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 5/1/2014 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 5/1/2014 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 5/1/2014 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.
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. Due to overall low program numbers and the decline of program support district‐wide, the data reflects the need to support this important RHM 13‐14ProgramReview‐1.doc 5/1/2014 Page 4 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? Y/N Click here to view the Program Advisory Committee webpage RHM 13‐14ProgramReview‐1.doc 5/1/2014 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. 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 5/1/2014 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. For example: Annual Plan 2013‐
List the specific action 2014 Theme: Persistence; or to be taken in enough Goal 1: Student Success: detail so that someone EP.1.6.2 Develop a plan for outside of your area can narrowing the achievement gap for underrepresented student understand. RHM 13‐14ProgramReview‐1.doc 5/1/2014 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 when and how it will Resources Needed (Y/N) A yes here requires a corresponding request in the next section. 1 2 3 4 5 6 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. 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 5/1/2014 Page 8 show an Amount of $800 and a recurring cost of $0.
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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
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in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
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RHM 13‐14ProgramReview‐1.doc 5/1/2014 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: Completed S.2. Data Analysis: Acceptable. Some mixture of data due to change in program format S.3. Critical Reflection of Assessment Activities: Developing. This program was revitalized in 2013. Any assessments completed were based on the old program format. Many courses have not yet been offered. SLOs/PLOs not yet assessed. All course outlines updated in 2013. No advisory committee meeting since 2010. Suffering from lack of F/T faculty. S.4. Evaluation of Previous Plans: Developing, due to changes in the program. The impact is not really clear. S.5. Planning: Developing. The impact and relationship to assessment are not detailed enough, but broad statements. The planning section listed a full time faculty need, but this is not included in section 6, resource requests. S.6. Resource Requests: No resource requests included; however, a need is stated in section 5 and a faculty request was included in the AP 4021 process. RHM 13‐14ProgramReview‐1.doc 5/1/2014 Page 10