Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Hospitality, Restaurant, Culinary Arts Program (HRC)
Date:
Fall 2007
Trends and Relevant Data
1. Has there been any change in the status of your program or area? (Have you
shifted departments? Have new degrees or certificates been created by your
program? Have you added or deleted courses? Have activities in other programs
impacted your area or program? For example, a new nursing program could cause
greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
The HRC Program in spite of not having a full time instructor has managed to maintain
the same amount of course offerings and has continued to follow its two-year cycle plan
(see attached). This fall the program rolls out an entire new curriculum with three distinct
degrees and certificates that are aligned with our industry partners – National Restaurant
Association(NRAEF) and the American Hotel & Lodging Association(AH&LA). Each
degree or certificate offered by the program receives not only the CR degree or certificate
but also provides the opportunity to receive both the Management Diploma from the
AH&LA and the ManageFirst Credential form the NRAEF. This included eliminating 2
courses and adding 10 new courses. The Hospitality Management Degree and Certificate
has been completely approved for distant learning which will allow outlying area students
to take the courses online and continue their education. The best estimate of Del Norte
and Mendo students going through the program is at 15 students and growing.
The most significant changes are as follows:
• A new Hospitality Management degree and certificate with a hotel emphasis.
Each course is a certificated course (minus the internship & career guidance)
which provides a venue for professionals to take courses and receive certification
in specific topics. Both the degree and certificate are aligned with the American
Hotel & Lodging Management Diploma. This AH&LA Diploma is a very sought
after diploma in the industry and CR will be one of only 3 community colleges in
California that offer their course material. CR will be the only community college
in CA that provides a venue to complete the management diploma by the
AH&LA. This degree & certificate also achieves the National Restaurant
Association ManageFirst Professional Credential. In both the degree and
certificate an Internship (162 hour) has been added to the required courses to
allow for “real life” experience.
• The Restaurant Management degree and certificate has shifted to a stronger front
of the house management emphasis. The overall improvements to the curriculum
include several new courses that emphasize training, leadership, and human
resource management. Students are still required to take Culinary Fundamentals
to have an understanding of the kitchen operations but this degree is focused on
restaurant management of operations and employees. In both the degree and
1
•
certificate an Internship (162 hour) has been added to the required courses to
allow for “real life” experience. The Certificate of Achievement has been reduced
from 36 to 33 units – the Certificate of Completion has been eliminated. Both
degree and certificate achieve the National Restaurant Association ManageFirst
Professional Credential.
The Culinary Arts degree and certificates has shifted to a stronger back of the
house degree that focuses on the “art” and technique of cooking rather then
management. The degree allows some flexibility for students to choose a cooking
or baking specialty by the addition of two new courses – International Cooking &
Professional Baking 2 –specialties baking. Students can chose 5 electives that
meet their interest in the industry. In both the degree and CA an Internship (162
hour) has been added to the courses to allow for “real life” experience. The
Certificate of Achievement has been reduced from 45 to 35 units which is more in
line with other California community college culinary certificates. The Certificate
of Completion has been aligned with the American Culinary Federation (ACF)
guidelines that meet the required coursework and lab experience to begin
certification via the ACF. Both the degree and Certificate of Achievement awards
will achieve the National Restaurant Association ManageFirst Professional
Credential as well as the ACF course requirements for certification.
All three areas have significant overlap in which students can easily achieve two of the
specialty degree & certificate areas – in particular the culinary & restaurant management
areas. All the courses now have a career guidance course specific to hospitality in which
students not only will prepare for jobs in the industry, but can prepare for demonstrations
to gain chef certification as a Culinarian by the ACF. All the area degrees now allow the
students to choose their own general education courses. The program currently rotates all
the courses from distant learning to in class offerings to provide the students a choice in
which venue they would like to take the class.
Although the program had continued to grow in enrollment the lack of having a full time
instructor has hurt the overall effectiveness. This program has a kitchen facility to
oversee and well over 100 students. Without having a central person to help coordinate
the program administratively, student & faculty support, community outreach and
facilities upkeep the program cannot continue to maintain consistency and push for
expansion.
2. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data sheets
(Excel or Word format) showing these changes.
From the start of the program with approximately 25 students (2005) the program has
grown to close to 125 students (2007). Where we have seen significant growth is in the
online class offerings. This fall the 4 online offerings for the program were all above 30
students with the Introduction to Hospitality intially having 50 enrolled students. The
program students tend to be slightly older (see survey chart of students), predominately
culinary arts majors, and degree or certificate bound. Many are retraining, students
switching majors, or already degreed students changing careers.
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The first year of the program fully operational (2006), there was 1 graduate with both a
Culinary & Restaurant Management Diploma. Spring 2007 saw 6 graduate with Culinary
Degrees, 2 with both Culinary & Restaurant Management Degrees; 4 of the students were
with honors.
In spite of the fact there are a percentage of students taking the courses for personal
enrichment, the program continues to have a core of students (approx 30 - 40) who are
certificate or degree bound.
In this particular industry, it is often difficult to retain and have completion of degrees
because students often opt out for employment or are working in the industry while
taking courses. Many take much longer then the 2 year track because they are working
full time. Because the program is a completely certificated program, it should be noted
that the average percentage of students taking the certificated exams and achieving
individual certificates in each course runs at 90%. This data is important to note because
many students take courses in individual areas of training such as Sanitation, Hospitality
Supervision, or Hospitality Marketing will receive a certificate from the course that will
assist in promotion or advancement in their job or career.
This is a success story in itself because the more trained managers and employees in the
hospitality business in the local area, the better the performance and service for the
tourism industry of Humboldt.
It should be noted that we could offer more culinary lab courses and they would in all
likelihood fill, but are restricted by the lack of trained instructors to draw from in the
local area and the size of the facitly. Not having a full-time instructor who could pick up
the additional course units and the fact that each lab course requires 9 TLU’s, limits the
amount of courses the program can offer without skilled instructors and the constraints on
part time TLU requirements.
3. Occupational programs must review the update of their labor-market data, some of
it provided by Institutional Research, to illustrate that their program:
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
If you look at the trends in hospitality and tourism in the state of California (see chart
below) it has to be acknowledged the increase in demand for trained employees in this
industry sector.
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Granted Humboldt County is not growing at the same pace as the overall state, but the
loss of long time industries such as lumber and fishing who provided jobs for locals have
forced the county to look hard at tourism dollars to make up the difference in economic
impact for the area.
Tourism does seem to be growing. According to an analysis of TOT data by Humboldt
State University's Index of Economic Activity in Humboldt County, spending on
accommodations in Humboldt County has increased more than 30 percent in the last five
years (before inflation). In the year after September 11, 2001, lodging and campground
occupancy here increased more than in the previous two years. If this pattern holds true,
travelers' fears and uncertainties about air travel in the wake of war and terrorism may
steer more of them than ever to the North Coast.
Total travel spending in Humboldt County, in fact, topped $257 million in 2004,
according to market research firm Dean Runyan Associates. Those dollars translated to
$80.8 million in local industry earnings and supported 4,820 jobs in the county, the firm
says, even though tourism has yet to stretch into a 12-month economy due to the winter
off-season.
Many local observers dispute these oft-cited indicators of visitor spending, however,
claiming that faulty statistical models result in unrealistic estimates of actual spending.
The real numbers are probably much lower, they say, although everyone seems to agree
that tourism remains a key industry for the county -- and one that is growing.
Another indicator, hotel occupancy, also is up in recent years, averaging about 63 percent
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in 2005, says Don Leonard, former executive director of the Humboldt County
Convention and Visitors Bureau (HCCVB). Last July and August, the North Coast region
did even better, posting the highest occupancy rate -- 86 percent -- of any two-county
region in the state of California.
Two-thirds of U.S. travelers with Internet access use the Web to make travel plans, and
82 percent of travelers who plan trips online also book reservations online, according to
the Travel Industry Association of America. Improving the hospitality and tourism
workforce is a challenge nationwide will not only make Humboldt County even more
hospitable, but also will expand career options for employees
It is too soon in the new program history to document how the program will impact the
long-term effects on the training and development of employees in the local hospitality
market. However, every indication both state-wide and locally concur that the job market
is growing in this sector of industry. The more the county shifts to target Humboldt as a
tourism destination the greater the need for trained employees in hospitality. CR’s HRC
Program is the only program in the entire county with the closest community college in
Redding over 200 miles away.
Other Resources
4. Do you have needs (professional development, library resources, and so forth) not
previously required by the discipline or not previously addressed in budget or
equipment considerations? Please describe.
When the program was initially developed, no dollars were targeted for technology in the
classroom. In particular, resource materials and tools, video supplements, microphone
teaching in lab environments, hands-on student computer training software, instructor
teaching resources, and completion of the demo area in the training kitchen with
technology. Many of this could be purchased through our industry partners the NRAEF &
the AH&LA which would compliment the course competencies.
The program desperately needs industry technology to incorporate real life training into
the courses offered. Some examples would be a POS System, touch screen applications,
management computer software to demonstrate cost controls and marketing, digital
scales, and inventory driven software. The program would benefit from having computer
stations placed in the classroom in the lab so students can combine technology with lab
applications.
5.Does your discipline need additional support from Student Services beyond that
previously provided?
The biggest concern the program has with Student Services lies in the enrollment process.
Many times the pre-requisites are ignored or overridden for key culinary courses. The
curriculum approved by the college for the program was based on students taking courses
that build upon each other to reinforce and strengthen skills. Consistently every semester
the enrollment services will allow students into courses that do not meet the pre-requites.
They will let students “talk them into” allowing them into a course without at a minimum
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checking with the faculty teaching the course or division to confirm if ok to do. This has
caused unnecessary disappointment for the students and places the program and faculty in
the difficult position of honoring the pre-requisite of courses. It hurts the reputation of the
college and program when there is not a united front in honoring the approved course
prerequisites.
Human Resource Needs
6. Complete the Faculty Employment Grids below (please list full- and part-time
faculty numbers in separate rows):
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for fall
2006 term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
fall 2005
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
HRC
Program
45 TLU’s
0%
100%
52 TLU’s
Loss of full time
faculty position;
lack of skilled
part time faculty
in area
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring 2007
term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
spring 2006
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
HRC
Program
39 TLUs
0%
100%
37 TLU’s
The 2007 courses
reflect the new
curriculum vs.
2006. The
culinary labs
went from 3 units
to 4 units in 2007
and one class was
cancelled which
would have made
the TLU’s for
2007 at 48.
Do you need more full-time faculty? Associate faculty? If yes, explain why and be
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sure to include data sheets justifying the need.
If the college looks at the significant growth in the program from Fall 2005 to Fall
2006 it has to be largely contributed to the fact the program had an active full time
faculty member. There is no way a growing program such as the HRC Program can
continue to expand without leadership overseeing the program. This program is
county-wide with the distant learning component, has a kitchen facility that needs to
be monitored, and an influx of over 30 new students each semester. There has been
documented proof of the students entering the program courses over the past year
with the fall of 2006 seeing the core students stabilized to approximately 40 from 20
the last semester and the lecture series saw – 40 in the Intro, 30 in the Hospitality
Marketing -both online, 30 in the Sanitation, and 20 in the Cost Control & Nutrition
classes. This is double the enrollment from the previous semester (fall 2005) lecture
series.
The enrollment in the program as of August, 2006 was:
• Intro to Hospitality – 44 students (38 are brand new students to the program – 31
are not enrolled in Culinary Fundamentals)
• Housekeeping Management – 20 students (11 are brand new students)
• Restaurant Management – 24 students
• Service – 21 students
• Sanitation – 35 students
• Professional Baking 2 – 13 students all second year students
• International Cooking – 7 students – all second year students
• Culinary Fundamentals – 32 students (30 are brand new students)
We had 61 brand new students fall 2006 in the HRC Program and we turned away 8
students in the Culinary Fundamentals class.
This spring 2007 the program has seen over 100 students (88 of the students are
taking online HRC Program courses) enrolled in the program with 80% of them
working toward a degree or certificate.
The Intro to Hospitality course Fall 2007 which is often a gage for new student entry
into the program has 25 new students out of the current 35 enrolled. This shows a
slight drop which could be attributed to a lack of outreach the program is missing not
having a full time faculty member. The interest is definitely there just based on phone
and Internet inquires. However, it is a part time unpaid faculty member who is
handling all the student needs which is not optimum in a growing program. This
faculty member did outreach with the 5 high schools this summer (2007) and as a
result 5 of the new students in the Intro class are high school seniors.
The program has a solid connection to the 4 ROP high school culinary programs but
has no faculty person to maintain this relationship of articulation. The program also
established strong community outreach and without a full time faculty member to be
that conduit for the program this source of support cannot be massaged and
strengthened.
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The college could look to alternatives other then a full time faculty position for this
program. In the long term a possibility could be, to shift the full time position to a
classified management position – Hospitality Program Manager would benefit the
program greatly. The program needs a community based food professional who has
hospitality management experience and financial abilities to oversee a facility, focus
on the students and training the faculty, and able to find the funding necessary to
maintain the program. One recommendation to note would be that the college look at
merging the main campus cafeteria with the entire HRC Program. The students could
then become student managers, incorporate a bakery, and infuse the curriculum into a
“real life” learning center cafeteria. In addition, the opportunity of using the cafeteria
dining room and kitchen to provide six course meals as part of the Pro Cooking 2 &
Services classes would be an excellent opportunity for generating revenue for the
program. The program could also run a faculty dining room during the week. There
are many grants for training & development by a business that the cafeteria would be
eligible for as the cafeteria becomes a training facility. The Arcata kitchen could
remain as the Fundamentals training kitchen and expand into fee specialty courses.
Together it would be a very positive and balanced decision-making body to move the
program forward. This model is a better approach then a tenured track position,
because in the hospitality industry the courses taught are very distinct and specialized.
It is too much to expect one individual to be able to teach so many different subject
specific courses – it is better for the students to have many different perspectives and
skill sets from a large pool of industry professionals. In addition, the college must
look at hiring a regular full-time lab tech so that the ratio of 16 students to 1 instructor
is reduced. If this is not feasible then the college needs to consider lowering the cap
on the lab courses to 12 for safety reasons.
If a tenured track instructor is an option, the college needs to look hard at the
enormous responsibility that individual is expected to maintain. It is not an
exaggeration that managing a growing program and teaching a full load is two full
time jobs. The college needs to address this issue and either reduce the teaching load
of the instructor in half in order for the instructor to effectively do the “program
management” duties. Overseeing a facility, community connection goals, student
counseling, and finding corporate support is necessary to the continuing growth of the
program. The person who takes on the tenured track position deserves a balanced,
realistic schedule – if this is addressed I believe the college will gain in return a longterm commitment to the program and the college.
7. Complete the Staff Employment Grid below (please list full- and part-time staff
numbers in separate rows:
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
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Gains over
Prior Year
Losses over
Prior Year (give
English)
(give number)
HRC Program
0
reason:
retirement,
reassignment,
health, etc.)
0
1 part-time lab
tech
Not budgeted
Do you need more full-time staff? Part-time staff? If yes, explain why and be sure
to include data sheets justifying the need.
Considering the program has maintained the same enrollment in the labs it makes no
sense not to fund a part-time lab tech. It not only is a safety issue to have the ratio of 16
students to one instructor in a dangerous lab environment(heat, knives, etc), but the
college is not paying for a full time faculty member – where it has incurred a large
savings already. This would appear to be a huge liability to the college by placing the
students and instructor at risk in a vicarious lab situation.
8. If necessary, to clarify your needs, please comment on current available staff and
distribution of FTE's for contract and part-time faculty. Describe strengths and
weaknesses of faculty/staff as appropriate to program's current status or future
development.
Currently, the HRC Program faculty consists of 5 part-time faculty members, who carry
100% the FTES load. Although we have qualified faculty members in particular areas of
the program, we are not able to find skilled culinary professionals who can teach
structured labs. The 3 instructors the program has who are skilled are hindered from
teaching anything more then 1 lab due to the restriction in part time loads. If the program
had a full-time faculty member then the individual would have the flexibility to pick up
the additional lab courses for the program. Currently, the program is maintaining its
course offerings but without additional skilled faculty the program is constrained from
offering additional courses.
The program currently has 2 instructors who are teaching the distant learning courses
which has adequately served that population of the program. The online courses are
uniform and have been designed to be consistent in the methodology for program
outcomes.
The program could benefit from hiring a part-time hotel specialty faculty member to
teach courses specific to the hotel degree.
The program needs a full time faculty position or a management position to continue the
growth of the program. The community and students require a central point of
information for continued outreach.
Facilities
9. Comment on facilities the program uses, their current adequacy, and any immediate
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needs. Have your discipline’s facilities needs changed? If so, how? Please
provide a data-based justification for any request that requires new or additional
facilities construction, renovation, remodeling or repairs.
As stated above, the program has limited resources with regard to technology specific for
industry training. This would include video and software supplemental training tools.
The program has outgrown the current kitchen facility – there is not adequate
refrigeration, freezer, or storage space to add additional labs or expand into community
short courses. The program does have a solid small equipment inventory but is lacking in
any service or catering equipment for the program to serve the public.
In order for the program to provide an optimum training experience for the students, it
needs a venue to serve real meals to real people. The current facility cannot support such
an option. There are two options worth considering:
• Merge the program into the cafeteria operations and provide students with on the
job training. There are many ways this could be implemented at a cost savings to
the college.
• Allow the program to take over the space next to the kitchen at the Arcata site
where it could open a small dining room and production kitchen. This would
require writing some grant support or asking for corporate sponsorship.
Equipment
10. Have your discipline’s equipment needs changed? If so, how? Is equipment in
need of repair outside of your current budget? Please provide a data-based
justification for any request that requires a new or additional budget allotment.
The following is the equipment/areas that were not finished from the original
construction of the kitchen:
• Mop basin/drain where mops are rinsed, etc – no place to dump dirty water.
• Shelves all around the dish area to hold equipment & racks. The kitchen could benefit
from more “standard” racks to wash dishes/pots.
• The whole system to use the plasma screens has not been completed nor have any
training/manuals been included for staff to use. No VCR/DVD player is attached for any
training use of the equipment. In addition it needs to be mentioned that one incident of
flying hot material of food onto those unprotected plasma screens will be the end of that
expensive piece of equipment!
The small room that is being used for the lectures has no air circulation whatsoever. No
computer, no overhead, and even if one wanted to use training videos there is no room to
do it. Students can’t even get around each other to get out from where they are sitting; it
is that crowded.
The current “demo” area is not in line with a commercial kitchen. All the cabinets are
sanitation issues….handles on cabinets, pest issues, absorption of smells/grease issues,
etc. This area has a great potential to be shifted to a production line for service. It needs
to be said (in spite of the idea of a demo area) that the cabinets should be removed and
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stainless steel shelving that is NSF approved replace much of the “wood” cabinets. The
wood cabinets could eventually be used in a dining room – front of the house operation
for the future.
The following are a list of large equipment needed:
• Deep Fat Fryer- Stainless Steel Basin – Gas Floor model (65# per hour – 40# fat
capacity)
• Double Stack Convection Ovens – Full Tray Capacity – Gas
• Convection Double Stack Steamer – Gas
On the counters:
• Slicer 12” blade manual
• Buffalo Chopper with bowl cutter, chopper, grinder, veg slicer/grater, meat grinder, #12
hub, O’Brian slicer (if we buy Hobart the parts will be interchangeable with the mixers)
• Steam Jacketed Kettle – 12 gal
• Commercial Microwave
Workspace:
• 8 ft stainless steel tables with over shelf, under shelf, and utensil holding bar – need 2
each
• 8 ft stainless steel table with wood top
Medium Equipment:
• Standard Proofer/Holding warmer – glass door
• Griddle tops (Single – cover 2 burners) – 4 sets
Learning Outcomes Assessment Update
11. How has your area or program been engaged in student learning outcomes
assessment?
a.
Summarize your results.
All the course outlines with the exception of 3 have been re-written to include student
learning outcomes. All courses with the exception of the Career Guidance and Internship
Courses are certificated courses where the students take an industry designed exam to test
for knowledge on the subject matter. As noted above the students are passing these exams
90% of the time.
In the culinary courses with labs, the program has a standard practical where the students
are timed and must demonstrate cooking techniques based on industry standards. The
students also do a written exam specific to lab cooking terminology in addition to the
certificated final exam.
There is also a competition at the end of every culinary lab course where students
compete for 1st – 3rd place rankings. They are judged by outside chefs and provided
valuable feedback on their performance both in the kitchen and on the product they
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produce.
b. What did your program learn from these results that enabled you to
improve teaching and learning in the discipline?
What the program discovered is by using industry driven books, exams, homework, and
the final that work in conjunction with each other the students retention of the material
has been strengthened. The fact that each course has an industry supported partner that
crosses over into other courses where the material is consistent and repetitive increases
the likelihood the students will retain the information.
c.
How have part-time faculty been made aware of the need to assess SLOs?
Part-Time faculty have been intensively consulted on the composition of this entire
section. The program as a whole is constantly reviewing the weekly course content and
reviewing how effective the material and recipes are meeting student learning outcomes.
Curriculum Update
12. Identify curricular revisions, program innovations, and new initiatives undertaken
in the last year.
As noted above, the HRC Program has undertaken a complete curriculum review and
update. The most impressive shift in the culinary side of the program started in the fall of
2006 when the new curriculum went to a 6 hour lab – 2 hour lecture block for the
culinary courses. The faculty continues to see amazing results in student skill levels by
providing more dedicated time in the labs which used to be only 4 hours. The culinary
courses now build upon each other and are presented in a professional manner. The
program has a unified approach to policies and procedures via a lab manual, unified
grading sheet for labs, and a program uniform that models professional programs.
The management side of the program has incorporated more real life case study approach
to teaching. The case studies which are generated by the industry partners help to
reinforce the concepts for the students.
The new curriculum will make it easier for students to complete the coursework – in key
specific training areas. By having 16 industry certificated courses, industry professionals
who may not want to seek a degree can take individual courses that will supplement their
career and obtain topic specific certification. The college now provides a venue for those
individuals to gain the industry degrees or credentials that are world known without
having to complete additional course requirements for a degree. Offering more online
courses that can reach the outlying areas is an additional plus to enrollment that the
program has tapped into. College of the Redwoods will be one of only three community
colleges in California to offer
• The AH&LA Management Diploma
• The only community college in CA to offer the entire AH&LA management diploma
online - if advertised could reach statewide enrollment!
This diploma is one of the most sought after diplomas in the industry and would cost
many professionals 3 times as much if done by an outside organization.
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13. Identify curricular revisions, program innovations, and new initiatives planned for
the next year.
The next step for the program is to incorporate in the new curriculum a .5 unit class – to
replace community education food classes that could provide revenue for the program by
charging a fee for these classes that could - if maximum enrollment occurs - generate
income for the program to defray costs. There is a huge demand and interest for specialty
courses which would be taught by instructors who would all be certified in sanitation and
be presented in a more professional venue. The courses would also be eligible for
financial aid as for credit courses. This will go before curriculum fall 2008.
The program is continuing to look at revenue generating projects to sell to the public to
provide experience for the students. The program continues to look for a viable
opportunity where the students would be able to cook to order to the public.
14. Complete the grid below
Course
HRC-1
Introduction
to the
Hospitality
Industry
HRC-2
Hospitality
Front Office
Management
HRC-3
Presenting
Service
HRC-4 Food
Safety and
Sanitation
HRC-5
Hospitality
Law
HRC-6
Hospitality
Marketing
Management
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SLOs
Year
(y/n) outline
was
last
updated
N
1/01
Year of
next
proposed
update
3/07
Y
2/10/06
8/09
Y
8/03
8/07
N
1/01
Deactivated
2/07
Y
2/10/06
8/09
N
1/01
3/07
HRC-7
Purchasing
for the
Hospitality
Industry
HRC-8 Food,
Beverages,
and Labor
Cost Controls
HRC-9
Nutrition
HRC-10
Culinary
Fundamentals
HRC-11
Professional
Baking I
HRC-12
Professional
Cooking I
HRC-13
Professional
Cooking II
HRC-14
Restaurant
Management
HRC-15
Tourism:
Principles
and Practices
HRC-16
Hospitality
Supervision
HRC-17
Sanitation Serve Safe
Certification
HRC-18
Internship Hospitality
HRC-19
Hospitality
Leadership &
Management
HRC-20
Hospitality
Career
14/19
Y
7/03
Deactivated
2/07
Y
7/03
8/07
Y
2/10/06
8/09
Y
12/9/05
8/08
Y
12/9/05
8/08
Y
12/9/05
8/08
Y
12/9/05
8/08
N
1/01
3/07
N
1/01
Deactivated
2/07
Y
9/3/04
8/07
Y
10/14/05 8/08
Y
10/14/05 8/08
Y
2/10/06
8/09
Y
2/10/06
8/09
Guidance
HRC-21
Professional
Baking ll
HRC-22
International
Cooking
HRC-23
Hospitality
Training and
Development
HRC-24
Hospitality
Human
Resource
Management
HRC-26
Hospitality
Housekeeping
Management
HRC-27
Hospitality
Basic
Accounting
HRC-28
Hospitality
Facilities
Management
Y
3/10/06
8/09
Y
3/10/06
8/09
Y
4/28/06
8/08
Y
10/27/06 8/09
Y
3/10/06
Y
10/27/06 8/09
Y
4/28/06
8/09
8/09
Goals and Plans
15. If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable.
N/A
16. If you do not have a QIP, what goals and plans does your area have for the coming
year?
1. Recommendation: 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.
15/19
2. Recommendation: Find a corporate sponsor for the program to provide on-going
financial support.
3. Recommendation: Write a training grant and partner with a business in order to
provide hands-on training for the program students.
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.
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.
6. Recommendation: Update the final 3 course outlines that are from the old
curriculum.
Instructional Program Review—Appendix B: Annual Update Forms
Annual Program Review Update
Campus/Program Needs Worksheet
This section to be filled out by the program at each campus
This sec
Subcom
Please list/summarize the needs of your program on your campus below
Approv
Status
List Resources Needed for Academic Year___________________
Approved
Resources
1.
2.
3.
16/19
4.
17/19
Annual Program Review Update
Campus/Program Needs Worksheet
This section to be filled out by the program at each campus
This sec
Subcom
Please list/summarize the needs of your program on your campus below
Approv
Status
List Faculty Positions Needed for Academic Year___________________
Approved
Faculty
1.
2.
3.
4.
5.
18/19
Instructional Program Review—Appendix E:
19/19