department annual report & program review …...7. work with acf on chef certification...
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Culinary Arts Department Program Review
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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
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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.
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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)
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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.
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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
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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.
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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.
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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.
Evaluation Questions
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.
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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.
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:
Faculty credentialing No Faculty online certification Yes Academic Service Learning Yes Ratio Fulltime/Adjunct faculty Yes Faculty professional development No Resources No
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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.
Evaluation Questions
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
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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.
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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.
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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
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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.
Evaluation Questions
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.
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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
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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.
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:
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
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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.
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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.
Evaluation Questions
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.
Culinary Arts Department Program Review
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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.
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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.
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:
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
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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)
Culinary Arts Department Program Review
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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.
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:
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.
Culinary Arts Department Program Review
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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.”
Culinary Arts Department Program Review
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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
Culinary Arts Department Program Review
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Evaluation Questions
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.
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:
Program Planning No Securing resources for course development/administration No Facilities/equipment upgrades Yes Other: No Other: No Other: No Other: No
Culinary Arts Department Program Review
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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
Culinary Arts Department Program Review
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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
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? *See Culinary Arts responses for Culinary Management
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success? *See Culinary Arts responses for Culinary
Management
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
Culinary Arts Department Program Review
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Program Data
Documentation
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
*See Culinary Arts responses for Culinary Management
Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
*See Culinary Arts responses for Culinary Management
Student Progress
The data for Student Progress can be found in Appendix C.
*See Culinary Arts responses for Culinary Management
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
*See Culinary Arts responses for Culinary Management.
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
*See Culinary Arts responses for Culinary Management
Student Completion in Nontraditional Fields
The data for Student Completion in Nontraditional Fields can be found in Appendix D.
*See Culinary Arts responses for Culinary Management
Student Placement
The data for Student Placement can be found in Appendix D.
*See Culinary Arts responses for Culinary Management
Culinary Arts Department Program Review
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Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
*See Culinary Arts responses for Culinary Management
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
*See Culinary Arts responses for Culinary Management
Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix B.
*See Culinary Arts responses for Culinary Management
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
*See Culinary Arts responses for Culinary Management
Four-Year Course Success Trends
The data for Four-Year Course Success Trends can be found in Appendix G
*See Culinary Arts responses for Culinary Management
Evaluation Questions *See Culinary Arts responses for Culinary Management
1. Is the program consistently attracting new students?
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be?
3. Do students appear to be progressing through the program well?
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?
5. Is the yearly ratio of the number of students enrolled to the number of graduates
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?
Culinary Arts Department Program Review
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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?
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern?
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:
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
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
Culinary Arts Department Program Review
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Evaluation Questions *See Culinary Arts responses for Culinary Management
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain.
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.
3. Does the program design and structure reflect external standards and best practices?
Please explain.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison]
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
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?
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]
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]
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]
10. Are the Honors and Study Away offerings sufficient for the program?
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?
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Are the current experiential learning
opportunities sufficient? Please explain.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain.
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.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs?
Culinary Arts Department Program Review
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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:
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
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 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?
Culinary Arts Department Program Review
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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.
Data and Findings (post improvement/change)
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.
2. What are your greatest needs for support in order to continue to move forward with your
assessment work?
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:
Identifying Measures for each Program Learning Outcome Yes Reporting out longitudinal data in a meaningful format Yes Creating meaningful improvement projects Yes
Preparing for the future
Documentation
Job and Wage forecasts- See Appendix []
*See Culinary Arts response for Culinary Management Environmental Scanning/Trends *See Culinary Arts response for Culinary Management
Culinary Arts Department Program Review
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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
1. Do the job projections and wages data suggest that this program will be viable over the
next four years?
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)?
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?
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?
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain.
6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain.
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:
Program Planning No Securing resources for course development/administration No Facilities/equipment upgrades Yes Other: No Other: No Other: No Other: No
Culinary Arts Department Program Review
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Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
*See Culinary Arts responses for Culinary Management 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.
*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
Culinary Arts Department Program Review
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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?
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?
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success?
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
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
Culinary Arts Department Program Review
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*See Culinary Management response for Baking and Pastry Arts Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
*See Culinary Management response for Baking and Pastry Arts Student Progress
The data for Student Progress can be found in Appendix C.
*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
The data for Student Placement can be found in Appendix D.
*See Culinary Management response for Baking and Pastry Arts Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
*See Culinary Management response for Baking and Pastry Arts Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
*See Culinary Management response for Baking and Pastry Arts
Culinary Arts Department Program Review
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Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix B.
*See Culinary Management response for Baking and Pastry Arts
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
*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
1. Is the program consistently attracting new students?
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be?
3. Do students appear to be progressing through the program well?
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?
5. Is the yearly ratio of the number of students enrolled to the number of graduates
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?
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?
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern?
Culinary Arts Department Program Review
39
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:
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
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
Culinary Arts Department Program Review
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Evaluation Questions *See Culinary Management response for Baking and Pastry Arts
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain.
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.
3. Does the program design and structure reflect external standards and best practices?
Please explain.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison]
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
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?
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]
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]
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]
10. Are the Honors and Study Away offerings sufficient for the program?
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?
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Are the current experiential learning
opportunities sufficient? Please explain.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain.
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.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs?
Culinary Arts Department Program Review
41
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:
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
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 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
Culinary Arts Department Program Review
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Data and Findings (post improvement/change)
*See Culinary Management response for Baking and Pastry Arts Evaluation *See Culinary Management response for Baking and Pastry Arts
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.
2. What are your greatest needs for support in order to continue to move forward with your
assessment work?
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:
Identifying Measures for each Program Learning Outcome Yes Reporting out longitudinal data in a meaningful format Yes Creating meaningful improvement projects Yes
Preparing for the future
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
*See Culinary Management response for Baking and Pastry Arts
Evaluation Questions *See Culinary Management response for Baking and Pastry Arts
1. Do the job projections and wages data suggest that this program will be viable over the
next four years?
Culinary Arts Department Program Review
43
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)?
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?
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?
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain.
6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain.
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:
Program Planning No Securing resources for course development/administration No Facilities/equipment upgrades Yes Other: No Other: No Other: No Other: No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
*See Culinary Management response for Baking and Pastry Arts 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.
*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
Culinary Arts Department Program Review
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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?
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?
3. If there are admissions criteria for the program, are they appropriate and do they
facilitate program and student success?
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
New Student Enrollment
The data for New Student Enrollment can be found in Appendix B.
*See Culinary Arts responses for Personal Chef
Culinary Arts Department Program Review
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Total Student Enrollment
The data for Total Student Enrollment can be found in Appendix B.
*See Culinary Arts responses for Personal Chef
Student Progress
The data for Student Progress can be found in Appendix C.
*See Culinary Arts responses for Personal Chef
Student Participation in Nontraditional Fields
The data for Student Participation in Nontraditional Fields can be found in Appendix D.
*See Culinary Arts responses for Personal Chef
Credential, Certificate, or Degree Attainment
The data for Credential, Certificate, or Degree Attainment can be found in Appendix D.
*See Culinary Arts responses for Personal Chef
Student Completion in Nontraditional Fields
The data for Student Completion in Nontraditional Fields can be found in Appendix D.
*See Culinary Arts responses for Personal Chef
Student Placement
The data for Student Placement can be found in Appendix D.
*See Culinary Arts responses for Personal Chef
Student Retention and Transfer
The data for Student Retention and Transfer can be found in Appendix D.
*See Culinary Arts responses for Personal Chef
Technical Skills Attainment
The data for Technical Skills Attainment can be found in Appendix D.
*See Culinary Arts responses for Personal Chef
Culinary Arts Department Program Review
46
Course enrollment by semester
The data for Course Enrollment by Semester can be found in Appendix B.
*See Culinary Arts responses for Personal Chef
Course Success Rates (broken down by race/ethnicity, gender, age)
The data for Course Success Rates can be found in Appendix F.
*See Culinary Arts responses for Personal Chef
Four-Year Course Success Trends
The data for Four-Year Course Success Trends can be found in Appendix G
*See Culinary Arts responses for Personal Chef
Evaluation Questions *See Culinary Arts responses for Personal Chef
1. Is the program consistently attracting new students?
2. Is the enrollment trend meeting established targets, ensuring program viability? If
targets for enrollment have not been established, what should they be?
3. Do students appear to be progressing through the program well?
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?
5. Is the yearly ratio of the number of students enrolled to the number of graduates
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?
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?
9. Do the grade distributions seem appropriate for each course? If not, which courses are
of concern?
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:
Culinary Arts Department Program Review
47
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
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
Evaluation Questions *See Culinary Arts responses for Personal Chef
1. Is the program structured appropriately given the target student population and current
student population (traditional, transfer, and/or adult learners)? Please explain.
Culinary Arts Department Program Review
48
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.
3. Does the program design and structure reflect external standards and best practices?
Please explain.
4. To what extent is the curriculum aligned with the first two years of transfer institutions?
[Transfer Institution Curriculum Comparison]
5. To what extent is the curriculum aligned with the coursework at K-12 institutions?
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?
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]
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]
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]
10. Are the Honors and Study Away offerings sufficient for the program?
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?
12. Is experiential learning, including internships and academic service learning,
systematically embedded into the courses? Are the current experiential learning
opportunities sufficient? Please explain.
13. Does the curriculum prepare students for a constantly changing employment
environment, and prepare students to expect and manage change? Please explain.
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.
15. Are the online offerings (courses & number of sections) sufficient to meet student and
programmatic needs?
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:
Culinary Arts Department Program Review
49
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
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 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
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.
*See Culinary Arts responses for Personal Chef
2. What are your greatest needs for support in order to continue to move forward with your
assessment work? *See Culinary Arts responses for Personal Chef
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:
Identifying Measures for each Program Learning Outcome Yes Reporting out longitudinal data in a meaningful format Yes Creating meaningful improvement projects Yes
Culinary Arts Department Program Review
50
Preparing for the future
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
*See Culinary Arts responses for Personal Chef
Evaluation Questions *See Culinary Arts responses for Personal Chef
1. Do the job projections and wages data suggest that this program will be viable over the
next four years?
2. Is the number of graduates aligned with the market need (job forecasts/transfer
institutions)?
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?
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?
5. Are the resources sufficient to meet identified needs and goals for the next four years?
Please explain.
6. Are the facilities and equipment adequate to facilitate teaching and learning? Please
explain.
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:
Program Planning No Securing resources for course development/administration No Facilities/equipment upgrades No Other: No
Culinary Arts Department Program Review
51
Other: No Other: No Other: No
Additional Tasks/Work
Develop the Course Review schedule for the next four years (beginning with next year)
*See Culinary Arts responses for Personal Chef
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.
*See Culinary Arts responses for Personal Chef
Review all publications, website, catalog to ensure consistency of information
*See Culinary Arts responses for Personal Chef Complete Follow-Up Action Checklist
Culinary Arts Department Program Review
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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
Culinary Arts Department Program Review
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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.
New Student Enrollment
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
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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
s Graduates/ Transfers
Transfers
Still Here
Grad/Transfer/ Still Here
151 Culinary Arts-151 494 6% 0% 5% 51% 62%
155 Culinary Mgmt, Assoc.-155 133 10% 2% 4% 56% 72%
156 Baking & Pastry Arts, Cert-156 57 6% 0% 8% 56% 70%
Student Progress 2010-2011 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-151 694 5% 0% 6% 45% 56%
155 Culinary Mgmt, Assoc.-155 181 7% 0% 8% 55% 70%
156 Baking & Pastry Arts, Cert-156 78 9% 1% 10% 40% 60%
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Student Progress 2011-2012 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-151 629 5% 0% 4% 47% 57%
155 Culinary Mgmt, Assoc.-155 156 15% 3% 5% 43% 66%
156 Baking & Pastry Arts, Cert-156 84 6% 1% 12% 52% 71%
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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%
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Baking & Pastry
2009 2010 2011 2012
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 33.33% 42.86% 42.11% 66.67%
Student Retention and Transfer 75.00% 56.25% 78.95% 67.57%
Student Placement 60.00% 100.00% 100.00% 0.00%
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
Technical Skills Attainment N/A N/A N/A N/A
Credential, Certificate, or Degree Attainment 56.76% 33.87% 19.23% 41.03%
Student Retention and Transfer 90.00% 63.58% 77.89% 79.51%
Student Placement 80.00% 100.00% 100.00% 100.00%
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%
Culinary Arts Department Program Review
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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
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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
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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
Number Successful Course Enrollments
5 23 22 50
Percent Successful Course Enrollments
100% 85% 92% 89%
Gender Female Male Total
Number Course Enrollments 32 24 56
Number Successful Course Enrollments
29 21 50
Percent Successful Course Enrollments
91% 88% 89%
Pell Pell No Pell Total
Number Course Enrollments 31 25 56
Number Successful Course Enrollments
28 22 50
Percent Successful Course Enrollments
90% 88% 89%
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CA 111
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 70 9 7 2 1 0 6 95
Number Successful Course Enrollments
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
Number Course Enrollments 21 35 39 95
Number Successful Course Enrollments
16 31 36 83
Percent Successful Course Enrollments 76% 89% 92% 87%
Gender Female Male Total
Number Course Enrollments 52 43 95
Number Successful Course Enrollments
47 36 83
Percent Successful Course Enrollments 90% 84% 87%
Pell Pell No Pell Total
Number Course Enrollments 48 47 95
Number Successful Course Enrollments
40 43 83
Percent Successful Course Enrollments 83% 91% 87%
Culinary Arts Department Program Review
62
CA 112
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 66 10 3 2 1 0 7 89
Number Successful Course Enrollments
62 5 3 2 1 0 7 80
Percent Successful Course Enrollments
94% 50% 100% 100% 100% n/a 100% 90%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 17 31 41 89
Number Successful Course Enrollments
17 26 37 80
Percent Successful Course Enrollments
100% 84% 90% 90%
Gender Female Male Total
Number Course Enrollments 38 51 89
Number Successful Course Enrollments
36 44 80
Percent Successful Course Enrollments
95% 86% 90%
Pell Pell No Pell Total
Number Course Enrollments 49 40 89
Number Successful Course Enrollments
43 37 80
Percent Successful Course Enrollments
88% 93% 90%
Culinary Arts Department Program Review
63
CA 114
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 29 4 1 2 0 0 0 36
Number Successful Course Enrollments
25 4 1 2 0 0 0 32
Percent Successful Course Enrollments
86% 100% 100% 100% n/a n/a n/a 89%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 1 17 18 36
Number Successful Course Enrollments
1 16 15 32
Percent Successful Course Enrollments
100% 94% 83% 89%
Gender Female Male Total
Number Course Enrollments 17 19 36
Number Successful Course Enrollments
14 18 32
Percent Successful Course Enrollments
82% 95% 89%
Pell Pell No Pell Total
Number Course Enrollments 16 20 36
Number Successful Course Enrollments
12 20 32
Percent Successful Course Enrollments
75% 100% 89%
Culinary Arts Department Program Review
64
CA 121
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 5 2 0 1 0 0 0 8
Number Successful Course Enrollments
5 1 0 1 0 0 0 7
Percent Successful Course Enrollments
100% 50% n/a 100% n/a n/a n/a 88%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 2 6 8
Number Successful Course Enrollments
0 2 5 7
Percent Successful Course Enrollments
n/a 100% 83% 88%
Gender Female Male Total
Number Course Enrollments 2 6 8
Number Successful Course Enrollments
1 6 7
Percent Successful Course Enrollments
50% 100% 88%
Pell Pell No Pell Total
Number Course Enrollments 5 3 8
Number Successful Course Enrollments
4 3 7
Percent Successful Course Enrollments
80% 100% 88%
Culinary Arts Department Program Review
65
CA 124
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 10 3 1 1 2 0 1 18
Number Successful Course Enrollments
8 1 1 1 2 0 1 14
Percent Successful Course Enrollments
80% 33% 100% 100% 100% n/a 100% 78%
Age Less than 20 20-24 25 or older
Total
Number Course Enrollments 2 11 5 18
Number Successful Course Enrollments
1 8 5 14
Percent Successful Course Enrollments
50% 73% 100% 78%
Gender Female Male Total
Number Course Enrollments 11 7 18
Number Successful Course Enrollments
9 5 14
Percent Successful Course Enrollments
82% 71% 78%
Pell Pell No Pell Total
Number Course Enrollments 7 11 18
Number Successful Course Enrollments
5 9 14
Percent Successful Course Enrollments
71% 82% 78%
Culinary Arts Department Program Review
66
CA 135
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 16 2 1 0 0 0 1 20
Number Successful Course Enrollments
14 1 1 0 0 0 1 17
Percent Successful Course Enrollments
88% 50% 100% n/a n/a n/a 100% 85%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 12 8 20
Number Successful Course Enrollments
0 11 6 17
Percent Successful Course Enrollments
n/a 92% 75% 85%
Gender Female Male Total
Number Course Enrollments 17 3 20
Number Successful Course Enrollments
15 2 17
Percent Successful Course Enrollments
88% 67% 85%
Pell Pell No Pell Total
Number Course Enrollments 7 13 20
Number Successful Course Enrollments
4 13 17
Percent Successful Course Enrollments
57% 100% 85%
Culinary Arts Department Program Review
67
CA 136
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 8 1 0 0 0 0 0 9
Number Successful Course Enrollments
7 1 0 0 0 0 0 8
Percent Successful Course Enrollments
88% 100% n/a n/a n/a n/a n/a 89%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 1 5 3 9
Number Successful Course Enrollments
1 4 3 8
Percent Successful Course Enrollments
100% 80% 100% 89%
Gender Female Male Total
Number Course Enrollments 8 1 9
Number Successful Course Enrollments
7 1 8
Percent Successful Course Enrollments
88% 100% 89%
Pell Pell No Pell Total
Number Course Enrollments 3 6 9
Number Successful Course Enrollments
3 5 8
Percent Successful Course Enrollments
100% 83% 89%
Culinary Arts Department Program Review
68
CA 140
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 56 9 2 3 0 0 2 72
Number Successful Course Enrollments
54 7 2 3 0 0 1 67
Percent Successful Course Enrollments
96% 78% 100% 100% n/a n/a 50% 93%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 6 36 30 72
Number Successful Course Enrollments
5 34 28 67
Percent Successful Course Enrollments
83% 94% 93% 93%
Gender Female Male Total
Number Course Enrollments 47 25 72
Number Successful Course Enrollments
43 24 67
Percent Successful Course Enrollments
91% 96% 93%
Pell Pell No Pell Total
Number Course Enrollments 38 34 72
Number Successful Course Enrollments
34 33 67
Percent Successful Course Enrollments
89% 97% 93%
Culinary Arts Department Program Review
69
CA 141
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 5 1 2 0 0 0 0 8
Number Successful Course Enrollments
4 0 2 0 0 0 0 6
Percent Successful Course Enrollments
80% 0% 100% n/a n/a n/a n/a 75%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 1 2 5 8
Number Successful Course Enrollments
1 1 4 6
Percent Successful Course Enrollments
100% 50% 80% 75%
Gender Female Male Total
Number Course Enrollments 5 3 8
Number Successful Course Enrollments
4 2 6
Percent Successful Course Enrollments
80% 67% 75%
Pell Pell No Pell Total
Number Course Enrollments 3 5 8
Number Successful Course Enrollments
2 4 6
Percent Successful Course Enrollments
67% 80% 75%
Culinary Arts Department Program Review
70
CA 151
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 20 2 1 0 0 0 0 23
Number Successful Course Enrollments
20 0 1 0 0 0 0 21
Percent Successful Course Enrollments
100% 0% 100% n/a n/a n/a n/a 91%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 13 10 23
Number Successful Course Enrollments
0 12 9 21
Percent Successful Course Enrollments
n/a 92% 90% 91%
Gender Female Male Total
Number Course Enrollments 12 11 23
Number Successful Course Enrollments
10 11 21
Percent Successful Course Enrollments
83% 100% 91%
Pell Pell No Pell Total
Number Course Enrollments 10 13 23
Number Successful Course Enrollments
8 13 21
Percent Successful Course Enrollments
80% 100% 91%
Culinary Arts Department Program Review
71
CA 160
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 14 1 2 0 0 1 0 18
Number Successful Course Enrollments
13 1 2 0 0 1 0 17
Percent Successful Course Enrollments
93% 100% 100% n/a n/a 100% n/a 94%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 5 10 3 18
Number Successful Course Enrollments
5 10 2 17
Percent Successful Course Enrollments
100% 100% 67% 94%
Gender Female Male Total
Number Course Enrollments 9 9 18
Number Successful Course Enrollments
9 8 17
Percent Successful Course Enrollments
100% 89% 94%
Pell Pell No Pell Total
Number Course Enrollments 8 10 18
Number Successful Course Enrollments
7 10 17
Percent Successful Course Enrollments
88% 100% 94%
Culinary Arts Department Program Review
72
CA 180
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 12 1 0 0 1 0 0 14
Number Successful Course Enrollments
9 1 0 0 1 0 0 11
Percent Successful Course Enrollments
75% 100% n/a n/a 100% n/a n/a 79%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 8 6 14
Number Successful Course Enrollments
0 6 5 11
Percent Successful Course Enrollments
n/a 75% 83% 79%
Gender Female Male Total
Number Course Enrollments 8 6 14
Number Successful Course Enrollments
7 4 11
Percent Successful Course Enrollments
88% 67% 79%
Pell Pell No Pell Total
Number Course Enrollments 5 9 14
Number Successful Course Enrollments
5 6 11
Percent Successful Course Enrollments
100% 67% 79%
Culinary Arts Department Program Review
73
CA 200
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 67 10 5 2 1 0 5 90
Number Successful Course Enrollments
65 8 3 2 0 0 5 83
Percent Successful Course Enrollments
97% 80% 60% 100% 0% n/a 100% 92%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 13 34 43 90
Number Successful Course Enrollments
11 31 41 83
Percent Successful Course Enrollments
85% 91% 95% 92%
Gender Female Male Total
Number Course Enrollments 54 36 90
Number Successful Course Enrollments
51 32 83
Percent Successful Course Enrollments
94% 89% 92%
Pell Pell No Pell Total
Number Course Enrollments 45 45 90
Number Successful Course Enrollments
41 42 83
Percent Successful Course Enrollments
91% 93% 92%
Culinary Arts Department Program Review
74
CA 201
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 14 4 1 0 0 0 1 20
Number Successful Course Enrollments
10 1 1 0 0 0 1 13
Percent Successful Course Enrollments
71% 25% 100% n/a n/a n/a n/a 65%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 9 11 20
Number Successful Course Enrollments
0 6 7 13
Percent Successful Course Enrollments
n/a 67% 64% 65%
Gender Female Male Total
Number Course Enrollments 13 7 20
Number Successful Course Enrollments
9 4 13
Percent Successful Course Enrollments
69% 57% 65%
Pell Pell No Pell Total
Number Course Enrollments 11 9 20
Number Successful Course Enrollments
5 8 13
Percent Successful Course Enrollments
45% 89% 65%
Culinary Arts Department Program Review
75
CA 204
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 27 4 1 2 1 0 1 36
Number Successful Course Enrollments
27 3 1 2 1 0 1 35
Percent Successful Course Enrollments
100% 75% 100% 100% 100% n/a 100% 97%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 18 18 36
Number Successful Course Enrollments
0 17 18 35
Percent Successful Course Enrollments
n/a 94% 100% 97%
Gender Female Male Total
Number Course Enrollments 17 19 36
Number Successful Course Enrollments
16 19 35
Percent Successful Course Enrollments
94% 100% 97%
Pell Pell No Pell Total
Number Course Enrollments 18 18 36
Number Successful Course Enrollments
17 18 35
Percent Successful Course Enrollments
94% 100% 97%
Culinary Arts Department Program Review
76
CA 205
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 28 2 1 3 0 0 1 35
Number Successful Course Enrollments
27 2 1 3 0 0 1 34
Percent Successful Course Enrollments
96% 100% 100% 100% n/a n/a 100% 97%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 19 16 35
Number Successful Course Enrollments
0 19 15 34
Percent Successful Course Enrollments
n/a 100% 94% 97%
Gender Female Male Total
Number Course Enrollments 17 18 35
Number Successful Course Enrollments
17 17 34
Percent Successful Course Enrollments
100% 94% 97%
Pell Pell No Pell Total
Number Course Enrollments 13 22 35
Number Successful Course Enrollments
12 22 34
Percent Successful Course Enrollments
92% 100% 97%
Culinary Arts Department Program Review
77
CA 209
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 56 7 1 2 1 0 1 68
Number Successful Course Enrollments
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
Number Course Enrollments 3 30 35 68
Number Successful Course Enrollments
3 27 32 62
Percent Successful Course Enrollments 100% 90% 91% 91%
Gender Female Male Total
Number Course Enrollments 36 32 68
Number Successful Course Enrollments
36 26 62
Percent Successful Course Enrollments 100% 81% 91%
Pell Pell No Pell Total
Number Course Enrollments 34 34 68
Number Successful Course Enrollments
31 31 62
Percent Successful Course Enrollments 91% 91% 91%
Culinary Arts Department Program Review
78
CA 212
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic Hispanic
Asian / Pacific
Islander
Native America
n
Non- resident
Alien
No response or other
Total
Number Course Enrollments 39 4 3 0 0 0 2 48
Number Successful Course Enrollments
36 3 2 0 0 0 2 43
Percent Successful Course Enrollments
92% 75% 67% n/a n/a n/a 100% 90%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 3 20 25 48
Number Successful Course Enrollments
2 19 22 43
Percent Successful Course Enrollments
67% 95% 88% 90%
Gender Female Male Total
Number Course Enrollments 26 22 48
Number Successful Course Enrollments
23 20 43
Percent Successful Course Enrollments
88% 91% 90%
Pell Pell No Pell Total
Number Course Enrollments 23 25 48
Number Successful Course Enrollments
20 23 43
Percent Successful Course Enrollments
87% 92% 90%
Culinary Arts Department Program Review
79
CA 224
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 25 6 3 1 0 0 1 36
Number Successful Course Enrollments
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
Number Course Enrollments 4 14 18 36
Number Successful Course Enrollments
4 14 16 34
Percent Successful Course Enrollments 100% 100% 89% 94%
Gender Female Male Total
Number Course Enrollments 27 9 36
Number Successful Course Enrollments
26 8 34
Percent Successful Course Enrollments 96% 89% 94%
Pell Pell No Pell Total
Number Course Enrollments 19 17 36
Number Successful Course Enrollments
18 16 34
Percent Successful Course Enrollments 95% 94% 94%
Culinary Arts Department Program Review
80
CA 234
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 17 3 0 0 1 0 0 21
Number Successful Course Enrollments
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
Number Course Enrollments 3 7 11 21
Number Successful Course Enrollments
1 6 11 18
Percent Successful Course Enrollments 33% 86% 100% 86%
Gender Female Male Total
Number Course Enrollments 15 6 21
Number Successful Course Enrollments
12 6 18
Percent Successful Course Enrollments 80% 100% 86%
Pell Pell No Pell Total
Number Course Enrollments 14 7 21
Number Successful Course Enrollments
13 5 18
Percent Successful Course Enrollments 93% 71% 86%
Culinary Arts Department Program Review
81
CA 235
Race/ Ethnicity
White non-
Hispanic
Black non-
Hispanic Hispanic
Asian / Pacific
Islander
Native America
n
Non- resident
Alien
No response or other
Total
Number Course Enrollments 17 4 1 1 0 0 1 24
Number Successful Course Enrollments
16 3 1 1 0 0 1 22
Percent Successful Course Enrollments
94% 75% 100% 100% n/a n/a 100% 92%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 2 8 14 24
Number Successful Course Enrollments
2 8 12 22
Percent Successful Course Enrollments
n/a 100% 86% 92%
Gender Female Male Total
Number Course Enrollments 11 13 24
Number Successful Course Enrollments
10 12 22
Percent Successful Course Enrollments
91% 92% 92%
Pell Pell No Pell Total
Number Course Enrollments 13 11 24
Number Successful Course Enrollments
12 10 22
Percent Successful Course Enrollments
92% 91% 92%
Culinary Arts Department Program Review
82
CA 238
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 16 2 1 0 1 0 0 20
Number Successful Course Enrollments
15 2 0 0 0 0 0 17
Percent Successful Course Enrollments
94% 100% 0% n/a n/a n/a n/a 85%
Age Less
than 20 20-24
25 or older
Total
Number Course Enrollments 0 10 10 20
Number Successful Course Enrollments
0 9 8 17
Percent Successful Course Enrollments
n/a 90% 80% 85%
Gender Female Male Total
Number Course Enrollments 13 7 20
Number Successful Course Enrollments
12 5 17
Percent Successful Course Enrollments
92% 71% 85%
Pell Pell No Pell Total
Number Course Enrollments 13 7 20
Number Successful Course Enrollments
12 5 17
Percent Successful Course Enrollments
92% 71% 85%
Culinary Arts Department Program Review
83
CA 244
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 24 6 0 2 1 1 1 35
Number Successful Course Enrollments
23 4 0 2 1 1 1 32
Percent Successful Course Enrollments
96% 67% n/a n/a n/a n/a n/a 91%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 16 19 35
Number Successful Course Enrollments
0 15 17 32
Percent Successful Course Enrollments
n/a 94% 89% 91%
Gender Female Male Total
Number Course Enrollments 13 22 35
Number Successful Course Enrollments
12 20 32
Percent Successful Course Enrollments
92% 91% 91%
Pell Pell No Pell Total
Number Course Enrollments 17 18 35
Number Successful Course Enrollments
15 17 32
Percent Successful Course Enrollments
88% 94% 91%
Culinary Arts Department Program Review
84
CA 245
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 29 4 0 1 0 0 0 34
Number Successful Course Enrollments
28 2 0 1 0 0 0 31
Percent Successful Course Enrollments
97% 50% n/a 100% n/a n/a n/a 91%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 21 13 34
Number Successful Course Enrollments
0 20 11 31
Percent Successful Course Enrollments
n/a 95% 85% 91%
Gender Female Male Total
Number Course Enrollments 12 22 34
Number Successful Course Enrollments
11 20 31
Percent Successful Course Enrollments
92% 91% 91%
Pell Pell No Pell Total
Number Course Enrollments 17 17 34
Number Successful Course Enrollments
15 16 31
Percent Successful Course Enrollments
88% 94% 91%
Culinary Arts Department Program Review
85
CA 250
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 19 4 0 0 0 0 0 23
Number Successful Course Enrollments
11 1 0 0 0 0 0 12
Percent Successful Course Enrollments
58% 25% n/a n/a n/a n/a n/a 52%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 6 11 6 23
Number Successful Course Enrollments
2 8 2 12
Percent Successful Course Enrollments
33% 73% 33% 52%
Gender Female Male Total
Number Course Enrollments 18 5 23
Number Successful Course Enrollments
10 2 12
Percent Successful Course Enrollments
56% 40% 52%
Pell Pell No Pell Total
Number Course Enrollments 14 9 23
Number Successful Course Enrollments
6 6 12
Percent Successful Course Enrollments
43% 67% 52%
Culinary Arts Department Program Review
86
CA 251
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 7 2 0 0 0 0 2 11
Number Successful Course Enrollments
4 1 0 0 0 0 2 7
Percent Successful Course Enrollments
57% 50% n/a n/a n/a n/a 100% 64%
Age Less than
20 20-24
25 or older
Total
Number Course Enrollments 0 7 4 11
Number Successful Course Enrollments
0 5 2 7
Percent Successful Course Enrollments
n/a 71% 50% 64%
Gender Female Male Total
Number Course Enrollments 6 5 11
Number Successful Course Enrollments
5 2 7
Percent Successful Course Enrollments
83% 40% 64%
Pell Pell No Pell Total
Number Course Enrollments 5 6 11
Number Successful Course Enrollments
1 6 7
Percent Successful Course Enrollments
20% 100% 64%
Culinary Arts Department Program Review
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%
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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%
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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
Culinary Arts Department Program Review
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
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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)
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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].
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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
Food Service Managers (11-
9051) 1,284 1,410 126 10%
First-Line Supervisors of
Food Preparation and
Serving Workers (35-1012) 2,676 2,946 270 10%
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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
Food Service Managers (11-
9051) $10.15 $15.30 $22.84
First-Line Supervisors of Food
Preparation and Serving Workers
(35-1012) $8.69 $12.79 $20.83
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Training Providers
1 19
Institutions Completions (2011)
Institution Degrees Certificates Total
Completions
Grand Rapids Community College 19 0 19
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Current Job Postings by Occupation
Occupation Job Postings
Food Service Managers 21
First-Line Supervisors of Food Preparation and Serving
Workers 9
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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.
Culinary Arts Department Program Review
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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
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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
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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
and faculty willingness
2014/2015
General Education X New curriculum roll-out Approval from Deans
and faculty willingness
2014/2015
Honors Program X New competition culinary track to be
completed
Approval from Deans
and faculty willingness
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
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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: