5.1 b Program/Discipline: Hospitality, Restaurant, & Culinary Arts (HRC) Annual Program Review Update Hospitality, Restaurants and Culinary Arts Annual Program Review Template, Approved Spring 2009 Page 1 of 36 5/29/2016 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): Annual Program Review Template, Approved Spring 2009 Page 2 of 36 5/29/2016 5.1 b 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. Annual Program Review Template, Approved Spring 2009 Page 3 of 36 5/29/2016 5.1 b 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. Annual Program Review Template, Approved Spring 2009 Page 4 of 36 5/29/2016 5.1 b 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 Annual Program Review Template, Approved Spring 2009 Page 5 of 36 5/29/2016 5.1 b 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) Annual Program Review Template, Approved Spring 2009 Page 6 of 36 5/29/2016 5.1 b 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. Annual Program Review Template, Approved Spring 2009 Page 7 of 36 5/29/2016 5.1 b As above. Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions: Annual Program Review Template, Approved Spring 2009 Page 8 of 36 5/29/2016 5.1 b 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 Annual Program Review Template, Approved Spring 2009 Page 9 of 36 5/29/2016 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 Annual Program Review Template, Approved Spring 2009 Page 10 of 36 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 11 of 36 5/29/2016 5.1 b 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 Annual Program Review Template, Approved Spring 2009 Page 12 of 36 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 13 of 36 5/29/2016 5.1 b 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. Annual Program Review Template, Approved Spring 2009 Page 14 of 36 5/29/2016 5.1 b Annual Program Review Template, Approved Spring 2009 Page 15 of 36 5/29/2016 5.1 b 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 Annual Program Review Template, Approved Spring 2009 Page 16 of 36 5/29/2016 5.1 b 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) Annual Program Review Template, Approved Spring 2009 Page 17 of 36 5/29/2016 5.1 b 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. Annual Program Review Template, Approved Spring 2009 Page 18 of 36 5/29/2016 5.1 b 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) Annual Program Review Template, Approved Spring 2009 Page 19 of 36 5/29/2016 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) Annual Program Review Template, Approved Spring 2009 Page 20 of 36 5/29/2016 5.1 b Equipment requiring repair Repair Cost / Annual maintenance cost Number of students using equipment each semester Annual Program Review Template, Approved Spring 2009 Page 21 of 36 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. 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 22 of 36 5/29/2016 5.1 b 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 Page 23 of 36 5/29/2016 5.1 b 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 Page 24 of 36 Year Course Outline Last Updated 04/11/2003 02/10/2006 Year Next Update Expected 2010 2011 5/29/2016 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 Page 25 of 36 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 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 26 of 36 5/29/2016 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. Annual Program Review Template, Approved Spring 2009 Page 27 of 36 5/29/2016 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 Page 28 of 36 5/29/2016 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: Annual Program Review Template, Approved Spring 2009 Page 29 of 36 5/29/2016 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 Page 30 of 36 5/29/2016 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 Page 31 of 36 5/29/2016 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 Page 32 of 36 5/29/2016 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 Page 33 of 36 5/29/2016 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 Page 34 of 36 5/29/2016 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 Page 35 of 36 5/29/2016 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 Page 36 of 36 5/29/2016