AP 4021 Task Force Report:
Hospitality Restaurant Management (HRM)
Fall 2013
Task Force Members
Julia Peterson
Shannon Sullivan
Leigh Blakemore
Task Force Co Chairs
Mark Renner
Jeff Cummings
A recommended course of action
The committee voted to revitalize the Hospitality Restaurant Management program
with qualifications (below); the vote was 3 yes and 2 no.
Qualifications of the recommendation
The committee agreed that the highest priority qualification of revitalization would be
securing a full time faculty member to bring focus, direction and support to the
program. The committee agreed that without a full-time “anchor” faculty, the
program could not be adequately developed.
The factors used to make the recommendation
a. a summary of the data
Since the 2008/2009 academic year enrollments have been on a steady decline
from 504 FTES to level 12/13 level of 97 FTES. Course sections offered have
also declined dramatically from 26 sections in 08/09 to 7 sections in 12/13. The 5
year average fill rates have been steady and slightly below district averages.
b.
an analysis of the data
The program has proven that it has good potential. The declines that we see are
due to factors not related to program demand but to environmental factors such as
budgetary constraints and administrative decisions like closing the commercial
kitchen site in Arcata and not re-hiring a full time instructor when the position
was vacated. It is important to note that the HRM program has the highest
ranking Labor Market Demand among the 5 programs going through the
revitalization process with a score of 12/15. This indicates strong local and
regional demand. It is also important to note that entry level jobs in this and
related field are not high wage.
A detailed assessment of the recommendations’ impact on the college’s overall
educational program and budget, impact on students, faculty, and staff involved
This program has a history of strong interest and enrollments when the program focus
was Culinary Arts. The current program has been significantly revised to better align
with a single degree and certificate focused on entry level management employment.
This is a nationally recognized curriculum with industry supported certification. Even
though the curriculum is well aligned with local high schools and meets current
Targets of Opportunity criteria, it is untested here at CR. If enrollment can rebound
based on the new program design this could be a solid program for the college.
The committee was concerned that in changing the program emphasis from culinary
arts to hospitality and restaurant management, needed enrollments may not be
realized. The program still requires one culinary class (Fundamentals of Cooking);
the Bear River Casino has stated that it would allow us to rent their commercial
kitchen for the one culinary portion of the program.
Details specific to the recommendation
a. A plan of action to enhance the performance and effectiveness of an existing
program.
As a Culinary Arts program this has had a variable past. The data does show
strong enrollments when there was a full time faculty member driving the
program and significant declines without full time faculty support. Current texts
meet the National Restaurant Association requirements (NRA); which include the
tests. Upon passing, a student is accredited with the NRA. Many courses can be
offered in an online modality; we have two instructors willing to teach online.
b. Training/professional development for faculty and/or curriculum changes/updates.
Professional development needed would depend on the faculty member who was
hired to lead the program. Much needed program changes have already been
completed. CTE grant funds were used to bring local high school faculty together
to work with CR faculty to redesign the program and to align the curriculum
across the course levels. The program is now a single degree and certificate track
that meets national standards.
c. A recommendation to restructure an existing program for greater effectiveness.
Revitalization has essentially occurred for this program and appears to be on a
good track. What is missing is a full-time faculty member who would provide
coordination and a strong institutional commitment.
d. Reallocation of resources.
Funds would need to be identified to support a fulltime faculty member and
necessary instructional supplies to build the program. There is still $25,000 set
aside that was generated from the sale of the Arcata kitchen site that should be
allocated to a revitalization of this program if that is determined to be feasible for
the district.
A timeframe for resolution.
The committee would support the hiring of a full time instructor for the 2014/15
academic year.
Addendum – all distributed and discussed documentation and meeting notes
AP 4021 Addendum
Restaurant/Hospitality Management
College of the Redwoods Restaurant/Hospitality Studies Revitalization Task Force Meeting Wednesday, October 31, 2013 Agenda 1. Introduction A. Overview/Review of the AP 4021 Process B. Expectations/objectives of the Task Force Committees 2. Review of Appendix B‐Quantitative Data 3. Review of Appendix C‐Qualitative Data 4. Scheduling Second and Third Meetings (1st and 3rd weeks of November) PARTICIPANT DETAILS > Dial your telephone conference line: 913‐312‐3202 or (888) 886‐3951 > Cell phone users dial: 913‐312‐3202 > Enter your passcode: 431869 College of the Redwoods Restaurant, Hospitality Revitalization Task Force Tuesday, November 5, 2013 LRC 107 General Agenda Objective: The purpose of this meeting is to objectively review all information 1. Program Analysis Form: Why this program is in the AP 4021 process (attached) 2. Review quantitative and qualitative data in areas specified 3. Review prior year’s program year reviews (Please go to http://inside.redwoods.edu/programreview/archives.asp to review prior years’ program reviews.) 4. Complete Strengths and Challenges Table College of the Redwoods Restaurant, Hospitality Revitalization Task Force Meeting Thursday, October 31, 2013 Summary Notes Present: Jeff Cummings, Mark Renner, Julia Peterson, Leigh Blakemore, Shannon Sullivan, Crislyn Parker ‐ support 1. Introduction  This is an interim AP; evaluation of the process will inform the permanent policy/process  This process is not meant to find a way to eliminate a program, but to truly look at a program and determine if it meets the needs of the institution and students. Resolution may include drastic suggestions for changes. A. Overview/Review of the AP 4021 Process:  Step 1, the Program Analysis Request Form, (Appendix A), was completed and signed off by the President, based on the recommendation of the program review committee. (Program Analysis Request Form).  Step 2, formation of the task force(s) has also been completed. Motion and agreement to have Mark as faculty co‐chair for the task force.  Co‐chairs will rely on the written meeting summary notes for consistency.  Step 3 and 4 will be completed over the next two meetings.  Upon completion of discussion and data consideration, a voting rubric will be submitted, either by email or anonymously. Crislyn will tally and report to the committee. B. Expectations/objectives of the Task Force Committees  Ultimately, to provide a recommendation to the president based on discussion of the quantitative and qualitative evidence.  Goal of each task force group is to maintain consistency and objectivity during the process.  The second and third meetings will be working through the data and deciding, based on all documentation, whether the program should be revitalized, suspended or discontinued. The Co‐
chairs will prepare the report, possibly including revitalization suggestions; and submit to the president by December 1. 2. Review of Appendix B‐Quantitative Data:  IR prepared the quantitative data, which was sent to committee members prior to this meeting. 3. Review of Appendix C‐Qualitative Data:  Qualitative data can be more subjective, and it is agreed that any brought forward needs to include some type of quantitative, evidentiary data, not part of CRs data.  Submit to Crislyn who will put in a PDF and send to the group.  Targets of Opportunity and regional data may be used, as well. 4. Scheduling Second and Third Meetings (1st and 3rd weeks of November)  The 1st and 3rd weeks of November: Tuesday, November 3p ‐ 5p, Tuesday, November 19, 4p ‐ 6pm.  Carefully read steps 3 and 4. PROGRAM ANALYSIS REQUEST FORM
Program Name: Hospitality, Restaurant, Culinary
This Program Analysis Request must be supported by the program review or other appropriate data and
shall be submitted to the President/Superintendent and the President/Superintendent will determine if a
Task Force should be convened to evaluate the program for revitalization, suspension or discontinuance.
Please check the indicators that triggered the initiation of the program revitalization, suspension or
discontinuance process. Please attach the program’s most recent Program Review to this proposal request.
MULTIPLE INDICATORS (please check multiple indicators below)

X
X
X
Multiple Indicators (please check the indicators below)
Enrollment has declined at least three of the last five years.
FTES/FTEF is consistently below the district average, or has declined at least three of the last
five years.
Success rates are consistently below the district average, or have declined at least three of the
last five years.
Retention rates are consistently below the district average, or have declined at least three of
the last five years.
Program completions are consistently below the division’s district average, or have declined
at least three of the last five years.
Insufficient availability of courses for students to complete the program within its stated
duration
Nonaligned with state, the Chancellor’s Office priorities or College mission
Nonaligned with federal and state law
Lack of available program personnel (faculty/staff)
Inadequate equipment and/or facilities
Changes in the local and/or regional job market
Changes in community/student needs or interests
Change in transfer requirements
Diminished outside funding resources
Program creates financial hardship for the institution
Budget concerns and lack of sufficient funding
Outdated curriculum (greater than 10% of courses out of date)
Course and/or program outcomes not on track for complete assessment during 2-year cycle.
Other: PRC noted a comment in the program review document had a statement that the
“instability of program likely leads to lack of enrollment,” is supported by low across the
board data and the program should go through the revitalization process and see what
happens since this is a program of opportunity. Program review also noted that course
outlines are in need of updating; assessment reporting is not current and there are no program
level outcomes.
Program Review Committee
Name of Requestor
Approved
President/Superintendent
April 29, 2013
Date
Denied
Date
Office of Institutional Research
Oct 25, 2013
Hospitality, Restaurant & Culinary
Program Analysis Form – Quantitative Date
Program Revitalization, Suspension and/or Discontinuance
District
Average Rates
(2012-2013 )
20082009
504
26
20092010
409
21
20102011
351
18
20112012
164
8
20122013
97
7
58%
57.0
21.7
56%
41.0
22.8
60%
38.0
20.0
58%
14.1
23.5
42%
9.3
16.5
85%
65%
AS: 0
CA: 0
87%
62%
AS: 3
CA: 1
81%
61%
AS: 5
CA: 1
86%
66%
AS: 2
CA: 2
84%
71%
AS: 1
CA: 0
87%
69%
^
10 Instructional
Cost/FTES
1,577
$1,502
$1,710
$1,458
$1,982
$2,127
11 Labor Market
Demand
12/15
Indicator # Indicator Title
1 Student Enrollment
2 Class Sections
Offered
3
4
5
6
Fill Rates
FTES
FTES/FTEF
Term-to-Term
Persistence
7 Course Retention
8 Course Success
9 Degree & Certificate
Completions
Targets
of
Opport
unity
3
12 Number of
Program/area
transfers
66%
26.8
Not available
15 indicates a program highest in labor market demand.
Priority
Sectors
Emergent
Sectors
Most Job
Openings
Fastest
Growth
Total
2
1
3
3
12
Not available
^HRC AS & CA awards include: Culinary Arts, HRC Hospitality Management Hotel Emphasis, HRC Restaurant
Management
Indicator
#
1
Indicator Title
Student Enrollment
Definition
Census enrollment in all courses identified as belonging in the program. This is the same set of
courses included in the 2012-2013 program review dataset.
2
Class Sections
Offered
The number of class sections that were active at census. Does not include cancelled sections.
Cross-listed sections are counted separately.
3
Fill Rates
The total census enrollment in all sections divided by the total capacity of those sections.
4
FTES
Full-time equivalent students enrolled in all courses identified as belonging to the program. One
FTES is equivalent to 525 student contact hours.
5
FTES/FTEF
6
Term-to-Term
Persistence
7
Course Retention
The amount of full-time equivalent students yielded by every full-time equivalent faculty. One
FTEF is equivalent to 45 TLUs.
This element is not available at this time because it requires reliable identification of students in
the program prior to graduation. Student's declared program is found to be unreliable by many
programs.
The percentage of students enrolled on Census Day who remained enrolled in that course
through the last day and received any grade other than a “W”.
8
Course Success
9
Degree & Certificate
Completions
Instructional
Cost/FTES
10
11
The ratio of the instructional cost of program course offerings to the number of full-time
equivalent students yielded. Cost is based on the average cost per TLU of full- and part-time
faculty.
Labor Market
Demand
Targets of
Opportunity
Priority Sectors
Emergent Sectors
12
The percentage of students enrolled in a course on Census Day who complete the course with a
successful grade (A, B, C, P, CR).
The number of students awarded degrees and certificates recognized by the Chancellor's Office.
The six targets of opportunity were evaluated to determine if the program (3) was closely
related, (2) was indirectly related, or (1) was not related to a target of opportunity. The target
area yielding the highest number was used. http://www.northcoastprosperity.com/localeconomy/targets
Sectors identified in the "Doing What Matters for Jobs and the Economy" in the Northern
Coastal Region that are a priority focus. The program (3) was closely related, (2) was indirectly
related, or (1) was not related to a priority sector.
ahttp://doingwhatmatters.cccco.edu/ResourceMap/NorthernCoastal.aspx
Sectors identified in the "Doing What Matters for Jobs and the Economy" in the Northern
Coastal Region that are emergent. The program (3) was closely related, (2) was indirectly
related, or (1) was not related to an emergent sector.
ahttp://doingwhatmatters.cccco.edu/ResourceMap/NorthernCoastal.aspx
Most Job Openings
Uses the top 50 fastest growing occupations in the North Coast Region between 2008-2018.
This information comes from the State of California's LMI for the North Coast Region:
http://www.calmis.ca.gov/htmlfile/county/humbo.htm The program (3) was directly related
to a job that fell into the top 1-25, (2) was directly related to a job that fell into the bottom 2550, (1) was not related to a job that fell on the list of top 50.
Fastest Job Growth
Uses the top 50 occupations with the most job openings in the North Coast Region between
2008-2018. This information comes from the State of California's LMI for the North Coast
Region: http://www.calmis.ca.gov/htmlfile/county/humbo.htm
The
program (3) was directly related to a job that fell into the top 1-25, (2) was directly related to a
job that fell into the bottom 25-50, (1) was not related to a job that fell on the list of top 50.
Number of
Program/area
transfers
This element is not available at this time because it requires reliable identification of students in
the program who are not necessarily degree/cert recipients. Student's declared program is found
to be unreliable by many programs.
Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Restaurant & Hospitality Management Date: October 16, 2013 1.1 Program Review Authors (include names and campus locations): Clyde Johnson, Leigh Blakemore, Dona Moxon (all Eureka and online) 1.2 Dean’s Signature: Date: 1.3 Individual Program Information # of Degrees offered: 1 # of Certificates offered: 1 1.3.1 State briefly how the program functions support the college mission: Provides career / technical education and training that leads to entry level employment in restaurant and hospitality management. 1.3.2 State briefly program highlights/accomplishments: Last year the program was completely rebuilt to provide a single degree and certificate that aligns with local high school programs, focuses on hospitality management, and eliminates the need for a culinary training facility. The previous HRC program had multiple degree and certificate options which could not be supported by the college so these curriculum changes provide realistic program directions. The previous HRC program also had four courses requiring a kitchen. The new curriculum has a single course offered once every two years, that requires a kitchen. Leigh Blakemore says this is “very doable”. There are a number of local kitchens that can be available. The new RHM curriculum is lined up with existing programs at Fortuna and Arcata HS. Eureka HS is working on their program for the same alignment. Students go through 2 years at High School level and move right into the CR RHM program with articulation agreements in place. The pathway is in place. Now the full pathway needs time and support to show how successful this program can be and how successful RHM students can be. All but one of the RHM courses have a National Restaurant Association Certification opportunity for students. These Certifications are standards in the restaurant and hospitality industries nationwide and can put job applicants at the head of the line with potential employers. RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 1 Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Program enrollments have been progressively lowering due to a number of factors: loss of culinary facility, loss of full time Enrollment x faculty, district‐wide enrollment declines in most CTE areas, decreased course offerings resulting in decreased program credibility. Last Fall (2012) there were only 3 HRC courses offered. Students who had started the degree‐certificate tracks were high priority so they would be able to complete their coursework, accomplish their goals, and move on. The fill rates have also been low due to the same reasons as stated above. Fill Rate x 2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Majors In 2012‐2013 there were 68 total HRC majors, this is a substantial number and clearly demonstrates the interest in vocational training in the hospitality and restaurant industries. The previous HRC program had seven pathways and multiple degree/certificate options. The college could not support the multiple pathways of the program so one of the reasons for the program changes that occurred last year through revision of the degree/certificate and all course outlines. 2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success x Success rates for 2012‐2013 are slightly above district averages. Retention x Retention rates for 2012‐2013 are slightly below district averages. 2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Data not available. 2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 2 Select your program and click on: Persistence & Completion rates Data not available. 2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Completers In 2009‐2010, there were 6 program completers and in 2012‐2013 there was 1 program completer due to the same reasons progressively increasing over a period of years: loss of culinary facility, loss of full time faculty, district‐wide enrollment declines in most CTE areas, decreased course offerings resulting in decreased program credibility. Faculty who worked on the program rebuild last year believe the new focus of the program will show significant increase in completers. We just need this chance, we need the college to support the program and to hire a full‐time faculty to take charge. Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates This is a female dominated subject area and program though male enrollments are approximately 25%. Ethnicity and age distributions are similar to district values. 2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below success & retention The success and retention of minority students in this program is lower than the district average for Native American students and higher than the district average for Hispanic students. The reasons for these variations are beyond the scope of this writer although interesting to look at the charts. 2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Skip this item. Data not provided. Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 3 Select your program and click on: Faculty (FT/PT) & FTES/FTEF Low program enrollment has led to significantly low FTES/FTEF numbers. The program is currently 100% part time faculty and offering minimal classes so those who have declared this major will have opportunity to finish. CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.11 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: a. (from Dona Moxon) “The US Dept. of Labor estimates that both the hospitality housing sector and the food and beverage sector will
increase by 14% during the 2014-2020 period. I looked at as much data as I could and that number is consistent for all but one category,
Meeting, Convention, and Event Planning. That sector is slated to increase 44% over the same period. I was surprised, but pleased by
the number. It's not only good for both the lodging and food/beverage industries, but it means that people will start talking face-to-face
again!”
In addition to Dona’s comments above, according to the most recent Humboldt County WIB report, two of the eight local employment
sectors in the Targets of Practice list are: Specialty Food-Flowers-Beverages, and Tourism. These “Targets of Opportunity” have new
companies starting up and established companies are expanding according to the WIB report. The report states that all the target
industries have a strong need for skilled, talented people who want to learn and earn. The full report can be viewed at
www.NorthCoastProsperity.com/blog
b. The new RHM program is aligned with local High Schools for career/technical pathways targets at growing employment sectors. This
is the only local opportunity with this alignment and associated credentials. There has been a summertime Hospitality 101 community
education course and the Coop and other local businesses occasionally offer cooking classes.
c. RHM is associated with high demand industry sectors that are currently identified as Targets of Opportunity. The entry level jobs in
these industries often lead to career tracks locally, and
statewide. Program completions are down due to programmatic issues such as loss of full time faculty to manage the program.
Summary of Section 2 Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary by site. RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 4 Due to overall low program numbers and the decline of program support district‐wide, the data reflects the need to support this important program through a full‐time faculty and by allowing the major program changes to provide our community with educational options in the Restaurant and Hospitality industries. Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? N Click here to view the Program Advisory Committee webpage There were a few attempts at Advisory Committee meetings during the last couple years and the industry representatives were not able to attend pre‐defined meeting schedules. During the new RHM curriculum RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 5 Current assessment data online shows no course level reports as the program is shown with the new RHM title and these courses have not yet been offered. 2 out of 6 program level assessments are shown for 2011‐2012 – this is for the HRC program which was the previous program title. The new RHM program was approved last year so there is no 2012‐2013 assessment data. 10 RHM courses, 1 Degree, and 1 Certificate were approved by the Curriculum Committee in Spring 2013. development, industry professionals were consulted and approvals were exchanged in a similar function as an Advisory Committee. 3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. Assessment data for courses is not shown at the online assessment page. This is also an indicator of the need for a full‐time faculty as the program lacks the management for keeping on track with assessments and assessment findings. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. Assessment data for courses is not shown at the online assessment page. Summary of Section 3 Provide any additional explanations for items described in section 3. The lack of assessment data and assessment findings is an indicator of the need for a full‐time faculty for tracking assessments and assessment findings. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Current Status Impact of Action (describe all relevant data used to evaluate the impact) HRC program has been revised to RHM to include one degree and one certificate. All approved by the college Curriculum Committee. New management degree and certificate that aligns with high school curriculum and industry needs. RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 6 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Funds were used to compensate Dona Moxon for her time and expertise as the primary advisor and author for the HRC to RHM revision that took place last year. Dona is no longer being compensated for her time but has agreed to participate in this program review process. She knows the value of the RHM program in this community and hopes the college will stand behind these significant changes in supporting the program. Section – 5 Planning Click here to link to Institutional Planning Documents 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. 5.1 Program Plans Action # Action to be taken: Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. List the specific action For example: Annual Plan 2013‐
to be taken in enough 2014 Theme: Persistence; or detail so that someone Goal 1: Student Success: outside of your area can EP.1.6.2 Develop a plan for narrowing the achievement gap understand. RHM 13‐14ProgramReview (1).doc 11/7/2013 Expected Impact on Program/Student Learning Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. Page 7 Relationship to Assessment Include all assessment results that indicate that this action will yield the desired impact on the program. If the assessment has yet to be conducted, explain Resources Needed (Y/N) A yes here requires a corresponding request in the next section. 1 2 3 4 5 6 for underrepresented student populations. Strategic Plan Goal 2.1 Provide workforce development training. Goal 2.2 Respond to business Offer new RHM and industry short‐term training degree and needs. A concise and well‐designed program courses. will be more effectively assessed. Education Master Plan Hire full‐time RHM faculty. Goal 2 Develop Programs and Services to Meet Community Needs Goal 2.4 CTE programs respond to community training needs. Program faculty will provide support as needed for all the management needed to keep a program strong, such as assessments, program review, scheduling strategies, facilities, etc. The list goes on. when and how it will be conducted. Increased student success and employment . N Better assessment can lead to a higher quality program and educational experience for students. N 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. All indicators point to the potential for a strong and successful program that will significantly benefit the North Coast. A full time faculty member is an essential part of program success. At one time the college recognized this and hired a full‐time hospitality/restaurant faculty. When this person resigned, the college did not backfill her position and this was a primary reason for the program decline even with dedicated and highly skilled Part‐time faculty supporting the program. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 8 show an Amount of $800 and a recurring cost of $0.

If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request. The item number must match the corresponding action # from section 5. Add rows as necessary. Type of Request (Check One) Operational Personnel Professional Planning To be Development reviewed by Prioritization To be Committees To be To be reviewed by Action of the reviewed reviewed by the Request # Budget and grouped Faculty Professional Describe your request here in a way that someone $ use # Planning by Associate Prioritization Development outside the program can understand. Amount
above Committee Deans. Committee. Committee Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
[]
[]
[x]
[]
[]
in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
[]
[]
[x]
[]
[]
RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 9 $ Annual Recurring Costs Contact Person (Name, email, phone) Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: S.2. Data Analysis: S.3. Critical Reflection of Assessment Activities: S.4. Evaluation of Previous Plans: S.5. Planning: S.6. Resource Requests: RHM 13‐14ProgramReview (1).doc 11/7/2013 Page 10 Request for Tenure Track Faculty
Program:
RHM Restaurant and Hospitality Management
Initiator(s): Jeff Cummings
1. Program(s) Supported by the Discipline: BT, BUS, CIS, DM – each have a class or classes in the new RHM A.S. Degree 2. Job Description. Separate requests are required for each position sought. Please indicate
if this request is site specific and the location(s). The position is Full Time Faculty for the RHM Program. The job description has not been written at this time. There will be a team of Administrators, Faculty, and Industry Professionals to write the job description if this request is approved. The job description will have the standard info and be designed to get the right person for the job. 3. Please check ONE of the following categories: Faculty Replacement Position, Growth
Position or New Program/Discipline. Provide related information. (0-5 Points)
Faculty Replacement Position (check one)
Stable or growing discipline or program needs replacement for FT faculty who have left
within this academic year
Stable or growing discipline or program needs replacement for FT faculty who have left
within 1-2 years
Stable discipline or program needs replacement for FT faculty who have left within threefour years
x Stable discipline or program can justify replacement for FT faculty who have left within
five years or more
Outside accreditation is at risk without FT hire
Provide justification and documentation. Include when the position became vacant and
the incumbent to be replaced.
Growth Position (checkone)
Enrollment data over past two years indicate program is growing
Enrollment data over past two years indicate program is stable
Enrollment data over past two years indicate program is declining
Independent marketing or other data indicate growth potential
r3/12/12 pg 1 Provide justification and documentation.
New Program/Discipline Position
Program Initialization process complete
State curriculum approval complete
Program has grown significantly without FT faculty
Independent marketing data suggests viability of new program
Provide justification and documentation.
The program name change from HRC to RHM along with a single degree/certificate and 10 RHM courses were all approved by the Curriculum Committee last year. This was a big step in redesigning the program. The next essential step is faculty and the reason for this request. The previous HRC program struggled with the requirements for a commercial kitchen and now the focus of the program has moved from culinary skills to management so the kitchen is no longer an issue. The new RHM program is a clearly defined “pathway” from local High Schools through 2+ years of college to earn the credentials. The credentials are not just the CR A.S. degree or certificate. National Restaurant Association Credentials can be earned from all but one RHM class. RHM is clearly aligned with regional employment opportunities within industry sectors that have projected growth over the next few years. The US Dept. of Labor estimates that both the Hospitality and the Food and Beverage sectors will increase by 14% during the 2014‐2020 period. Meeting, Convention, and Event Planning are slated to increase 44% over the same period. According to the most recent Humboldt County WIB report, two of the eight top local employment sectors are: Specialty Food‐Flowers‐Beverages, and Tourism. These “Targets of Opportunity” have new companies starting up and established companies are expanding according to the WIB report. The report states that all the target industries have a strong need for skilled, talented people who want to learn and earn. 4. FT/PT Ratio: Indicate which statement/s are confirmed by the data: (0 -5 points)
x
Program has no full-time faculty
FT/PT ration below 50/50 percent
FT/PT ratio below 60/40 percent
FT/PT ratio below 75/25 percent
r3/12/12 pg 2 FT/PT ratio results in critical lack of effective oversight for associate faculty
Reliable pool of well-qualified associate faculty is unavailable
(In the case of non-teaching faculty positions, the criteria will be the deviation from norms
obtained from like institutions)
Provide justification and documentation.
5. Program/Student Outcomes (0 – 5 points)
Provide a narrative justifying need for full-time faculty in order to maintain and/or improve
program and student learning outcomes (one-page max), based on the following: (0 – 5 points)


Demonstrate a clear need for FT faculty in order to maintain program outcomes
Justification demonstrates a clear need for FT faculty in order to achieve student learning
outcomes
Narrative:
Full‐time Faculty are usually an origin and ongoing source for program vitalization, stability, management, and support. In 2006, Full Time HRC faculty ended her position for the HRC program and the college did not backfill the position. The program has struggled since. Last year was a very important year for HRC: Dean Jeff Cummings, Industry Professional Dona Moxon, High School and College Faculty Leigh Blakemore, and College Faculty Clyde Johnson worked together to redesign the existing HRC program into the new RHM program. The new program is more focused, more realistic to support, a key part of vocational pathways in this community, and a recognized target of opportunity for employment in California. Program stability has a direct connection to support systems and a fundamental support system for this program is having full‐time faculty. The college can recognize the value of education in Restaurant and Hospitality Management and support the college mission statement by hiring a full‐time faculty for this program. “College of the Redwoods puts student success first by providing outstanding developmental, career technical, and transfer education. The College partners with the community to contribute to the economic vitality and lifelong learning needs of its service area.” There is one big difference this faculty request may have over others, a very important difference. Program discontinuance is facing the RHM program. A full‐time faculty means the program has a green light to move ahead and provide valuable CTE education for a growing job market. (The program review document provides target‐of‐opportunity details.) The plane is on the runway ready to take off, it just needs a pilot.
REDWOODS COMMUNITY COLLEGE DISTRICT
RUBRIC FOR PRIORITIZING FULL-TIME FACULTY POSITIONS
Faculty Replacement Position
Points (0-5):
r3/12/12 pg 3 




Stable or growing discipline or program needs replacement for FT faculty
who have left within this academic year
Stable or growing discipline or program needs replacement for FT faculty
who have left within 1-2 years
Stable discipline or program needs replacement for FT faculty who have left
within three-four years
Stable discipline or program can justify replacement for FT faculty who have
left within five years or more
Outside accreditation is at risk without FT hire
OR
Growth Position




Enrollment data over past two years indicate program is growing
Enrollment data over past two years indicate program is stable
Enrollment data over past two years indicate program is declining
Independent marketing or other data indicate growth potential
OR
New Program/Discipline Position




Program Initialization process complete
State curriculum approval complete
New program has shown significant growth without FT faculty
Independent marketing data suggest viability of new program
Points (0-5):
FT/PT Ratio






Program has no full-time faculty
FT/PT ration below 50/50 percent
FT/PT ratio below 60/40 percent
FT/PT ratio below 75/25 percent
FT/PT ratio results in critical lack of effective oversight for associate faculty
Reliable pool of well-qualified associate faculty is unavailable
(In the case of non teaching faculty positions, the criteria will be the deviation
from norms obtained from like institutions)
Points (0-5):
Program/Student Outcomes


Narrative justification demonstrates clear need for FT faculty in order to
maintain program outcomes
Narrative justification demonstrates clear need for FT faculty in order to
achieve student learning outcomes
Points (0-5):
Other (Shared Interest)

Shared interest determined by the Faculty Prioritization Committee. Scoring
rubric will be mutually agreed and will be based on the nature of the shared
interest.
TOTAL
r3/12/12 pg 4 College of the Redwoods Restaurant, Hospitality Revitalization Task Force Tuesday, November 5, 2013 LRC 107 Present: Jeff Cummings, Mark Renner, Julia Peterson, Leigh Blakemore, Shannon Sullivan, Crislyn Parker ‐ support Objective: The purpose of this meeting is to objectively review all information 1. Program Analysis Form: Why this program is in the AP 4021 process (attached) 2. Review quantitative and qualitative data in areas specified: The committee reviewed and discussed various quantitative and qualitative data. Strengths and challenges table below has notes. 3. Review prior year’s program year reviews (Please go to http://inside.redwoods.edu/programreview/archives.asp to review prior years’ program reviews.) 4. Complete Strengths and Challenges Table See below: Began a strengths and challenges table, with notes Strengths: Program was already revitalized, facilities are The Bear River Casino/Eureka high school will adequate allow us to rent kitchen for the one culinary portion of the program The revised curriculum has a focus on Current texts meet the National Restaurant management, which gives us a niche. Association requirements (NRA); which include the tests. Upon passing a student is accredited with the NRA Current texts all deal with management in the program (Marketing: this degree will prepare you for entry level employment in restaurant, hotel, etc.) Many courses can be offered in an online modality; we have two instructors willing to teach online Challenges: Lack of available program Personnel (faculty/staff) Inadequate equipment or facilities‐See above Struggling program, (no fulltime faculty) College of the Redwoods Restaurant, Hospitality Revitalization Task Force Tuesday, November 5, 2013 LRC 107 Notes:  First year for the revised classes under HRM (new program title, Hospitality and Restaurant Management).  Concern whether without a kitchen (culinary courses) this program attract enough students.  Discussion: is it fair for the task force to look at what has already been done as solid footsteps toward a recommendation by this group, using current concepts and ideas. Revitalization has occurred and appears to be on a good track. What is missing is full time faculty coordination and institutional commitment.  Discussion that it would be hard to support a revitalization of this program without a full‐time faculty member as a lead.  Noted: the survey course of culinary kitchens (commercial kitchens) doesn’t include cooking.  This is the only program (of the five up for AP 4021 process) that has a labor demand ranking. However, salaries aren’t the highest.  Online instruction is a very viable option, but dependent on restructuring CR’s online program in general.  Because of the curriculum and program changes, this is in a sense a new program.  Because the college hasn’t made an institutional commitment, this program has fallen into “disrepair.” Consider, is this a program that could have great potential for college of the Redwoods. Program has been strangled by poor decisions and no full time faculty.  If the committee choses to revitalize, the recommendation will be to hire full‐time faculty to oversee.  There is an indication of a possible tie between this program, digital media and business and marketing. RHM 4021 Task Force Committee Third Meeting Agenda 11/19/13 1) Complete objective review of quantitative and qualitative data  Completed discussion of objective and qualitative data, except discussion as noted below. 2) Answer Remaining Questions 3) Discuss Strengths and Challenges document (Should this program, as it exists, be part of the future of the college): 4) Voting process ( simple majority) a. Crislyn will send out the electronic ballot to vote for: REVITALIZE YES or NO (return vote within 24 hours) b. If the voting result is to not REVITALIZE then the committee will be asked to vote again for DISCONTINUE or SUSPEND (return vote within 24 hours) c. Members will have a total of 48 hrs. to vote 5) Report Process a. Results of Voting: b. Electronic Review of Report for Facts and Omissions: RHM 4021 Task Force Committee Third Meeting Summary Notes 11/19/13 Present: Jeff Cummings, Mark Renner, Leigh Blakemore, Shannon Sullivan, Julia Peterson, Crislyn Parker‐support 1) Complete objective review of quantitative and qualitative data  Completed discussion of objective and qualitative data, except discussion as noted below. 2) Answer Remaining Questions  Mark: concern about (quantitative data) fill rate; looking at numbers, offering fewer sections, which have fewer numbers of people in them. Why?  Julia looked at student enrollments / sections and average was steady for four years; dropped down for the 2012/13  FTES to FTEF is still substantially lower than the district.  Speculation the drop was due to various items: three degree tracks, program changes and the removal of culinary element; likely the change in curriculum with no opportunity to market the changes. Students initially interested in culinary no longer had that option.  The report will need to defend statistical outliers like the fill rate.  Defense that lacking a full‐time coordinator they were not receiving service.  Possibility that offering a program without the culinary training may not bring in students.  Number of students in the culinary sections had to be limited due to safety and oversight.  Should we assume we will not get more than 20 students and can we afford to run a program with the current FTES/FTEFs.  Question to consider: can this program be offered at any/all sites? It helps to have a program not bound to a kitchen.  Is this a program that can serve the communities at the various sites.  Is a cert/degree required? On the job training is common for cooking and waiting is common. However, on the job management training takes years. Earning the certificate allows upward movement much more quickly. This works for all aspects of management. The certificates are recognized by the industry.  Regional recognition of the value of the certification varies; chains recognize. Humboldt may be on the lower end of this.  Advisory committee had to come in at this level to give the program credibility.  Curriculum alignment with high schools. 3) Discuss Strengths and Challenges document (Should this program, as it exists, be part of the future of the college): See above for strengths. RHM 4021 Task Force Committee Third Meeting Summary Notes 11/19/13 4) Voting process ( simple majority) a. Crislyn will send out the electronic ballot to vote for: REVITALIZE YES or NO (return vote within 24 hours) Committee needs to discuss recommendation qualification b. If the voting result is to not REVITALIZE then the committee will be asked to vote again for DISCONTINUE or SUSPEND (return vote within 24 hours) c. Members will have a total of 48 hrs. to vote Revitalize: A vote for revitalization explicitly will include the Qualification that a F/T faculty member is hired. Suspension: Discontinuance: Discussion on how the committee recommendation and the ranking of faculty requests would work if in opposition. Bottom line, President could use criteria to change ranking priorities. Discussion that CR should not have a program offering degrees and/or certificates without full‐time faculty oversight. 5) Report Process a. Results of Voting: Crislyn send results to committee with no names or count. b. Electronic Review of Report for Facts and Omissions: Upon completion, an electronic version will be sent to the task force, for review only of facts and omissions. PROGRAM ANALYSIS FORM – QUALITATIVE DATA
HRC: This report will address all applicable criteria below unless information is unavailable
or not applicable.
1. The impact the action will have on the general education curriculum or the curriculum of
other programs. Decision does not affect general ED.
2. The ability of students to complete their degree or certificate or to transfer. This includes
maintaining the catalog rights of students. If the program is discontinued, the 97 declared
students, would have at least one more year to complete. When CTE programs are deemed
non-relevant, they must be discontinued in one year, or the college can make arrangements
with another institution with guarantees in place for substitutions. Subjective data shows an
Oregon college would like our HRC management students.
3. The College’s ability or inability to provide the resources to maintain the program.
4. Balance of college curriculum ( for example, ensuring the non-elimination of all of one type
of programs, such as foreign languages)
5. Replication of programs in the surrounding area and their efficacy.
6. The potential impact on diversity at the College. With the diversity of people in the industry,
the opportunity to improve diversity at CR is strong. (75% female, ethnicity and age match
the district, with African Americans slightly lower and Hispanic higher). ESL significant
draw for program? With Casinos in the area, possibly work with native Americans?)
Customize an immersion model for tribes?
7. Alignment with Chancellors Office priorities, college mission, accreditation standards, and
state and federal law.
8. Effects on local business and industries- i.e., declining market/industry demand (local,
regional). Good data on labor market, community, current HRC brochure.
9. Availability of the program at other community colleges. Different colleges offer different
aspects or tracks of this program. CR’s revised curriculum offers a unique program
targeting the management aspect of hospitality and hotel management; not cooking, per se.
10. If this is a grant-funded program, what was the agreed institutional commitment for the
campus to continue this program?
11. List specific financial resources required to sustain the program:
 Faculty compensation FT/PT F/T Faculty/coordinator
 Support Staff compensation
 Facilities costs annualized
 Equipment costs annualized
 Supplies cost annualized
12. Potential impact on the community.
Discussion that data does not apply to program is it currently stands. The focus on culinary
has been replaced with a focus on Hospitality and restaurant management.
Transfer opportunities are good. Access of a significant industry base is a plus.
Next steps: ponder today’s discussion; next meeting discuss what would like to see in report.
Following vote, discuss areas of concerns.
Mark would like for 3rd meeting, the 4 semester pattern for degree as revised-see scan.
1
1
2
CSU Hospitality Management by campus
http://www.calstate.edu/hospitality/students/degreeprogs/bycampus.shtml
The following programs of study are offered in the indicated hospitality industry segments at the
following campuses. For additional details about a campus program, refer to the individual
campus websites.
Chico
East Bay
Fresno
Fullerton
Long Beach
Monterey Bay
Northridge
Pomona
Sacramento
San Diego
San Francisco
San José
San Luis Obispo Sonoma
Chico

B.S. in Recreation Administration: Resort and Lodging Management Option

B.S. in Recreation Administration: Special Events and Tourism Option
East Bay

B.S. in Hospitality and Tourism

M.S. in Recreation and Tourism
Fresno

B.S. in Recreation Administration: Sports and Entertainment Facility
Management
Fullerton

B.A. in Business Administration: Entertainment and Tourism Management
Concentration

B.A. in Communications: Entertainment Studies Concentration

M.A. in Communications: Tourism and Entertainment Concentration
Long Beach

B.S. in Hospitality Management

M.A. in Family and Consumer Sciences: Hospitality, Food Service, and Hotel
Management Emphasis
3
Monterey Bay

B.S. in Business Administration: Hospitality Management Concentration

B.S. in Business Administration: Hotel/Resort Management Concentration
Northridge

B.S. in Recreation and Tourism Management: Hospitality Management Focus

B.S. in Recreation and Tourism Management: Event Planning Focus

M.S in Recreation and Tourism Management: Hospitality Travel & Tourism Track
Pomona

B.S. in Hospitality Management

M.S. in Hospitality Management

M.B.A., Hospitality Management Concentration
Sacramento

B.S. in Recreation, Parks, and Tourism Administration: Commercial Recreation,
Tourism, and Hospitality Management Option
San Diego

B.S. in Hospitality and Tourism Management

M.S. in Hospitality and Tourism Management
San Francisco

B.S. in Hospitality and Tourism Management
San José

B.S. in Hospitality, Tourism, and Event Management
San Luis Obispo

B.S. in Recreation, Parks, and Tourism Administration: Event Planning and
Management Concentration

B.S. in Recreation, Parks, and Tourism Administration:Tourism Planning and
Management Concentration
Sonoma

B.S. in Business Administration: Wine Business Program
4

MBA with Concentration in Wine Business
5
CSU Hospitality Management by Specialty http://www.calstate.edu/hospitality/students/degreeprogs/byspecialty.shtml The following campuses offer courses of study that prepare students for the indicated hospitality
industry segments:
Food and Beverage
Lodging
Travel and Tourism
Casino Gaming
Events Management
Club Management
Food and Beverage

East Bay

Long Beach

Monterey Bay

Pomona

San Diego

San Francisco

San José

Sonoma (Wine Business Program)
Lodging

Chico

East Bay

Long Beach

Monterey Bay

Pomona

Sacramento

San Diego

San Francisco

San José
Travel and Tourism

Chico

East Bay

Fresno

Fullerton
6

Monterey Bay

Northridge

Pomona

Sacramento

San Diego

San Francisco

San José

San Luis Obispo
Events Management

Chico

East Bay

Fresno

Long Beach

Northridge

Pomona

Sacramento

San Diego

San Francisco

San José

San Luis Obispo
Casino Gaming

San Diego
Club Management
(This refers to membership clubs. For night clubs and drinking establishments, refer to Food and
Beverage.)

Pomona
7
CSU Hospitality Management Programs
http://www.calstate.edu/hospitality/students/degreeprogs/degreesforindustryprofessionals.shtml
Master's Degrees
Online and Hybrid Degrees
Certificates and Professional Development
Move up the Ladder with a Master’s Degree

East Bay
M.S. in Recreation and Tourism

Fullerton
M.A. in Communications with a Concentration in Tourism and
Entertainment (Hybrid)

Long Beach
M.A. in Family and Consumer Sciences: Hospitality, Food Service, and Hotel
Management Emphasis

Northridge
M.S in Recreation and Tourism Management: Hospitality Travel & Tourism Track

Pomona
M.S. in Hospitality Management

San Diego
M.S. in Hospitality and Tourism Management (Online)

Sonoma
MBA with Concentration in Wine Business
Online and Hybrid Degrees to Fit Your Schedule

East Bay
B.S. in Recreation and Tourism (Online)

Fullerton
M.A. in Communications with a Concentration in Tourism and
Entertainment (Hybrid)

San Diego
M.S. in Hospitality and Tourism Management (Online)
Certificates and Professional Development

Pomona

San Diego

Sonoma
8
International Council on Hotel, Restaurant and Institutional Education This organization for restaurant and hospitality educators lists hospitality programs and schools accredited by the Accreditation Commission for Programs in Hospitality Administration. Aspiring students can explore educational institutions worldwide through an interactive map. California ‐ Extension, University of California State Polytechnic University‐Pomona California State University, East Bay California State University, Long Beach Le Cordon Bleu College of Culinary Arts San Diego State University San Francisco, University of San Jose State University California State University, Chico, The North Orange County Community College District, Cypress College San Francisco State University International Council on Hotel, Restaurant and Institutional Education 2810 North Parham Road, Suite 230 Richmond, Virginia USA 23294 Telephone: 01 (804) 346‐4800 FAX: 01 (804) 346‐5009 Guide to College Programs in Hospitality, Tourism and Culinary Arts http://www.guidetocollegeprograms.org/institution_search.php 9
Program: Restaurant/Hospitality 11/19/13 Strengths: Program was already revitalized, facilities are adequate The revised curriculum has a focus on management, which gives us a niche. Current texts all deal with management in the program (Marketing: this degree will prepare you for entry level employment in restaurant, hotel, etc.) Curriculum alignment with high schools. Transfer opportunities are good; access of a significant industry base is a plus Challenges: Lack of available program Personnel (faculty/staff) Regional recognition of the value of the certification varies; chains recognize. Humboldt may be on the lower end of this. FTES to FTEF is still substantially lower than the district. The Bear River Casino/Eureka high school will allow us to rent kitchen for the one culinary portion of the program Current texts meet the National Restaurant Association requirements (NRA); which include the tests. Upon passing a student is accredited with the NRA Many courses can be offered in an online modality; we have two instructors willing to teach online The certificates are recognized by the industry.
Student enrollment over the sections average was steady for four years; dropped down for the 2012/13 Inadequate equipment or facilities‐(to include a culinary track would require a kitchen; the current changes do not include culinary in other than a management format) Number of students in the culinary sections had to be limited due to safety and oversight Speculation the drop was due to various items: three degree tracks, program changes and the removal of culinary element Possibility that offering a program without the culinary training may not bring in students. Notes:  First year for the revised classes under HRM (new program title, Hospitality and Restaurant Management).  Concern whether without a kitchen (culinary courses) this program attract enough students.  Discussion: is it fair for the task force to look at what has already been done as solid footsteps toward a recommendation by this group, using current concepts and ideas. Revitalization has occurred and appears to be on a good track. What is missing is full time faculty coordination and institutional commitment. Program: Restaurant/Hospitality 11/19/13 







Discussion that it would be hard to support a revitalization of this program without a full‐time faculty member as a lead. Noted: the survey course of culinary kitchens (commercial kitchens) doesn’t include cooking. This is the only program (of the five up for AP 4021 process) that has a labor demand ranking. However, salaries aren’t the highest. Online instruction is a very viable option, but dependent on restructuring CR’s online program in general. Because of the curriculum and program changes, this is in a sense a new program. Because the college hasn’t made an institutional commitment, this program has fallen into “disrepair.” Consider, is this a program that could have great potential for college of the Redwoods. Program has been strangled by poor decisions and no full time faculty. If the committee choses to revitalize, the recommendation will be to hire full‐time faculty to oversee. There is an indication of a possible tie between this program, digital media and business and marketing.