5.1 b
Program/Discipline: Hospitality, Restaurant, & Culinary Arts (HRC)
Annual Program Review Update
Hospitality, Restaurants and Culinary Arts
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Hospitality, Restaurant, & Culinary Arts
Submitted by (names): Dona M. Moxon, Program Coordinator
Contact Information (phone and email): (707) 476-4100 x 4907; dona-moxon@redwoods.edu
Dean / V. P.: Steven Brown, Dean
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
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2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
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Hospitality Rest & Culin Arts
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Late Afternoon
Prime Time
Early Morning
Total
2008 - 2009
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
TBA
Late Afternoon
Prime Time
2006 - 2007
Early Morning
Total
TBA
2005 - 2006
65% 65% 84% 49% 62% 43% 50% 43% 29% 63% 47% 50% 47% 58% 44% 53% 49% 50%
26
26
27
34
106
177
344
50
19
10
61
239
379
83
66
16
266
431
1
1
2
2
7
10
21
6
2
1
4
11
24
7
5
1
13
26
3.09 3.09 8.43 3.9 20.52 25.36 58.22 13.29 1.93 2.32 6.57 27.87 51.99 20.63 5.59 1.41 31.65 59.27
54
54 288 108
684
720 1,800
756
90 108 198
756 1,908
828 198
36
972 2,034
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The HRC program is a relative newcomer to College of the Redwoods and enrollments are now beginning to establish a recognizable
pattern. Utilizing data from the three year period 2006-2009 (above) we see steady, consistant growth. The 2007-2008 fiscal year had
an increase of 35 students over the prior period and the 2008-2009 year charts an increase of 52 students. The HRC certificate and
degree programs were designed to be completed within a two-year period. The above data signifies stability of student enrollments
throughout the two-year completion process and corresponds with the increase in the FTES line. The addition of online classes in this
discipline have added to student enrollments throughout this period. Many HRC students are employed within the hospitality industry
where work schedules vary from week-to-week. Distance Education has enabled them to continue their education through the
flexibility of online course delivery.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Increasing awareness of HRC courses, both in the classroom and online, has led to additional enrollments in the program. This
information was garnered through several classroom discussions during the 2008-2009 year. Local resident students indicated that
they are pleased to get hospitality and culinary arts training through College of the Redwoods without having to leave the local area.
New students coming from outside the District's boundaries have given positive feedback at having the low faculty-to-student ratio in
the kitchen lab and the north coast rural setting as assets to student learning.
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Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
HRC-1
HRC-10
HRC-11
HRC-12
HRC-14
HRC-16
HRC-17
HRC-18
HRC-19
HRC-2
HRC-20
HRC-21
HRC-22
HRC-23
HRC-24
HRC-26
HRC-28
HRC-3
HRC-5
HRC-6
HRC-8
HRC-9
Total
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
60%
68
53%
70
58%
79
64%
45
85%
26
77%
26
91%
11
70%
10
87%
15
88%
8
79%
14
86%
21
67%
15
58%
43
72%
25
65%
31
70%
23
73%
30
56%
94
58%
106
58%
95
76%
17
80%
5
71%
7
64%
14
67%
21
76%
17
63%
8
60%
10
85%
13
100%
8
100%
7
91%
11
71%
21
71%
7
80%
10
60%
20
75%
12
83%
12
88%
8
82%
17
70%
20
93%
15
58%
33
79%
19
75%
20
69%
13
64%
33
40%
15
75%
12
63%
19
59%
27
43%
23
51%
35
73%
30
66%
410
65%
440
65%
504
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a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The data above places HRC student success within a standard success rate pattern. As the HRC program goes through curriculum
reviews and changes with the next two years, success rates in individual courses will be examined closely. Recommendations will be
made for changes in curriculum and/or teaching materials in courses where success rates are lower than the average.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
See above.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
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HRC-1
HRC-10
HRC-11
HRC-12
HRC-14
HRC-16
HRC-17
HRC-18
HRC-19
HRC-2
HRC-20
HRC-21
HRC-22
HRC-23
HRC-24
HRC-26
HRC-28
HRC-3
HRC-5
HRC-6
HRC-8
HRC-9
Total
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
87%
68
80%
70
87%
79
80%
45
88%
26
88%
26
100%
11
70%
10
93%
15
88%
8
79%
14
95%
21
87%
15
84%
43
84%
25
90%
31
87%
23
87%
30
83%
94
88%
106
85%
95
82%
17
80%
5
71%
7
64%
14
90%
21
94%
17
88%
8
80%
10
92%
13
100%
8
100%
7
91%
11
86%
21
86%
7
90%
10
80%
20
92%
12
92%
12
88%
8
94%
17
90%
20
100%
15
73%
33
95%
19
90%
20
92%
13
79%
33
60%
15
100%
12
74%
19
74%
27
78%
23
89%
35
87%
30
84%
410
86%
440
86%
504
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
HRC retentions have remained in the mid 80% range since the program's inception. This is consistant with program growth rates,
addressed earlier in this document.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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5.1 b
As above.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
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Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
HRC-1
HRC-10
HRC-11
HRC-12
HRC-14
HRC-16
HRC-17
HRC-18
HRC-19
HRC-20
HRC-21
HRC-22
HRC-23
HRC-24
HRC-26
HRC-3
HRC-5
HRC-6
HRC-8
HRC-9
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
72%
29
61%
49
43%
37
56%
9
17%
6
62%
53
80%
5
57%
14
47%
19
40%
5
100%
1
93%
30
100%
3
0%
1
100%
1
100%
6
100%
3
100%
4
75%
4
83%
12
75%
12
63%
16
62%
13
80%
5
50%
2
68%
31
89%
9
64%
14
58%
12
67%
3
50%
4
71%
14
71%
21
61%
36
40%
47
50%
10
29%
7
63%
54
100%
3
88%
8
100%
4
100%
2
50%
8
33%
3
80%
5
100%
2
0%
2
78%
9
50%
4
60%
5
67%
3
33%
3
100%
3
100%
1
100%
6
67%
3
100%
1
90%
10
86%
7
100%
4
100%
2
100%
5
100%
5
67%
6
25%
4
100%
2
100%
1
70%
10
100%
2
67%
3
67%
3
100%
2
75%
4
80%
5
100%
1
0%
1
100%
1
83%
6
73%
11
82%
11
67%
3
100%
2
84%
19
78%
9
59%
17
29%
7
50%
2
82%
17
50%
4
91%
11
80%
5
60%
5
63%
8
100%
2
100%
1
50%
4
80%
5
80%
5
57%
7
45%
11
38%
8
53%
19
76%
130
68%
225
52%
190
55%
69
43%
23
72%
316
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5.1 b
HRC-1
HRC-10
HRC-11
HRC-12
HRC-14
HRC-16
HRC-17
HRC-18
HRC-19
HRC-20
HRC-21
HRC-22
HRC-23
HRC-24
HRC-26
HRC-3
HRC-5
HRC-6
HRC-8
HRC-9
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
73%
30
53%
17
51%
45
50%
32
60%
5
61%
54
83%
6
67%
6
58%
12
50%
16
50%
6
89%
28
100%
2
67%
3
100%
6
75%
4
67%
3
100%
2
100%
3
100%
1
90%
10
43%
7
50%
6
69%
16
55%
11
100%
4
74%
35
50%
4
71%
7
64%
11
69%
13
33%
3
78%
18
75%
20
61%
18
43%
35
49%
37
60%
5
58%
60
50%
2
100%
1
100%
5
88%
8
100%
2
57%
7
67%
3
100%
1
67%
3
25%
4
80%
10
0%
1
50%
2
60%
5
33%
3
50%
2
100%
5
100%
2
100%
1
67%
3
100%
5
100%
1
89%
9
50%
2
100%
5
100%
3
100%
2
100%
1
100%
5
75%
4
75%
4
100%
3
63%
8
0%
1
75%
8
100%
1
0%
1
100%
1
75%
4
100%
3
0%
1
100%
2
100%
1
50%
4
100%
4
100%
3
80%
5
75%
8
70%
10
67%
3
87%
23
75%
8
88%
8
25%
8
50%
12
81%
16
75%
4
50%
2
63%
8
88%
8
100%
1
70%
10
33%
3
75%
4
100%
5
0%
2
57%
7
42%
12
56%
9
100%
1
58%
19
69%
104
67%
96
57%
186
59%
196
67%
36
74%
335
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
HRC student skill levels remain consistant with overall average skill levels of 65%.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
The HRC program is scheduled for a comprehensive program review in 2010. Plans are already being made to respond to all areas of
the program, its curriculum, student enrollments, retentions, and success rates as the HRC program's future is defined. All data
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5.1 b
provided by Institutional Research will be reviewed by program faculty and staff to address avenues for program improvement,
growth, and future success.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
The Hospitality and Tourism industry is the largest employer globally.
In California, the Employment Development Department's 2006-2016 projection highlights for Del Norte, Humboldt, Lake, and
Mendocino counties show an expectation of 5,410 new jobs from the leisure and hospitality industry. EDD further estimates that
27,120 job openings will be from net Replacements, making a combined total of nearly 32,530 job openings in the north coast during
this time period.
The U.S. Bureau of Labor Statistics Career Guide to Industries notes the following facts in 2006 research:
Food services and drinking places provide many young people with their first jobs; more than 1 in 5 workers were aged 16 to 19 in
2006, about 5 times the proportion for all industries.
Cooks, waiters and waitresses, and combined food-preparation and serving workers comprise nearly 3 out of 5 workers in this
industry.
About 2 out of 5 employees work part-time, more than twice the proportion for all industries.
Job opportunities will be plentiful because large numbers of young and part-time workers will leave their jobs in the industry,
creating substantial replacement needs.
Service occupations, by far the largest occupational group in the hotel/ accommodations group, account for two-thirds of the
industry's employment.
Hotels employ many young workers and first-time job holders in part-time and seasonal jobs.
Job opportunities should be excellent as a number of new hotels are expected to open.
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Hotels and other accommodations provided 1.8 million wage and salary jobs in 2006. In addition, there were about 40,000 selfemployed and unpaid family workers in the industry, who worked in bed-and-breakfast inns, camps, and small inns and hotels.
In reports generated by the Center of Excellence, Economic Modeling Specialists, Inc. (EMSI), Sacramento, CA., Leisure and
Hospitality, Restaurant and Foodservice (eating establishments), consistantly rank third and fourth in California's North Coast industry
size and growth. An industry overview report by EMSI defining key growth industries between 2006-2016 identifies a projected
growth rate of 8% in Leisure and Hospitality.
Each of the above listed industry facts provide a strong platform for the educational opportunities and increased student
enrollments that an expanded College of the Redwoods Hospitality, Restaurant, and Culinary Arts program can provide.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
0
Restricted Funds
0
0
0
0
0
12,500
0
0
0
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The 2009-2010 budget for the Hospitality, Restaurant & Culinary Arts program is $12,500, excluding salaries. Of this amount,
$7,800 is budgeted for consumables (culinary food supplies), $2,500 for laundry expenses, and $2,200 for all non-food items that
support the program. This budget is down 20% from 2008-2009 and is reduced significantly from earlier years. No allowances have
been made for increases in wholesale and retail grocery items during the past two years. Budget allowances have not been made for
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5.1 b
equipment maintenance, repair, or replacements. Office supplies/postage, local mileage reimbursement for weekly grocery ingredient
shooping, membership fees or other expenses related to program delivery and expansion are not reflected in this budget. To provide
growth for the program, additional sources of funding must be identified. The amount of funding needed will be determined once the
program's future is further defined.
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5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year 2010
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason: Textbook suppliers, faculty, and industry professionals have been contacted and are forwarding materials to the HRC
program for donation to the Learning Resource Center. These materials are expected this fall (2009). Once the materials have
been received, a comprehensive list of additional resources can be developed and presented as a needs list to the LRC.
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
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6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Hospitality Rest & Culin Arts
Tourism & Hospitality
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
1.50
71% 2.10
100% 2.40
100%
Regular Staff/Non-Overld
0.50
29%
Total
2.00
100% 2.10
100% 2.40
100%
Associate Faculty
1.07
44%
Regular Staff/Non-Overld 0.90
56%
Total
1.97
100%
a. Describe the status of any approved, but unfilled full-time positions.
None
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
Efforts to identify and recruit qualified faculty remain in place. Ideally, two full-time faculty members would be employed to manage
the HRC program, one with a focus on culinary education and the other with a focus toward hospitality and related visitor service
education and employment training.
7. Staff Resources
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Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
HRC Temporary Staff
HRC Lab Technician
1
1
0
1/2
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
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8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: Hospitality, Restaurant & Culinary Arts (HRC)
Year: 2010
Submitted by: Dona Moxon
List classroom or instructional space name/number: AIS 150 (100 Ericson Ct., Arcata, CA)
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations
Technology (computers, projectors, internet)
temp
access
Other (briefly describe): As stated in the 2007 and 2008 program review documents, the kitchen facility does not have
adequate refrigeration, freezer, or storage space to add additional labs or expand into community short courses. Ventilation and
room temperatures are an issue with air circulation around the refrigeration and freezer vents, as well as with kitchen lab heat
generated from the use of stoves and ovens. The small adjacent classroom does not have adequate air circulation for students and
instructors utilizing the room for lecture and/or electronic presentations.
There are 16 potential work stations in the kitchen, however utilizing all available work space creates safety issues with over
crowding.
The culinary lab is not ADA compliant. Sinks and faucets, counter tops, and workstations are just a few of the items that must
be lowered and/or extended to accommodate students with special access needs. An ADA needs analysis should be completed and
ADA compliance issues addressed and resolved as soon as possible.
A technology upgrade is critical to future program development. There is one computer and printer located in the instructional
office for staff use. This workstation is shared by 6 Associate Faculty, and the Program Manager and Culinary Lab Technician. A
laptop computer and LCD projector are on loan to the program for 2009-2010 classroom use. A purchase of new technology is
critical for program use within the classroom and lab areas. ADA consideration should also be given to any technology upgades.
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Describe the specific action and cost to make this space adequate for your instructional needs: The culinary lab has outgrown its
current facility needs to be housed in larger quarters, preferably on the main campus. If a move is possible, a well-planned kitchen
upgrade design should eliminate program facility and technology concerns.
If a facility change is not feasiable at this time, the following equipment needs would accommodate the current kitchen lab but
would not be a significant factor in FTES growth:
DVD/Video set-up to flat screens in kitchen. Camera/video upgrade so it is moving versus stationary for teaching
demonstrations
•
laptop/speakers/projector in kitchen classroom to stream video/PowerPoint
•
Internet access in kitchen classroom with 2 computer stations and a printer
•
Video recorder to film students doing demonstrations for certification.
Estimated Cost: $8000
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 3
Students: 48
Describe how these changes will improve student learning outcomes:
9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
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5.1 b
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment needs for the teaching
kitchen are extensive. Beyond
pots and pans, the program
teaches students how to operate
equipment found in a commercial
kitchen. Much of this equipment
has reached its life expectancy
and replacements will be needed
within the next two years. A
complete inventory list is
available for review, however is
not attached to this document. A
comprehensive list of equipment
needs and replacement costs will
be covered in the 20120
comprehensive program review.
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
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Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Annual Program Review Template, Approved Spring 2009
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Many pieces of kitchen
equipment have reached their life
expectancy and replacements are
now or will be needed within the
next two years. A complete
inventory list is available for
review, however is not attached to
this document. A comprehensive
list of equipment needs and/or
repair costs will be covered in the
20120 comprehensive program
review.
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5.1 b
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Consistency and presentation of work produced; speed and uniformity
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Final lab demonstration examination was a soup competition where students created their own soup dish.
Students were graded on work plan and menu, cooking techniques, organizational skills, presentation,
safety/sanitation, temperature, and taste.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Use standardized textbook recipes.
Change to Lab Practical for final exam.
Added study time throughout the semester to focus on individual class lessons.
Provide a timeline for
implementation of your
top priorities.
Within the next two semesters.
The competition, announced at the beginning of the semester, distracted students from learning and lead
to poor study habits throughout the semester. Students and faculty stated that the atmosphere of
competition contributed to behavioral problems in the classroom and took excessive amounts of time
away from weekly lessons.
Cancellation of the soup competion as a final lab demonstration exam. Change final to a Lab Practical.
Each student will produce the same two dishes, a salad and a vegetable entrée with sauce. These two
dishes would have already been prepared as class lesson earlier in the semester. Students would be
graded using a Rubrics system.
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Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
None
b.
HRC
HRC
HRC
HRC
HRC
HRC
planned for the coming year.
1
6
3
8
14
16
Intro to Hospitality Industry
Hospitality Marketing Mgmt
Presenting Service
Food/Bev/Labor Cost Controls
Restaurant Management
Hospitality Supervision
CC approved 4/11/03
CC approved 4/11/03
CC approved 2/27/04
CC approved 2/27/04
CC approved 9/10/04
CC approved 12/10/04
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
HRC-1 Introduction to
Hospitality Industry
HRC-2 Hospitality Front Office
Management
Annual Program Review Template, Approved Spring 2009
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Year Course Outline Last Updated
04/11/2003
02/10/2006
Year Next Update Expected
2010
2011
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5.1 b
HRC-3 Presenting Service
HRC-4
HRC-5 Hospitality Law
HRC-6 hospitality Marketing
Management
HRC-7
HRC-8 Food/Beverage/Labor
Cost Controls
HRC-9 Nutrition for Culinary
Professionals
HRC-10 Culinary Fundamentals
HRC-11 Professional Banking I
HRC-12 Professional Cooking I
HRC-13 Professional Cooking II
HRC-14 Restaurant Management
HRC-15
HRC-16 Hospitality Supervision
HRC-17 Sanitation-ServSafe
HRC-18 Internship-Hospitality
HRC-19 Hospitality Leadership
& Management
HRC-20 Hospitality Career
Guidance
HRC-21 Professional Baking I
HRC-22 International Cooking
HRC-23 Hospitality Training &
Development
HRC-24 Hospitality Human
Annual Program Review Template, Approved Spring 2009
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02/27/2004
Inactivated 02/09/2007
02/10/2006
04/11/2003
2010
n/a
2010
2010
Inactivated 02/09/2007
02/27/2004
n/a
2010
02/10/2006
2011
12/09/2005
12/09/2005
12/09/2005
12/09/2005
09/10/2004
Inactivated 02/09/2007
12/10/2004
10/14/2005
10/14/2005
02/10/2006
2011
2011
2011
2011
2010
n/a
2010
2010
2010
2011
02/10/2006
2011
03/10/2006
03/10/2006
04/28/2006
2011
2011
2011
10/27/2006
2011
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5.1 b
Resource Management
HRC-25
HRC-26 Hospitality
Housekeeping Management
HRC-27 Hospitality Basic
Accounting
HRC-28 Hospitality Facilities
Management
Course number not activated
04/28/2006
n/a
2011
10/27/2006
2011
04/28/2006
2011
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
Insufficient staff hours allocated to complete curriculum updates in a timely manner.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
None
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
n/a
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
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5.1 b
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
A QIP has not been completed for the Hospitality, Restaurant, and Culinary Arts Program. Listed below are recommendations
written into the 2007 and 2008 Program Review documents with information regarding the current status of each recommendation.
1. Hire a full time faculty or program manager with the goal to increase the number of courses offered each semester. This position
will provide additional culinary lab and student support, administrative oversight, and facility maintenance. The ongoing increase in
enrollment coupled with the community outreach merits a full time person overseeing the program.
Beginning with the fall 2008 semester, a part-time temporary Program Coordinator joined the program. This position is charged
with program oversight. The Program Coordinator works with a part-time Lab Technician to provide lab and student support and
facilities maintenance. This has been a beneficial move forward for the program, however the need for a full-time Program Manager
still exists.
2. Recommendation: Find a corporate sponsor for the program to provide on-going financial support.
College of the Redwoods administrators and program management are continuing work to develop outside sponsorship and
financial support for the program. These outreach efforts will continue throughout the 2010 program year.
3. Recommendation: Write a training grant and partner with a business in order to provide hands-on training for the program
students.
This recommendation has not been fully addressed due to limited program staff employment. It will be reviewed again in the
coming year.
4. Recommendation: Create a task force to consider merging the cafeteria with the program as a cost savings to the college and create
a venue for training for the students in the program.
An Advisory Committee has been formed to provide industry input to program development. While the #4 recommendation has
not been addressed, the administration and program management continue to investigate options for moving the HRC instructional
kitchen to the main campus and to create a true hospitality training center for the District and all of the California North Coast.
Changes in the campus Dining Services program and planned facilities move necessitate a review of this recommendation. As both
programs develop and evolve over the next year, this recommendation will be updated and/or eliminated.
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5.1 b
5. Recommendation: Create a task force to look at the program taking over the entire Arcata site and managing the food works as
part of the program with administrative support for classes.
Recent changes in the structure and management of satellite instructional sites eliminates this recommendation from future
consideration.
6. Recommendation: Update the final 3 course outlines that are from the old curriculum.
Course outlines have received review and updating throughout the past two years. All course outlines will be reviewed in 2009 to
insure current content is included.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
Annual Program Review Template, Approved Spring 2009
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5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
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