the 5

credit/12.5 CH classes. With the additional English, math, and principles information,

students are more prepared to be successful in the lab classes.

2. To what extent is the program curriculum aligned with external professional standards

(Industry, State, or National)? Are the current courses within the program or discipline

appropriately and sufficiently addressing external standards? Please explain.

Yes. We are required to follow the competencies of the ACF Accreditation process. We

did not have any non-compliance issues in this year’s evaluation.

3. Does the program design and structure reflect external standards and best practices?

Please explain.

Yes. The ACF is the leader in culinary and hospitality. Following their standards ensures

that we are using the best practices.

4. To what extent is the curriculum aligned with the first two years of transfer institutions?

We are not as aligned as well as other programs within Arts and Sciences but we are

working towards better General Education alignment within our new curriculum. Katie

Daniels has been instrumental in helping us determine core curriculum for our programs.

Our new alignment is scheduled to roll-out in Fall 2014.

5. To what extent is the curriculum aligned with the coursework at K-12 institutions?

Due to being a Workforce Development program, our culinary classes are not aligned

with K-12 systems but are aligned with some Career and Technical Center curriculums.

We are working on SARP for 2 entry level labs – CA 104 and CA 105.


19

6. Do the program outcomes reflect the demonstrable skills, knowledge, and attitudes

expected of students by the end of the program? Are the Program Student Learning

outcomes clearly stated and measurable? If not, what changes are suggested?

According to the ACF Accreditation standards, we are doing well. However, we feel we

can improve with our new curriculum rolling out in Fall 2014.

7. Are all four of the ILOs and associated competencies integrated into the program? Do

students have the opportunity to build the knowledge, skills, and attitudes associated

with the ILOs throughout the program? [Curriculum Mapping]

Yes. When all CARP were pdated in Fall 2011, the new CARP format including ILOs was

used and through review it was recognized that all ILOs were accounted for.

8. Are the current course offerings sufficient in terms of breadth and depth? If not, what

courses should be added and or eliminated? [Curriculum Mapping]

Yes. However, we feel there is more demand and more need for Associate Degrees over

Certificate programs so we will be enhancing the Baking and Pastry program and

Personal Chef program to create Associate degrees. The differing tracks for the

associate degree may also be taken as advance certificates.

9. Have general education courses been purposefully integrated into the program? Are

the general education courses within the program appropriate and sufficient to support

the learning associated with the Institutional and Program Learning Outcomes?

[Curriculum Mapping]

Yes – we do have the required courses currently and will be adding additional general

education requirements in Fall 2014 when we roll-out the new curriculum.

10. Are the Honors and Study Away offerings sufficient for the program?

Yes. We have developed an “honors track program in competition” that will be

completed in 2015. CA 250 has already offered honors classes (through Sandy Andrews).

Regarding Study Away, our program is completely involved in activities aroound the

globe. When the college approves Study Away again, we will bring back CA 280 Cuisines

and Cultures.

11. Do the course sequences require increasing application of higher-order thinking skills as

students progress through the program? Is the course sequence aligned in such a way

that the Program Student Learning outcomes are mastered by the end of the program?

Yes, course sequencing has been updated and according to ACF standards, we have

successfully incorporated the right prerequisites and learning outcomes by the time

students graduate.

12. Is experiential learning, including internships and academic service learning,

systematically embedded into the courses? Are the current experiential learning

opportunities sufficient? Please explain.


20

Yes. The ACF Accreditation ensures that we are compliant. Our program is very hands-

on and students receive much practical experience when in a lab for 7 weeks, 5 hours per

day, 5 days per week. CA 180 Cooperative Education in Culinary Arts requires 240 hours

of work experience in industry. Our CA 104/124 classes have completed service learning

projects with cakes and displays and our CA 245 class has completed serving learning

each year with the Etiquette Seminar presented to the Baxter group.

13. Does the curriculum prepare students for a constantly changing employment

environment, and prepare students to expect and manage change? Please explain.

There are several employment aspects in the hospitality industry and our program

touches on all of them.

As a program with open-to-the-public venues and a banquets and catering class,

students are always put to the test for changing needs and customer requests. The

bakeshop is not open-to-the-public but does provide breads and desserts to

accommodate many themes. Therefore our students receive more than adequate “on-

the-job” practice in the classes.

14. Is the curriculum developed in such a way that it allows students to continue their

education once they are finished with this program? Please explain.

Yes. We have articulation agreements with some 4 year institutions, we are developing

advanced certificates, and our new curriculum rolling out in Fall 2014 will meet more of

the MACRAO requirements.

15. Are the online offerings (courses & number of sections) sufficient to meet student and

programmatic needs?

As far as the college is concerned, No. As far as the department is concerned, yes. Our

faculty are concerned about the success rates of students going into a field that is

vocational in nature. Our students are kinesthetic learners and do not learn well via the

traditional academic methods and especially through distance learning. Nevertheless

there will be a focus in converting a minimum of 6 classes for online/hybrid delivery.


Program structure No Curriculum alignment with external professional standards No Transfer alignment No Curriculum Alignment K-12 No Program Outcomes No

Program Learning Outcomes No

Course offerings No


21

General Education No

Honors Program No

Study Away Program No

Internship No

Academic Service Learning No

Course sequencing No

Pre-requisites No

Preparing students for change No

Online Offerings (courses & programs) No

Assessment of Student Learning

Documentation Program Learning Outcome(s) assessed this year Execute preparation of foods - Specific objective/competencies to be assessed: Preparation of mother and modern sauce classifications. In particular:

A. Fat, flour ratios in roux thickened sauces. B. Roux to liquid ratio for varying thicknesses of sauces. C. Amount of cooking needed to maximize starch absorption and eliminate starch taste and

texture. D. Emulsion sauces.

Measures of Student Learning See rubric. Data is being collected from the results of the recently developed rubric for CA 244 practical exam. Data will also be collected in CA 105 and CA 114 where these sauces should be assessed. Initial Data and Findings Continuum of learning through the beginning lab classes through to the capstone classes is not being reinforced for some basic skills. Sauces and emulsifications, when emphasized in CA 244, improved. Initial performance in this area was 64% proficiency. Curricular or Pedagogical Changes Implemented Staff meetings are being held to discuss core competencies, where they are being taught, and whether it should be exposure, proficiency or mastery. The new curriculum that is being rolled out in Fall 2014, has more of a culinary core concentration for all of our emphasis areas. Assessments for these core competencies are being evaluated to be put throughout the program. Sauce and emulsifications were placed throughout the 7-week periods by way of quick fires, blind baskets, and practical exam.

Data and Findings (post improvement/change)


22

Once assessment and concentration on these areas was made in the subsequent seven week sessions, an increase of 24-31% proficiency occurred, yielding 73% overall proficiency – an increase of 9%. Evaluation

1. Are licensure/certification exam pass rates above national or state averages (if applicable)? If

not, please explain what needs to be done to improve. YES!

2. What are your greatest needs for support in order to continue to move forward with your

assessment work? The faculty need to continue their work with core competencies and the

continuum of those core competencies throughout the program. We have begun meetings to

identify where these core competencies should be taught and at what level. We have also

discussed when and where to insert continual assessment of these competencies throughout the

program.


Identifying Measures for each Program Learning Outcome No Reporting out longitudinal data in a meaningful format No Creating meaningful improvement projects No

Preparing for the future

Documentation

Job and Wage Forecasts- See Appendix I Growth for management jobs over the next 10 years will be moderate. The growth and wage will be slightly lower than the national figures. All regional completions include a Hotel Management Program at GVSU. This program produces bachelor’s prepared graduates, but the skill set is not specific to Food Service Management. Job openings for completers of the Culinary Management Program are plentiful although GVSU students might have the advantage when it comes to higher paying, higher end openings which seek a bachelor’s degree. This forecast includes only GRCC’s 3-County Service Area. More jobs may be available in other counties; however, if we include GVSU, we are producing more applicants than there are open regional jobs. If we do not include GVSU, there are 7 jobs per completion. Environmental Scanning/Trends

Baking and Pastry Arts saturation of the market.


23

Food Science/Culinology creeping into markets across the nation and by food manufacturers

Beer brewing and Cicerone programs are entering into the culinary field due to the increased artisan brewers throughout the state and country.

Artisan Coffee/Barista training is still a hot commodity among the retail food world.

The casualization of the food service industry may impact how we teach “white table cloth” dining and food preparation.

PROE Student Survey Results/ Advisory Board Survey Results Several aspects of both of these groups of surveys point to strengths of the department, and particularly from the student survey, some challenges that we are working to improve. In the student surveys, please note that we have removed the category of response titled “don’t know” and adjusted the results accordingly. Strengths

The surveys show the quality of the SICE instructional staff. The Student Survey of Winter 2012 indicates that 93% of the students believe the faculty members are above average or excellent and 87% believe that SICE instructors provide instruction that is interesting and understandable at the same level.

The Student Survey (Winter 2012) and the Advisory Committee Survey (Fall 2012) show a strong correlation when asked about the quality of the instructional laboratory and lecture spaces. The Advisory Committee, on a 6.0 scale, stated that they were well maintained (5.9), that they provided adequate lighting, heating, ventilation, and power (5.9), that it was sufficient space to support quality instruction (5.9), and that they were current and representative of what students and graduates will experience on the job (5.9). The Student Survey showed that facilities and equipment were well maintained (100% average and above), that they provided adequate lighting, heating, ventilation, and power (96%), that it was sufficient space to support quality instruction (92%), and that they were current and representative of what students and graduates will experience on the job (100%).

When rating the impact of the program for developing personal employability skills, students rated the following categories as some impact or high impact. Communication skills (82%), computation skills (91%), critical thinking/problem solving (89%), Information management skills (80%), interpersonal skills (88%), personal skills (89%), diversity and community skills (86%). From a similar category on Advisory Committee survey shows that the program “demonstrates students are prepared for entry level employment” with a ranking of 5.9 out of 6.0.

The data above is supported by student comments: o “The strength of the culinary schools lies in its instructors such as Campbell,

Dunn, Schultz, Muth, and Olawsky. They are knowledgeable, caring and dedicated to teaching. The facilities are incredible and the location of the culinary school within a community college allows access to all. It’s awesome to have such a highly rated program in my area.”


24

o “The two biggest strengths of this program are the opportunities for practical skill applications (namely production in the Heritage Restaurant) and the knowledge and dedication of the chef instructors. I’ve been very impressed not just by the chefs’ collective skill and experience, but also by their personal interest in the development of their students.”

o And many more comments regarding the excellence of the faculty. Areas for Improvement:

Due to the Secchia Institute’s popularity, reputation, value, and profile in the culinary community, we have experienced enormous enrollment which is causing some student related concerns. Those concerns are voiced in some of the comments of the student survey.

Students have a strong concern about the difficulty of enrolling for needed classes and how long it takes to graduate from the program.

o “As someone with a bachelor degree who moved across the country to attend the program, I was very disappointed in how long it took to get the lab courses that are the focus of the program. Now that I’m approaching the end, I’m very happy with the instruction I’ve received, but if I had it to do over again, I probably would have chosen a private culinary school to bypass the delays and hassles associated with GRCC. That said, I believe the recent changes to the program enforcing prerequisite requirements should help mitigate the problems I encountered.”

o “Add more sections of lab classes if possible and make it easier to get into them.” o “Somehow monitor who signs up for classes so that we can get into the lab

classes faster to graduate in the time it is supposed to take us to get through the program.”

Program Planning Much of the development that will be taking place in the next four years has been outlined in previous portions of this report:

Pre-program requirement enforcement

Course fees

Prerequisite enforcement

Minimum grade requirements

Core competency tracking and continuum of education documentation throughout the program

New curriculum roll-out 2014/2015

Culinary Competition honors track curriculum roll-out 2015/2016

Succession planning/training for the 50% of faculty that will be retiring in the next 4 years


25


1. Do the job projections and wages data suggest that this program will be viable over the

next four years? Absolutely. The food service and hospitality industry is still the single

largest private employer in the USA and will continue to be for the next several decades.

2. Is the number of graduates aligned with the market need (job forecasts/transfer

institutions)? Yes, we are producing less graduates than the industry is demanding.

3. What did you learn from the PROE Student Survey results? Will you take any actions

with the program as a result of what you have learned? As stated above, we have found

that we have an exemplary program as viewed by students with little exception. The

issues that have surfaced that need action have already been addressed with our four

year program planning and new curriculum.

4. What did you learn from the Advisory Board Survey results? Will you take any actions

with the program as a result of what you have learned? As stated above, we have found

that we have an exemplary program as viewed by students with little exception. The

issues that have surfaced that need action have already been addressed with our four

year program planning and new curriculum.

5. Are the resources sufficient to meet identified needs and goals for the next four years?

Please explain. Yes, we have already analyzed our needs and goals over the past two

years during the development of the new curriculum and continue to do so.

6. Are the facilities and equipment adequate to facilitate teaching and learning? Please

explain. No, our program would be more contiguous, efficient, effective, and safer for

our students if the bakeshop was located in the ATC. We are a fractured program.

Neither the student body nor the faculty is cohesive due to the divide of physical space.


Program Planning No Securing resources for course development/administration No Facilities/equipment upgrades Yes Other: No Other: No Other: No Other: No


26

Additional Tasks/Work

Develop the Course Review schedule for the next four years (beginning with next year)

All CARP were reviewed, updated, and approved in the 2012-2013 academic year.

Therefore, they will not be due until this report is due again in four years.

Identify which courses from the department will be developed in online or hybrid

format over the next four years. Indicate the highest priorities for online and hybrid

development and the academic year in which the course will be developed.

Courses targeted and approved by the department for online development are: o CA 200 o CA 151/235 o CA 102 o CA 234 o CA 140 o CA 201 o CA 212

This will be a focus for 2013/2014 Review all publications, website, catalog to ensure consistency of information

Done – until the new catalog is developed, we will continue to have outdated

information listed there. We have made a huge effort to coordinate what is on the

website, in the SICE handbook, and what we have on Blackboard, etc. We also are

creating a new updated brochure for the department.

Complete Follow-Up Action Checklist


27

Culinary Management, AAAS ___________________________________________________________________

Mission & Purpose

Documentation

Mission/Purpose Statement *See Culinary Arts responses for Culinary Management Target Audiences *See Culinary Arts responses for Culinary Management Program Admissions Requirements *See Culinary Arts responses for Culinary Management Evaluation Questions

1. Is the purpose/mission statement current and relevant? *See Culinary Arts responses

for Culinary Management



audience? *See Culinary Arts responses for Culinary Management


facilitate program and student success? *See Culinary Arts responses for Culinary

Management

Action Needed




28

Program Data

Documentation



*See Culinary Arts responses for Culinary Management

Total Student Enrollment

The data for Total Student Enrollment can be found in Appendix B.


Student Progress



Student Participation in Nontraditional Fields


*See Culinary Arts responses for Culinary Management.





The data for Student Completion in Nontraditional Fields can be found in Appendix D.


Student Placement




29
















Evaluation Questions *See Culinary Arts responses for Culinary Management

1. Is the program consistently attracting new students?


targets for enrollment have not been established, what should they be?

3. Do students appear to be progressing through the program well?





the same rate?


appropriate given program goals?

6. Are students obtaining employment upon graduation at satisfactory rates?

7. What does the course enrollment by semester data tell you?


30



populations? If not, where are the areas of concern?


of concern?




Curriculum

Documentation Program Curriculum History (last eight years) *See Culinary Arts responses for Culinary Management Advisory Board Contributions *See Culinary Arts responses for Culinary Management Courses Approved for Online Delivery- See Appendix E *See Culinary Arts responses for Culinary Management Honors Courses- See Appendix E *See Culinary Arts responses for Culinary Management Study Away Courses- See Appendix E *See Culinary Arts responses for Culinary Management Course Equivalencies with Transfer Institutions *See Culinary Arts responses for Culinary Management Program/Course Equivalencies with K-12 Institutions *See Culinary Arts responses for Culinary Management


31

Evaluation Questions *See Culinary Arts responses for Culinary Management







Please explain.


[Transfer Institution Curriculum Comparison]


























programmatic needs?


32




Course offerings No


Honors Program No


Internship No



Pre-requisites No




Documentation Program Learning Outcome(s) assessed this year Demonstrate the management principles involved in the successful operation of a food service establishment including the identification of the fundamentals of supervision and management. Measures of Student Learning Questions 1, 2, 7, and 8 from the final exam.

1. Why is it important to give great service? 2. Why is great service considered one of the biggest goals of an operation? 7. What are the five steps to handling complaints according to ZingTrain? 8. Why is in important to keep all documented copies of all customer complaint cards for

an organization?


33

Initial Data and Findings The assessment project covered a small portion of the management principles involved in the successful operation of a food service establishment. Students performed extremely well on the customer service management principles asked on the final exam scoring 90% proficiency. The area in which students performed the lowest was in the process of handling customer complaints where the average score is 70%. Curricular or Pedagogical Changes Implemented There have been no curricular or pedagogical changes made. The instructor could focus more on the customer complaint process and how to document and resolve these situations. The assessment project may need to be adjusted to more of a practical exam to cover this area.


N/A – the assessment is still being evaluated for improvement of the actual tool.

Evaluation *See Culinary Arts response for Culinary Management

1. Are licensure/certification exam pass rates are above national or state averages (if applicable)?

If not, please explain what needs to be done to improve.


assessment work?


Identifying Measures for each Program Learning Outcome Yes Reporting out longitudinal data in a meaningful format Yes Creating meaningful improvement projects Yes


Documentation

Job and Wage forecasts- See Appendix []

*See Culinary Arts response for Culinary Management Environmental Scanning/Trends *See Culinary Arts response for Culinary Management


34

PROE Student Survey Results *See Culinary Arts response for Culinary Management Advisory Board Survey Results *See Culinary Arts response for Culinary Management Program Planning

*See Culinary Arts response for Culinary Management

Evaluation Questions *See Culinary Arts response for Culinary Management


next four years?


institutions)?


with the program as a result of what you have learned?




Please explain.


explain.




35



*See Culinary Arts responses for Culinary Management Identify which courses from the department will be developed in online or hybrid



*See Culinary Arts responses for Culinary Management Review all publications, website, catalog to ensure consistency of information

*See Culinary Arts responses for Culinary Management Complete Follow-Up Action Checklist


36

Baking & Pastry Arts, Cert ___________________________________________________________________

Mission & Purpose

Documentation

Mission/Purpose Statement *See Culinary Management response for Baking and Pastry Arts Target Audiences *See Culinary Management response for Baking and Pastry Arts Program Admissions Requirements *See Culinary Management response for Baking and Pastry Arts Evaluation Questions *See Culinary Management response for Baking and Pastry Arts

1. Is the purpose/mission statement current and relevant?



audience?


facilitate program and student success?

Action Needed



Program Data

Documentation




37

*See Culinary Management response for Baking and Pastry Arts Total Student Enrollment


*See Culinary Management response for Baking and Pastry Arts Student Progress


*See Culinary Management response for Baking and Pastry Arts Student Participation in Nontraditional Fields

The data for Student Participation in Nontraditional Fields can be found in Appendix D. *See Culinary Arts response for Culinary Management Credential, Certificate, or Degree Attainment

The data for Credential, Certificate, or Degree Attainment can be found in Appendix D. *See Culinary Management response for Baking and Pastry Arts Student Completion in Nontraditional Fields

The data for Student Completion in Nontraditional Fields can be found in Appendix D. *See Culinary Management response for Baking and Pastry Arts Student Placement


*See Culinary Management response for Baking and Pastry Arts Student Retention and Transfer


*See Culinary Management response for Baking and Pastry Arts Technical Skills Attainment


*See Culinary Management response for Baking and Pastry Arts


38






*See Culinary Management response for Baking and Pastry Arts Four-Year Course Success Trends

The data for Four-Year Course Success Trends can be found in Appendix G.

*See Culinary Management response for Baking and Pastry Arts Evaluation Questions *See Culinary Management response for Baking and Pastry Arts









the same rate?









of concern?


39




Curriculum

Documentation Program Curriculum History (last eight years) *See Culinary Management response for Baking and Pastry Arts Advisory Board Contributions *See Culinary Management response for Baking and Pastry Arts Courses Approved for Online Delivery- See Appendix E *See Culinary Management response for Baking and Pastry Arts Honors Courses- See Appendix E *See Culinary Management response for Baking and Pastry Arts Study Away Courses- See Appendix E *See Culinary Management response for Baking and Pastry Arts Course Equivalencies with Transfer Institutions *See Culinary Management response for Baking and Pastry Arts Program/Course Equivalencies with K-12 Institutions *See Culinary Management response for Baking and Pastry Arts


40

Evaluation Questions *See Culinary Management response for Baking and Pastry Arts







Please explain.




























programmatic needs?


41




Course offerings No


Honors Program No


Internship No



Pre-requisites No




Documentation Program Learning Outcome(s) assessed this year The Baking and Pastry Arts program has a large management principles component. Because our program is very good at the technical/vocational skills portion of the Baking and Pastry Arts and not as good at the theory of management principles contained in this certificate, we are using the same assessment as our Culinary Management degree. Please *See Culinary Management response for Baking and Pastry Arts Measures of Student Learning *See Culinary Management response for Baking and Pastry Arts Initial Data and Findings *See Culinary Management response for Baking and Pastry Arts Curricular or Pedagogical Changes Implemented *See Culinary Management response for Baking and Pastry Arts


42


*See Culinary Management response for Baking and Pastry Arts Evaluation *See Culinary Management response for Baking and Pastry Arts




assessment work?




Documentation

Job and Wage Forecasts- See Appendix I *See Culinary Management response for Baking and Pastry Arts Environmental Scanning/Trends *See Culinary Management response for Baking and Pastry Arts PROE Student Survey Results- See supplemental data file *See Culinary Management response for Baking and Pastry Arts Advisory Board Survey Results

*See Culinary Management response for Baking and Pastry Arts Program Planning


Evaluation Questions *See Culinary Management response for Baking and Pastry Arts


next four years?


43


institutions)?






Please explain.


explain.





*See Culinary Management response for Baking and Pastry Arts Identify which courses from the department will be developed in online or hybrid



*See Culinary Management response for Baking and Pastry Arts Review all publications, website, catalog to ensure consistency of information

*See Culinary Management response for Baking and Pastry Arts Complete Follow-Up Action Checklist


44

Personal/Private Chef, Cert ___________________________________________________________________

Mission & Purpose

Documentation

Mission/Purpose Statement *See Culinary Arts responses for Personal Chef Target Audiences *See Culinary Arts responses for Personal Chef Program Admissions Requirements *See Culinary Arts responses for Personal Chef

Evaluation Questions *See Culinary Arts responses for Personal Chef

1. Is the purpose/mission statement current and relevant?



audience?


facilitate program and student success?

Action Needed



Program Data

Documentation



*See Culinary Arts responses for Personal Chef


45

Total Student Enrollment



Student Progress



Student Participation in Nontraditional Fields







The data for Student Completion in Nontraditional Fields can be found in Appendix D.


Student Placement










46



















the same rate?









of concern?



47



Curriculum

Documentation Program Curriculum History (last eight years) *See Culinary Arts responses for Personal Chef Advisory Board Contributions *See Culinary Arts responses for Personal Chef Courses Approved for Online Delivery- See Appendix E *See Culinary Arts responses for Personal Chef Honors Courses- See Appendix E *See Culinary Arts responses for Personal Chef Study Away Courses- See Appendix E *See Culinary Arts responses for Personal Chef Course Equivalencies with Transfer Institutions *See Culinary Arts responses for Personal Chef Program/Course Equivalencies with K-12 Institutions *See Culinary Arts responses for Personal Chef





48





Please explain.




























programmatic needs?



49



Course offerings No


Honors Program No


Internship No



Pre-requisites No




Documentation Because this program was not officially active until Fall 2012, there is no assessment project for this certificate. However, there is a certification exam specific to the Personal Chef Association that is administered within the Personal Chef course. This exam could be used in the future as an overall assessment tool of the certificate or associates degree awaiting approval. Evaluation





assessment work? *See Culinary Arts responses for Personal Chef




50


Documentation

Job and Wage Forecasts- See Appendix I *See Culinary Arts responses for Personal Chef Environmental Scanning/Trends *See Culinary Arts responses for Personal Chef PROE Student Survey Results- See supplemental data file *See Culinary Arts responses for Personal Chef Advisory Board Survey Results

*See Culinary Arts responses for Personal Chef Program Planning




next four years?


institutions)?






Please explain.


explain.


Program Planning No Securing resources for course development/administration No Facilities/equipment upgrades No Other: No


51

Other: No Other: No Other: No




Identify which courses from the department will be developed in online or hybrid




Review all publications, website, catalog to ensure consistency of information

*See Culinary Arts responses for Personal Chef Complete Follow-Up Action Checklist


52

Appendix A- Faculty Credentials & Certification

Culinary Faculty Credentials

Last Name First Name Employee Group Title Hi Educ Lv

Ahmed Sasha Adjunct Faculty/Adjunct Bachelor's Dehaan William Adjunct Faculty/Adjunct Master's Flanagan Kymberli Adjunct Faculty/Adjunct Doctorate Hedges Jane Adjunct Faculty/Adjunct Bachelor's Hogan William Adjunct Faculty/Adjunct Bachelor's Orr Douglas Adjunct Faculty/Adjunct 2-Yr Coll Petrash Lubov Adjunct Faculty/Adjunct Master's

Sebestyen John Adjunct Faculty/Adjunct Master's Sommerdyke Terry Adjunct Faculty/Adjunct Bachelor's Zwolinski Julia Adjunct Faculty/Adjunct Master's Campbell Angus Faculty Professor Bachelor's Dunn Kevin Faculty Associate Professor Bachelor's Gendler Daniel Faculty Assistant Professor Master's Heckwolf Audrey Faculty Associate Professor Master's Jacoby William Faculty Professor Master's Muth James Faculty Professor Master's Olawsky Charles Faculty Professor Bachelor's

Rango Marcia Faculty Professor Master's Renusson Gilles Faculty Professor Bachelor's Schultz Robert Faculty Professor Master's Victoria Douglas Faculty Assistant Professor Bachelor's Whitman Michael Faculty Assistant Professor Master's

Culinary Faculty with Academic Service Learning Credential

Last Name First Name

Heckwolf Audrey Hedges Jane

Culinary Faculty certified to do online/hybrid teaching

First Last Name

Michael Whitman Daniel Gendler Robert Garlough Kymberli Flanagan William Hogan


53

Appendix B Program Enrollment

New Fall Student Enrollment (FiTIACs)— Count of new degree-seeking college-bound students who

have declared a major (or are undecided) by mid-October; non-degree students and students on

health program waiting lists are not included. Listed by plan code and description, for each of the

past 4 fall terms, 2009-2012.

Fall Program Enrollment—Count of students who have declared a major (or are undecided) by mid-

October. Listed by plan code and description, broken down by full-time and part-time students for

each of the past 4 fall terms, 2009-2012. Most declarations are self-reporting or via department

assistance, except for health programs, which are done explicitly by departments.

Fall Enrollment by Plan 2009 to 2012--by Gender—Count of students who have declared a major (or

are undecided) by mid-October. Listed by plan code and description, broken down by students’

gender for each of the past 4 fall terms, 2009-2012.


Major Code Description Fall 2009 Fall 2010 Fall 2011 Fall 2012

151 Culinary Arts 137 145 151 111

155 Culinary Mgmt, Assoc. 11 19 13 16

156 Baking & Pastry Arts, Cert 15 13 28 22

158 Personal Chef 0 0 0 1

Total Fall Enrollment by Gender

Fall 2009 Fall 2010 Fall 2011 Fall 2012

Program Code Program Name F M Total F M Total F M Total F M Total

151 Culinary Arts 194 274 468 232 307 539 210 291 501 229 242 417

152 Culinary Mgmt 53 48 101 66 55 121 72 66 138 62 48 110

156 Baking & Pastry Arts, Cert. 39 9 48 47 7 54 60 8 68 67 9 76

158 Personal Chef 1 0 1 2 1 3

Key F = Female, M = Male


54

Appendix C- Student Progress

Student Progress—Tracking Degree-Seeking Students at the end of each year, starting with those

enrolled in 2008-09 through 2011-12. This is “reverse-looking,” i.e. of those enrolled during the

year, how many graduated or transferred out during the year, or are still enrolled in the next fall

term? This is one indicator of success, and the total across will yield a combined grad/transfer/still

enrolled percentage: 50s and 60s are common, 70s and 80s are good, 90s and 100 are superb.

Culinary Arts Student Progress 2008-2009 Students Enrolled in at Least One Course

Major Code Major

N, Student

s Graduate

s Graduates/ Transfers

Transfers

Still Here

Grad/Transfer/ Still Here

151 Culinary Arts-151 494 8% 0% 4% 55% 66%

155 Culinary Mgmt, Assoc.-155 133 13% 3% 8% 51% 74%

156 Baking & Pastry Arts, Cert-156 57 19% 4% 7% 42% 72%

Student Progress 2009-2010 Students Enrolled in at Least One Course

Major Code Major

N, Student

s Graduate


Transfers

Still Here


151 Culinary Arts-151 494 6% 0% 5% 51% 62%




Major Code Major

N, Student

s Graduate


Transfers

Still Here


151 Culinary Arts-151 694 5% 0% 6% 45% 56%




55


Major Code Major

N, Student

s Graduate


Transfers

Still Here


151 Culinary Arts-151 629 5% 0% 4% 47% 57%




56

Appendix D- Program Indicator Data

Technical Skills Attainment 1P1: % of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year (that can be identified -

Credential, Certificate, or Degree Attainment *2P1: % of CTE concentrators who received an industry-recognized credential, a certificate, or a degree during the reporting year.

Student Retention and Transfer 3P1: % of CTE concentrators who remained enrolled in their original postsecondary institution or transferred to another 2- or 4-year postsecondary institution during the reporting year and who were enrolled in postsecondary education in the fall of the previous reporting year.

Student Placement 4P1: % of CTE concentrators who were placed or retained in employment, or placed in military service or apprenticeship programs in the 2nd quarter following the program year in which they left postsecondary education (i.e., unduplicated placement status for CTE concentrators who graduated by June 30, 2008 would be assessed between October 1, 2008 and December 31, 2008).

Student Participation in Nontraditional Fields 5P1: % of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year.

Student Completion in Nontraditional Fields 5P2: % of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

Culinary Arts

2009 2010 2011 2012

Technical Skills Attainment N/A N/A N/A N/A

Credential, Certificate, or Degree Attainment 34.17% 39.74% 32.04% 36.19%

Student Retention and Transfer 73.89% 72.68% 80.86% 73.38%

Student Placement 0.00% 100.00% 100.00% 66.67%

Student Participation in Nontraditional Fields 36.10% 5.57% 42.10% 43.19%

Student Completion in Nontraditional Fields 47.50% 0.00% 0.00% 0.00%


57

Baking & Pastry

2009 2010 2011 2012





Student Participation in Nontraditional Fields 82.70% N/A N/A N/A

Student Completion in Nontraditional Fields 0.00% N/A N/A N/A

Culinary Mgt

2009 2010 2011 2012





Student Participation in Nontraditional Fields 46.20% 5.57% N/A N/A

Student Completion in Nontraditional Fields 0.00% 0.00% N/A N/A

Personal Chef

2009 2010 2011 2012

1p1 -Technical Skill Attainment N/A N/A N/A N/A

2p1- Credentials 0.00%

3p1 - Retention/Transfer 0.00%

4p1 - Placement 0.00%

5p1 - Non-Traditional Placement 0.00%


58

Appendix E- Course Enrollment by Semester

Course Enrollment by Semester—Count of enrollments in each course in each term from fall 2008 through winter 2013 (preliminary).

Enrollment follows patterns of build-up through 2009 peak in 2010, slow return to normalcy in 2011 and 2012.

2008-2009 2009-2010 2010-2011 2011-2012

Course Fall 2008

Winter 2009

Summer 2009

Total Fall

2009 Winter 2010

Summer 2010

Total

Fall 2010

Winter 2011

Summer 2011

Total

Fall 2011

Winter 2012

Summer 2012

Total

CA 102 46 49 24 119 49 47 23 119 47 44 23 114 44 48 92

CA 104 55 54 109 53 54 18 125 55 52 19 126 54 54 108

CA 105 54 54 108 54 54 17 125 55 52 18 125 56 54 110

CA 111 68 73 24 165 94 72 21 187 97 68 22 187 95 72 167

CA 112 72 70 142 90 72 162 93 66 159 89 68 157

CA 114 33 36 69 36 35 18 89 36 36 17 89 36 36 72

CA 115 36 36 72 36 36 18 90 36 36 12 84 36 35 71

CA 121 26 26 14 13 27 8 8 16

CA 124 18 17 35 17 18 17 52 18 17 16 51 18 17 35

CA 135 20 20 40 20 21 41 20 20 40 20 20 40

CA 136 9 16 25 10 12 22 10 10 20 9 14 23

CA 137 9 9 9 9

CA 138 10 10 11 11

CA 140 46 51 22 119 73 49 23 145 70 46 23 139 72 44 116

CA 141 18 20 12 50 18 20 10 48 13 20 11 44 8 16 24

CA 151 23 24 47 23 24 47 20 24 44 23 24 47

CA 160 20 20 40 20 18 38 20 18 38 18 20 38

CA 180 11 13 61 85 12 15 68 95 11 13 72 96 14 26 80 120

CA 200 71 48 119 93 48 141 89 47 136 90 47 137

CA 201 17 21 17 55 19 23 42 18 24 16 58 20 22 42

CA 204 33 33 66 35 40 75 34 37 71 36 37 73

CA 205 36 36 72 33 36 69 36 37 73 35 38 73

CA 209 69 47 116 70 47 117 71 47 118 68 48 116

CA 212 47 70 117 47 72 119 48 71 119 48 70 118

CA 224 32 36 68 36 36 15 87 29 34 12 75 36 31 67


59

CA 234 24 24 48 23 24 47 23 24 47 21 22 43

CA 235 24 20 44 24 20 44 23 19 42 24 24 48

CA 238 17 18 35 19 18 37 20 20 40 20 21 41

CA 244 33 36 69 29 33 62 34 35 69 35 32 67

CA 245 33 34 67 33 34 67 36 38 74 34 33 67

CA 250 24 24 48 23 24 18 65 23 24 18 65 23 24 47

CA 251 19 19 18 20 38 11 18 29

CA 298 1 1


60

Appendix F- Course Success Rates Course Success Rates – AtD categories—Course success rates (A-C divided by all grades) by subcategories: Race/Ethnicity, Gender, Full-

time/Part-time, and Pell Grant recipient/No Pell.

CA 105

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien

No response or other

Total

Number Course Enrollments 48 4 1 1 0 0 2 56

Number Successful Course Enrollments

43 4 1 1 0 0 1 50

Percent Successful Course Enrollments

90% 100% 100% 100% n/a n/a n/a 89%

Age Less

than 20 20-24

25 or older

Total

Number Course Enrollments 5 27 24 56


5 23 22 50


100% 85% 92% 89%

Gender Female Male Total

Number Course Enrollments 32 24 56


29 21 50


91% 88% 89%

Pell Pell No Pell Total



28 22 50


90% 88% 89%


61

CA 111

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



63 5 6 2 1 0 6 83

Percent Successful Course Enrollments 90% 56% 86% 100% 100% n/a 100% 87%

Age Less

than 20 20-24

25 or older

Total



16 31 36 83

Percent Successful Course Enrollments 76% 89% 92% 87%




47 36 83

Percent Successful Course Enrollments 90% 84% 87%




40 43 83



62

CA 112

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



62 5 3 2 1 0 7 80


94% 50% 100% 100% 100% n/a 100% 90%

Age Less than

20 20-24

25 or older

Total



17 26 37 80


100% 84% 90% 90%




36 44 80


95% 86% 90%




43 37 80


88% 93% 90%


63

CA 114

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



25 4 1 2 0 0 0 32


86% 100% 100% 100% n/a n/a n/a 89%

Age Less than

20 20-24

25 or older

Total



1 16 15 32


100% 94% 83% 89%




14 18 32


82% 95% 89%




12 20 32


75% 100% 89%


64

CA 121

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



5 1 0 1 0 0 0 7


100% 50% n/a 100% n/a n/a n/a 88%

Age Less than

20 20-24

25 or older

Total



0 2 5 7


n/a 100% 83% 88%




1 6 7


50% 100% 88%




4 3 7


80% 100% 88%


65

CA 124

Race/ Ethnicity

White

non-Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



8 1 1 1 2 0 1 14


80% 33% 100% 100% 100% n/a 100% 78%

Age Less than 20 20-24 25 or older

Total



1 8 5 14


50% 73% 100% 78%




9 5 14


82% 71% 78%




5 9 14


71% 82% 78%


66

CA 135

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



14 1 1 0 0 0 1 17


88% 50% 100% n/a n/a n/a 100% 85%

Age Less than

20 20-24

25 or older

Total



0 11 6 17


n/a 92% 75% 85%




15 2 17


88% 67% 85%




4 13 17


57% 100% 85%


67

CA 136

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



7 1 0 0 0 0 0 8


88% 100% n/a n/a n/a n/a n/a 89%

Age Less than

20 20-24

25 or older

Total



1 4 3 8


100% 80% 100% 89%




7 1 8


88% 100% 89%




3 5 8


100% 83% 89%


68

CA 140

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



54 7 2 3 0 0 1 67


96% 78% 100% 100% n/a n/a 50% 93%

Age Less than

20 20-24

25 or older

Total



5 34 28 67


83% 94% 93% 93%




43 24 67


91% 96% 93%




34 33 67


89% 97% 93%


69

CA 141

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



4 0 2 0 0 0 0 6


80% 0% 100% n/a n/a n/a n/a 75%

Age Less than

20 20-24

25 or older

Total



1 1 4 6


100% 50% 80% 75%




4 2 6


80% 67% 75%




2 4 6


67% 80% 75%


70

CA 151

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



20 0 1 0 0 0 0 21


100% 0% 100% n/a n/a n/a n/a 91%

Age Less than

20 20-24

25 or older

Total



0 12 9 21


n/a 92% 90% 91%




10 11 21


83% 100% 91%




8 13 21


80% 100% 91%


71

CA 160

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



13 1 2 0 0 1 0 17


93% 100% 100% n/a n/a 100% n/a 94%

Age Less than

20 20-24

25 or older

Total



5 10 2 17


100% 100% 67% 94%




9 8 17


100% 89% 94%




7 10 17


88% 100% 94%


72

CA 180

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



9 1 0 0 1 0 0 11


75% 100% n/a n/a 100% n/a n/a 79%

Age Less than

20 20-24

25 or older

Total



0 6 5 11


n/a 75% 83% 79%




7 4 11


88% 67% 79%




5 6 11


100% 67% 79%


73

CA 200

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



65 8 3 2 0 0 5 83


97% 80% 60% 100% 0% n/a 100% 92%

Age Less than

20 20-24

25 or older

Total



11 31 41 83


85% 91% 95% 92%




51 32 83


94% 89% 92%




41 42 83


91% 93% 92%


74

CA 201

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



10 1 1 0 0 0 1 13


71% 25% 100% n/a n/a n/a n/a 65%

Age Less than

20 20-24

25 or older

Total



0 6 7 13


n/a 67% 64% 65%




9 4 13


69% 57% 65%




5 8 13


45% 89% 65%


75

CA 204

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



27 3 1 2 1 0 1 35


100% 75% 100% 100% 100% n/a 100% 97%

Age Less than

20 20-24

25 or older

Total



0 17 18 35


n/a 94% 100% 97%




16 19 35


94% 100% 97%




17 18 35


94% 100% 97%


76

CA 205

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



27 2 1 3 0 0 1 34


96% 100% 100% 100% n/a n/a 100% 97%

Age Less than

20 20-24

25 or older

Total



0 19 15 34


n/a 100% 94% 97%




17 17 34


100% 94% 97%




12 22 34


92% 100% 97%


77

CA 209

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



52 5 1 2 1 0 1 62

Percent Successful Course Enrollments 93% 71% 100% 100% 100% n/a 100% 91%

Age Less

than 20 20-24

25 or older

Total



3 27 32 62





36 26 62





31 31 62



78

CA 212

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native America

n

Non- resident

Alien


Total



36 3 2 0 0 0 2 43


92% 75% 67% n/a n/a n/a 100% 90%

Age Less than

20 20-24

25 or older

Total



2 19 22 43


67% 95% 88% 90%




23 20 43


88% 91% 90%




20 23 43


87% 92% 90%


79

CA 224

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



24 5 3 1 0 0 1 34

Percent Successful Course Enrollments 96% 83% 100% n/a n/a n/a 100% 94%

Age Less

than 20 20-24

25 or older

Total



4 14 16 34





26 8 34





18 16 34



80

CA 234

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



14 3 0 0 1 0 0 18

Percent Successful Course Enrollments 82% 100% n/a n/a 100% n/a n/a 86%

Age Less

than 20 20-24

25 or older

Total



1 6 11 18





12 6 18





13 5 18



81

CA 235

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native America

n

Non- resident

Alien


Total



16 3 1 1 0 0 1 22


94% 75% 100% 100% n/a n/a 100% 92%

Age Less than

20 20-24

25 or older

Total



2 8 12 22


n/a 100% 86% 92%




10 12 22


91% 92% 92%




12 10 22


92% 91% 92%


82

CA 238

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



15 2 0 0 0 0 0 17


94% 100% 0% n/a n/a n/a n/a 85%

Age Less

than 20 20-24

25 or older

Total



0 9 8 17


n/a 90% 80% 85%




12 5 17


92% 71% 85%




12 5 17


92% 71% 85%


83

CA 244

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



23 4 0 2 1 1 1 32


96% 67% n/a n/a n/a n/a n/a 91%

Age Less than

20 20-24

25 or older

Total



0 15 17 32


n/a 94% 89% 91%




12 20 32


92% 91% 91%




15 17 32


88% 94% 91%


84

CA 245

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



28 2 0 1 0 0 0 31


97% 50% n/a 100% n/a n/a n/a 91%

Age Less than

20 20-24

25 or older

Total



0 20 11 31


n/a 95% 85% 91%




11 20 31


92% 91% 91%




15 16 31


88% 94% 91%


85

CA 250

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



11 1 0 0 0 0 0 12


58% 25% n/a n/a n/a n/a n/a 52%

Age Less than

20 20-24

25 or older

Total



2 8 2 12


33% 73% 33% 52%




10 2 12


56% 40% 52%




6 6 12


43% 67% 52%


86

CA 251

Race/ Ethnicity

White non-

Hispanic

Black non-

Hispanic Hispanic

Asian / Pacific

Islander

Native American

Non- resident

Alien


Total



4 1 0 0 0 0 2 7


57% 50% n/a n/a n/a n/a 100% 64%

Age Less than

20 20-24

25 or older

Total



0 5 2 7


n/a 71% 50% 64%




5 2 7


83% 40% 64%




1 6 7


20% 100% 64%


87

Appendix G- Course Grade Distributions

Course Grade Distribution Fall 2008 2009 2010 and 2011—Earned grades by course, each fall term from 2009 to 2012. Grades are listed

As to E, then I (incomplete), NS (no-show), W (withdrawal), WF (withdrawal-failing), and WP (withdrawal-passing). Extended analyses

show success (grades A to C divided by all grades), and rates of withdrawal, no-show, and incomplete. Sometimes a low success rates

are a result of high withdrawal and no-show rates.

Culinary Arts Department Course Success Rate Trends

Course 2008 2009 2010 2011

A-C %All Withdrawal %All A-C %All Withdrawal %All A-C %All Withdrawal %All A-C %All Withdrawal %All

CA 102 41 89% 4 9% 47 96% 0 0% 41 87% 5 11% 40 91% 4 9%

CA 104 52 95% 1 2% 52 98% 0 0% 50 91% 2 4% 47 87% 3 6%

CA 105 52 96% 0 0% 47 87% 2 4% 49 89% 4 7% 50 89% 0 0%

CA 111 48 70% 3 4% 74 79% 6 6% 76 78% 9 9% 82 86% 4 4%

CA 112 66 92% 3 4% 81 90% 4 4% 85 91% 4 4% 80 90% 9 10%

CA 114 33 100% 0 0% 35 97% 1 3% 35 97% 0 0% 32 89% 0 0%

CA 115 34 94% 1 3% 33 92% 0 0% 34 94% 1 3% 32 89% 2 6%

CA 121 34 94% 1 3% 33 92% 0 0% 11 79% 1 7% 7 88% 1 13%

CA 124 16 89% 1 6% 15 88% 1 6% 17 94% 1 6% 14 78% 0 0%

CA 135 17 85% 2 10% 15 75% 2 10% 16 80% 2 10% 17 85% 2 10%

CA 136 9 100% 0 0% 8 80% 1 10% 9 90% 1 10% 8 89% 0 0%

CA 138 9 100% 0 0% 9 90% 1 10% 10 91% 1 9% 8 89% 0 0%

CA 140 44 96% 1 2% 63 86% 5 7% 56 79% 5 7% 64 89% 0 0%

CA 141 13 72% 2 11% 12 67% 2 11% 8 62% 1 8% 6 75% 0 0%

CA 151 13 57% 3 13% 16 70% 2 9% 10 50% 3 15% 21 91% 2 9%

CA 160 16 80% 3 15% 17 85% 3 15% 18 90% 2 10% 17 94% 0 0%


88

CA 180 8 73% 0 0% 6 50% 0 0% 7 64% 0 0% 11 79% 1 7%

CA 200 60 85% 1 1% 83 89% 1 1% 72 81% 5 6% 80 89% 3 3%

CA 201 14 82% 2 12% 17 89% 0 0% 13 72% 3 17% 11 55% 1 5%

CA 204 29 88% 1 3% 32 91% 1 3% 33 97% 1 3% 35 97% 1 3%

CA 205 35 97% 1 3% 33 100% 0 0% 36 100% 0 0% 34 97% 0 0%

CA 209 61 88% 2 3% 60 86% 4 6% 62 87% 6 8% 60 88% 4 6%

CA 212 41 87% 2 4% 40 85% 2 4% 38 79% 0 0% 41 85% 1 2%

CA 224 32 100% 0 0% 34 94% 0 0% 29 100% 0 0% 34 94% 1 3%

CA 234 16 67% 2 8% 21 91% 1 4% 17 74% 0 0% 17 81% 0 0%

CA 235 21 88% 2 8% 19 79% 1 4% 23 100% 0 0% 22 92% 0 0%

CA 238 15 88% 1 6% 15 79% 2 11% 17 85% 2 10% 17 85% 0 0%

CA 244 33 100% 0 0% 27 93% 0 0% 31 91% 1 3% 31 89% 1 3%

CA 245 32 97% 1 3% 25 76% 1 3% 31 86% 0 0% 29 85% 1 3%

CA 250 14 58% 5 21% 19 83% 2 9% 17 74% 3 13% 11 48% 4 17%

CA 251 14 58% 5 21% 19 83% 2 9% 14 78% 1 6% 7 64% 1 9%

CA 298 14 58% 5 21% 19 83% 2 9% 1 100% 0 0% 7 64% 1 9%


89

Appendix H- Course Delivery Approvals

Culinary Department Courses developed for online/hybrid delivery

None

Culinary Department Honors courses offered

CA 250

Culinary Department Study Away courses offered None


Economic Modeling Specialists International | www.economicmodeling.com 1

Appendix I- Job and Wage Forecasts

143 Bostwick Avenue, NE Grand Rapids, Michigan 49503

Culinary Management

Program Report

GRCC Service Area

Prepared by Institutional Research and Planning

December 8, 2012



Report Info

Dataset Version 2012.3

Timeframe 2012 - 2021

Region Name GRCC Service Area

Region Description 3 county area. Kent Allegan and Ottawa

Counties Allegan, MI (26005)

Kent, MI (26081)

Ottawa, MI (26139)

Restaurant, Culinary, and Catering Management/Manager

CIP 2010: A program that prepares individuals to plan, supervise, and manage food and beverage

preparation and service operations, restaurant facilities, and catering services. Includes instruction in

food/beverage industry operations, cost control, purchasing and storage, business administration,

logistics, personnel management, culinary arts, restaurant and menu planning, executive chef functions,

event planning and management, health and safety, insurance, and applicable law and regulations.

Target Occupations

Food Service Managers (11-9051)

First-Line Supervisors of Food Preparation and Serving Workers (35-1012)



Target Occupation Performance

3,920 10.0% $13.60/hr

Jobs (2011) Growth (2012-2021) Median Earnings

Nation Location Quotient: 0.86 Nation: 10.8% Nation: $14.01/hr

Regional Openings (2011) 136

Regional Program Completions (2011) 19

All Regional Completions for Target Occupations

(2011) 143

Target Occupations Regional Openings

(2011) Median Hourly

Earnings Growth (2012-2021)

Food Service Managers (11-

9051) 40 $15.30 9.9%

First-Line Supervisors of Food

Preparation and Serving Workers

(35-1012) 96 $12.79 10.1%

Summary Statement: Growth for management jobs over the next 10 years will be moderate. The growth and wage will be slight lower than the national figures. All regional completions include a Hotel Management Program at GVSU. This program produces bachelor’s prepared graduates, but the skill set is not specific to Food Service Management. Job openings for completers of the Culinary Management Program are plentiful although GVSU students might have the advantage when it comes to higher paying, higher end openings which seek a bachelor’s degree. This forecast includes only GRCC’s 3-County Service Area. More jobs may be available in other counties. (Questions: Contact [email protected].



GRCC Service Area | Growth for Target Occupations

3,959 4,357 397 10.0%

2012 Jobs 2021 Jobs Change (2012-2021) % Change (2012-2021)

Occupation 2012 Jobs 2021 Jobs Change % Change


9051) 1,284 1,410 126 10%

First-Line Supervisors of

Food Preparation and

Serving Workers (35-1012) 2,676 2,946 270 10%



GRCC Service Area | Percentile Earnings

$9.16/hr $13.60/hr $21.48/hr

10th Percentile Earnings Median Earnings 90th Percentile Earnings

Occupation 10th Percentile

Earnings Median Earnings

90th Percentile

Earnings


9051) $10.15 $15.30 $22.84

First-Line Supervisors of Food

Preparation and Serving Workers

(35-1012) $8.69 $12.79 $20.83



Training Providers

1 19

Institutions Completions (2011)

Institution Degrees Certificates Total

Completions

Grand Rapids Community College 19 0 19



Current Job Postings by Occupation

Occupation Job Postings

Food Service Managers 21

First-Line Supervisors of Food Preparation and Serving

Workers 9

http://api.indeed.com/jobs?publisher=2674526402342992&q=onet:11-9051&sort=date&l=Zeeland%2C+MI&radius=30&start=0&userip=174.124.173.222&useragent=Mozilla%2F5.0+%28Windows+NT+6.1%29+AppleWebKit%2F537.11+%28KHTML%2C+like+Gecko%29+Chrome%2F23.0.1271.64+Safari%2F537.11&v=2

http://api.indeed.com/jobs?publisher=2674526402342992&q=onet:35-1012&sort=date&l=Zeeland%2C+MI&radius=30&start=0&userip=174.124.173.222&useragent=Mozilla%2F5.0+%28Windows+NT+6.1%29+AppleWebKit%2F537.11+%28KHTML%2C+like+Gecko%29+Chrome%2F23.0.1271.64+Safari%2F537.11&v=2



Data Sources and Calculations

State Data Sources This report uses state data from the following agencies: Michigan Department of Labor and Economic

Growth, Bureau of Labor Market Information and Strategic Initiatives

Institution Data The institution data in this report is taken directly from the national IPEDS database published by the

U.S. Department of Education's National Center for Education Statistics.

Completers Data The completers data in this report is taken directly from the national IPEDS database published by the

U.S. Department of Education's National Center for Education Statistics.

Location Quotient Location quotient (LQ) is a way of quantifying how concentrated a particular industry, cluster,

occupation, or demographic group is in a region as compared to the nation. It can reveal what makes a

particular region unique in comparison to the national average.


KD ISIS 12/12/2012 Program & Discipline Review 9

GRCC Program Review Follow-Up Action Checklist Action

Needed?

Brief Action Statement Resources Needed

Academic

Year for

Work

YES NO

DEPARTMENT

External Collaborations & Partnerships X

Internal Collaborations & Partnerships X

Accreditation X

Departmental Advising X

FACULTY/STAFF

Faculty credentialing X

Faculty online certification

X While many are certified, courses must be

completed and at least 3 more staff should

be certified.

Willing faculty 2014/2015

Academic Service Learning

X Ensure the academic service learning

project continues in CA 245 Advanced

Tableservice and CA 124 Retail baking

Willing faculty 2013/2014

Ratio Fulltime/Adjunct faculty

X Increase Full time faculty by one person to

do more lecture classes and become the

member available for replacement, training,

and substitutions needed for our aging and

retiring faculty.

Faculty professional development X



Resources

X Move bakeshop to the 140 hallway of the

ATC

College money and

backing

2014/2015

MISSION/PURPOSE

Mission/Purpose X

Target Audience X

Program Admissions Requirements X

DATA

New Student Enrollment X

Total Student Enrollment X

Student Progress X

Student Participation in Nontraditional

Fields

X

Credential, Certificate, or Degree

Attainment

X

Student Completion in Nontraditional

Fields

X

Student Placement X

Student Retention and Transfer X

Technical Skills Attainment X

Course Enrollment by Semester X

Course Success Rates X

Course Grade Distributions X

CURRICULUM

Program structure X New curriculum roll-out Approval from Deans 2014/2015



and faculty willingness

Curriculum alignment with external

professional standards

X

Transfer alignment X

Curriculum Alignment K-12 X

Program Outcomes X

Program Learning Outcomes X

ILOs X

Course offerings X New curriculum roll-out Approval from Deans


2014/2015

General Education X New curriculum roll-out Approval from Deans


2014/2015

Honors Program X New competition culinary track to be

completed

Approval from Deans


2015/2016

Study Away Program X

Internship X

Academic Service Learning

Course sequencing

X

Pre-requisites X

Preparing students for change X

Preparing students for change X

ASSESSMENT OF STUDENT LEARNING

Identifying Measures for each Program

Learning Outcome

X Personal Chef, Culinary Management, and

Baking and Pastry Arts may need to be

reevaluated; however, once the new

curriculum is completed and centered upon

more culinary arts emphasis, we may need

Time will tell. 2014/2015



to combine all assessment strategies.

Reporting out longitudinal data in a

meaningful format

X See above

Creating meaningful improvement

projects

X See above

PREPARING FOR THE FUTURE

Program Planning X

Securing resources for course/program

development/administration

X

Facilities/equipment upgrades X Move bakeshop to the 140 hallway of the

ATC

College money and

backing

2014/2015

OTHER

Other:

Other:

Other:

Other:

Documents

Department Annual Report & Program Review …...7. Work with ACF on Chef Certification Practical, monthly meetings, Kid’s Food asket Fundraiser and ACF Awards Dinner 8. Work with