Culinary Arts and Hospitality Management
Instructional Planning Report
I!
Background, Evaluation and Analysis
Program Description
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The Culinary Arts and Hospitality Management (CAHM) program at Cabrillo
College provides students with the skills, knowledge and abilities for employment and
lifelong career advancement in a variety of fields in the hospitality industry. Students
gain information on career opportunities and requirements, learn theory in the
classroom, practice skills in the laboratory kitchens, and perform a wide variety of job
related skills in the student-run Pino Alto Restaurant and catering facilities located on
campus in the historic Sesnon House. The goal of the program is to provide exemplary
career technical education in Culinary Arts and Hospitality Management to any member
of the community.
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The Restaurant and Catering operations at the Sesnon House are one of the
special and unique attributes of the Cabrillo CAHM program. The Pino Alto Restaurant
is housed in the historic Sesnon House, a mansion on the campus. The restaurant is
open to the public serving lunch and dinner in an elegant atmosphere. The catering
class coordinates and provides food and service for members of the community and
organizations within the college that utilize the program for weddings and other events
for up to 250 people.
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Students can earn an A.S. degree in Culinary Arts and Hospitality Management
by completing the Core culinary classes, for a total of 31 units, 21 units of general
education and 8 elective units. A Certificate of Achievement is awarded to students who
complete the 31 units of Core and English 1A or English 100. The college also offers
Skills Certificates in: Entry Level Baking, Entry Level Catering and Entry Level Cook.
The skills certificates all require 16 units and the required classes vary depending on
the emphasis. Students can become Serv-Saf™ certificated through CAHM 64.
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The CAHM program is growing. During the 2010/11 academic year there were
an average of 261 students with a declared Culinary Arts and Hospitality major at
Cabrillo. Six years prior, 2004/05, the number of Culinary Arts majors was 135. That is
nearly double the number of CAHM majors. There is even a stronger growth if you look
back 10 years: in 2001/02 there were an average of 109 majors, a 239% growth. See
figure 1.
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Despite the growth in the number of CAHM majors, the number of classes
offered in the program has not increased. In the Spring and Fall of 2007 we scheduled
196.41 TUs. In the Spring and Fall of 2012 we scheduled 193.27 TUs. The number of
TUs offered in CAHM has actually decreased over that period. The program growth
also shows at registration time when all CAHM classes fill within the first couple of days
of registration. There is student frustration, as expressed in the surveys, as well as in
classes to instructors over the inability to get into the classes they need for graduation
or completion of the program. It is possible to increase the number of classes we offer,
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given the current facilities, however, we would need to increase the number of TUs
allotted to the department.
Figure 1 shows the number of Majors in CAHM
Fall
Spring
300
240
180
120
60
0
2001/02
2006/07
2007/08
2008/09
2009/10
2010/11
Figure 1
Program Description continued
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One of the strongest attributes of the Culinary Arts and Hospitality Management
department is the faculty. Students surveyed at the college consistently rate the faculty
highly, praising them for their knowledge, passion, experience and professionalism.
There are currently three full time tenured instructors. There are 10 adjunct instructors,
and one full time LIA. One of our full time instructors retired in 2012. She was the lead
instructor and vital to the operation of our four beginning sections of CAHM 50L, the
class that serves lunches at the Sesnon House. Therefore, the CAHM department’s
number one priority is to replace her with a full time tenure track instructor. This will
restore the number of contract faculty to four. Because of the multifaceted demands of
operating a business and maintaining student success, a fourth contract faculty member
is critical.
Relationships
2
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The Culinary Arts Department is an integral part of the college’s CTE mission
dedicated to helping all students achieve their academic, career, and personal
development goals. There are many local restaurants, resorts, hotels and catering
companies that hire students who are either currently enrolled in the Culinary Arts and
Hospitality Management program, have left it, or completed it. The department
maintains a dynamic list of students who have attended or completed the program and
where they are working. The list is updated every semester. It includes the past and
current positions in which they have worked. (appendix A) The CAHM department is
proactive in maintaining this list because historically our rate of completer / leaver
surveys returned is very low.
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Local businesses support the CAHM program with vigorous donations of
products, time and sponsorship of events. In the fall 2012, we were the beneficiaries of
a fundraiser with Johnny’s Harborside Restaurant, in conjunction with Joyce winery.
This event raised $3,300 for culinary equipment. Restaurants open their doors to our
students through internships. Chaminade, Bittersweet Bistro, Oswald, Omei, and
Johnny’s have all provided venues for student internships. Events at, or with,
restaurants are a big part of several of our classes. Resorts, restaurants, and food
production facilities accommodate our students through field trips or provide visiting
lecturers in our classes. There are many local wineries that are very involved with our
program and very supportive. Several wineries are represented on our advisory board,
and there are 25 - 30 local wineries that consistently donate to our program. A different
local winery is represented at our Wine Makers Dinner every semester. Each spring
semester we team up with 12 wineries from the Surf City Vintners Association for our
annual Dare-to-Pair event. We collaborate with Seabright Brewery every semester for a
beer-makers dinner. We team up with The Santa Cruz Mountain Wine Growers
Association each year to provide food and opportunities for the students to assist with
the Pinot Paradise event. The CAHM department participates every year in the Clam
Chowder Cook-off - a benefit for Santa Cruz Parks and Recreation, held each February,
at the Santa Cruz Beach Boardwalk.
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The relationship with local businesses and organizations extends to our Culinary
Arts Advisory board. It is made up of many local businesses including restaurants,
hotels, bakeries, hospitals, schools, and wineries. The CAHM advisory board meets
once a year in the fall semester.
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The community supports our program by dining at our Pino Alto Restaurant and
booking weddings and large events with our Catering class. This community
relationship and support allows CAHM students the very real experience of serving
paying customers in the restaurant and by way of catered functions. As part of
marketing for the restaurant operations the department maintains an email list of about
1300 people, a direct mail list of about 750 people and 300 businesses in the
community. These mail lists are utilized for maintaining the connection with our local
community and for marketing the student-run Pino Alto Restaurant.!
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CAHM’s relationship to other local colleges and schools: The CAHM program
articulates with San Jose State University’s Hospitality Management program. Two of
our adjunct instructors also teach at SJSU, providing guidance to students interested in
a four year degree in Hospitality Management. Below are the classes that are
transferable to CSU.
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Core CAHM classes transferable to CSU
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CAHM 10! !
CAHM 20! !
CAHM 50ABC !
CAHM 50L! !
CAHM 57! !
CAHM 60! !
CAHM 63! !
CAHM 64! !
Intro to Hospitality Management! !
Nutrition!
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Intro to Culinary Arts Basics!
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Intro to Culinary Arts Lab! !
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Catering and Beverage Operations!
Purchasing and Food Cost Control!
Food Service Management!
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Sanitation and Hygine!
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3 units
3 units
3 units
2 units
2 units
2 units
2 units
2 units
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The CAHM faculty collaborates with a variety of other departments on the
Cabrillo campus that provide meaningful and professional experiences for our students.
The Nursing Department requirements indicate CAHM 20, Nutrition, as a necessary
prerequisite for the transfer students. We have offered 5 sections of CAHM 20 each
semester for many years. CAHM 20 is an approved elective for CAHM majors. The
nutrition classes are taught by three adjunct instructors. The nutrition sections alone
could provide employment for a full time faculty.
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We have an excellent relationship with the Cabrillo Horticulture Department. The
Horticulture Department grows lettuce, berries, leeks, squash, herbs, and other produce
which CAHM buys from their program providing revenue to the Horticulture Department
and providing CAHM with a unique product to offer in the restaurant. We meet with the
Horticulture Department once a year to review expected needs, seasonality and
availability of produce. We speak with the LIA in the Horticulture department on a
weekly basis for ordering, anticipated production and availability issues.
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The CAHM program provides food and services to many of the Cabrillo college
committees, groups and organizations. This gives students experience in preparation
and service that they would not normally get through our other classs. The CAHM
department has a long standing relationship with the Faculty Senate, CCFT, the Cabrillo
Foundation, and others to provide food, snacks, dinners, luncheons and other catered
events. CAHM provides this service at a cost much lower than if the organizations were
to bring in, or dine out, in local businesses. While we appreciate the support, there is
often pressure on the CAHM department from college organizations to provide said
services at very low costs. This pressure is at odds with the same pressure to meet our
budget goals and cover the costs of CAHM faculty salaries and benefits.
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There are other colleges in the area that offer Culinary Arts and Hospitality
programs. The closest Community College is Mission College, in Santa Clara. It is
about 45 miles, and a 1 hour drive from Cabrillo College. They offer a smaller program
that is similar to Cabrillo’s. City College of San Francisco also offers a Culinary
Program which is larger than the Cabrillo program, but has been cut recently. There are
also several private, for profit, Culinary schools in the area: the Cordon Bleu in San
Francisco, the International Culinary Center in Campbell, and the Art Institute in
Sunnyvale and San Francisco. Tuition for these private schools is between $30,000
and $50,000. We believe that Cabrillo’s CAHM is well situated regionally and offers a
better education to students than private culinary schools, including an A.S. degree, at a
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significantly lower cost. Moreover, there has been news recently that the Cordon Bleu
will be closing 23 campuses nationally, including San Francisco and Culver City. This
could potentially bring more students our way.
Costs
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When comparing costs it is important to note that the restaurant and catering
operations provide revenue that offsets college base expenditures. On average, CAHM
revenues provide approximately $231,500.00 a year. Of that amount, $87,500 are
dedicated toward salaries and benefits for instructors in the CAHM program, and
$144,000 toward equipment and supplies used by the students in the program.
CAHM Expenditures
Fiscal: Culinary Arts & Hospitality Management Department Expenditures compared to
FTES’income'
Academic
Year
Annual
Income
(FTES)
CAHM
College
(FTES)
Percentage
of college
income
Non-Base
Expenditur
es
CAHM
Base
Expenditur
es
CAHM
2007/08
156.3
11,904.5
1.313%
$316,934
$384,544
2008/09
163.0
12,983.5
1.256%
$318,513
$412,011
2009/10
163.6
12,282.8
1.332%
$320,599
$396,848
20010/11
161.2
11,623.1
1.387%
$321,012
$392,972
20011/12
161.2
11,143.0
1.446%
$245,733
$377,002
Academic
Year
Base
Expenditures
CAHM
Base
Expenditures
College
2007/08
$384.544
$28,942,536
1.329%
0.99
2008/09
$412,011
$28,576,256
1.442%
0.87
2009/10
$396.848
$26,987,796
1.470%
0.91
2010/11
$392,972
$26,689,764
1.472%
0.94
20011/12
$377,002
$25,947,013
1.451%
1.00
5
Percent of
College
Expense
Income to
Expense
Ratio
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The restaurant and catering operations produce revenue that help to sustain the
program, paying for all materials used by the students in the restaurant and catering
operations at the Sesnon House. There has been a shortfall in revenue for the past
several years. This is due in part to the fact that the CAHM department covers a portion
salaries and benefits for instruction and LIA . This shortfall was paid for, three years
ago by the VPI office, over the last two years it was paid for by using all the reserve
funds from the CAHM department - Foundation account, wine account, and tip account.
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The CAHM faculty are working on bringing costs down and increasing revenue.
Over the past three years we saw a steady decline in the number of catered events
booked through the Sesnon House, due to a weak economy. It appears the number of
events is increasing for the next couple of semesters. The CAHM faculty are taking a
variety of measures to lower costs and increase revenue. Some of the measures we
have implemented during the 2012/13 year are: 1) Searching out and purchasing from
purveyors that provide lower costs. 2) Changing the days that the restaurant is open,
now Friday nights. 3) Extending menus from single-week to multi-week. 4) Marketing
through social media, local publications, email and direct mailing. 5) Modifying our
practical final exams to provide an additional week of service and revenue at dinner. 6)
Carefully watching costs with the help of the HASS Divisional Accounting Specialist and
the Business Service Office. That said, the continued increase in the cost of salaries
and benefits make the scenario of CAHM having shortfalls in the future a real possibility.
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The faculty in the CAHM department also feel strongly that the college should
transition into paying for all salaries and benefits for the positions that restaurant and
catering revenues now cover. As benefits and salaries rise, as they have over the last
several years, CAHM as a department is limited in the number of catered events and
days that the restaurant can be opened. This is a function of the number of units we are
allocated as a department. If the college covered the costs of all salaries and benefits
the revenue generated by the program could go into much needed improvements and
equipment such as an expanded and updated demonstration kitchen, income
generating equipment like chairs for weddings, and refrigeration compressors for the hot
line in the kitchen at the Sesnon House.
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Figure 2 compares the CAHM programs load WSCH/FTEF to the college
average. It is important to note that class size for all restaurant operations and catering
classes is limited to 12 students in the lab at any one time. This limited class size
provides the student with a realistic training environment, similar to what they will
encounter in the work place. A significant amount of TUs go into these small lab
classes. We attempt to offset this high cost with large classes, like our wine classes,
that have large caps of 60 students.
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CAHM Load
College Load
800
700
600
500
400
300
200
100
0
2006/07
2007/08
2008/09
2009/10
2010/11
Figure 2
Student Learning Outcomes
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Over the last several years the CAHM department assessed each of the SLOs
for every individual class. This totaled 113 individual SLOs. All programatic degree
and certificate SLOs were also assessed. As a result, nearly every SLO was either
modified slightly, the way it was assessed changed or it was omitted from the class.
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The CAHM faculty met each semester during flex weeks to address SLOs and
SLO assessment. We also had several additional meetings to catch up with the
revolving wheel of assessment. All faculty, 100% of full time and adjunct, were involved
in the assessments. Discussion at the meetings was fruitful, collegial and productive.
In many cases the wording of an SLO was changed, to better reflect or clarify what was
actually being assessed.
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We learned that in some cases SLOs were not being assessed. A few adjunct
instructors were not aware of SLOs or the need to assess them. We believe the
meetings brought both awareness and understanding of the need to assess SLOs. In
these few cases, other instructors shared ideas for ways to measure, test, and assess
SLOs. As we continue along the revolving wheel we will evaluate the new
assessments.
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In other cases SLOs were discontinued, often because they were being
measured in another class or because, after faculty discussion, it was decided that a
particular SLO was not appropriate for that class.
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In most cases the assessment tools were good at measuring SLOs. There were
several instances where assessment tools were not addressing what they were
intended to measure. In these cases the participating faculty were very good at helping
to tweak assignments, projects or exams to better assess the SLOs. In a couple of
cases the rate of A grades was very high. This prompted a very useful discussion
among faculty on maintaining high standards and rigor in every course. As a
consequence of this discussion we have seen change in this practice. In some
instances the assessment tool needed adjustment, for example the take home exam
given in beginning baking was changed to an in-class assignment to prevent student
cheating. There has been a lot of CAHM faculty discussion concerning grading rubrics.
Several instructors have adopted a grading rubric in their classes to create uniform
standards.
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We discovered through SLO assessment that between 24 - 37% of our beginning
students in the CAHM 50AB&C classes during the fall 2012 were not passing. The
number of students failing this class, Introduction to Culinary Arts, has increased over
the last several years. These classes are the gateway classes to the program and are
required for the degree and certificate. The primary assessment tool for this class is
weekly short answer quizzes. The students are required to write sentences, short
paragraphs and lists. We discovered that the students who were failing were lacking in
basic language and writing skills. These classes are divided into three, five week,
sections. The class meets once a week. Students are given their first quiz in the
second week of class, it is graded and returned on the third week. At this point the
class is more than half way through and intervention is too late. The faculty discussed
this problem and came up with several good solutions that we have implemented. The
students will be given a short answer pretest / survey on the first class meeting to
assess their writing ability. Those students who show low level language and writing
ability will be referred to services on campus such as the writing center, or the ESL lab
as appropriate on the second week of class. Secondly, students will now be required to
access the class web page to download and print their first weeks test. This will ensure
that the students familiar with the web site where study guides and practice quizzes are
available.
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See appendix B for SLO forms
Student Success
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The Culinary Arts and Hospitality Management Department has consistently
shown higher college success rates than the college average. Figure 3 shows the
success rate of CAHM students compared to the college average.
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CAHM success
College Success
80%
76%
72%
68%
64%
60%
2006/07
2007/08
2008/09
2009/10
20010/11
Figure 3
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We believe that the high rate of success lays mainly with our faculty. Both our
four full time faculty (3 currently), and our adjuncts, are committed to student success.
This is demonstrated by 100% faculty participation in the SLO meetings. Dialog in the
SLO meeting is always centered on building student skills in order for our students to be
successful in the workplace. When issues arise, all are willing to contribute to solving
problems. This was demonstrated in a number of summer team building meetings that
all full time faculty participated in. Additionally, our lab classes are small in size. This
small class size allows the instructors to connect with our students and really have an
impact. Class sizes for the labs at Sesnon House are limited to 12 students. While this
might not reflect well in our FTES, it does contribute to student success.
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The CAHM program is set up as open-entry/open-exit, there is no formal
sequencing of classes and there is no formal time line for taking classes. Because of
this students take classes at a rate that suits their individual needs. The average length
of time to complete a degree is about 4 years. There are no formalized cohorts in the
CAHM department. However, as students progress through the program informal
cohorts form, which appear to be a positive influence toward student success.
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Retention rates
The CAHM retention rate is consistently slightly higher than the college average. Figure
6 shows the retention rate for CAHM compared to the college average.
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CAHM retention
College Retention
90%
86%
82%
78%
74%
70%
2006/07
2007/08
2008/09
2009/10
2010/11
Figure 6
Course Enrollment - Figure 7 shows course enrollment for the CAHM department. It is
interesting to note that while the number of majors has increased significantly over the
last several years, enrollment has not. This is probably due to the fact that we have not
offered any increase in the number of TUs for CAHM. All classes are full shortly after
registration begins, indicating that we could easily fill more sections if we were to offer
them.
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Fall
Spring
1000
900
800
700
600
500
400
300
200
100
2007/08
2008/09
2009/10
2010/11
2011/12
Figure 7
Degrees and Certificates
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The completion rate has increased for degrees and certificates. In 2008 the
CAHM department began a program aimed at increasing the number of students who
obtain a degree or certificate. The effort was predicated on overwhelming data that
indicated the higher degree a person has, the more money they will earn over a lifetime
and the happier they will be. This program entailed a degree and certificate “Tracker”
tool and a concerted effort by the CAHM faculty. The Tracker tool is a card stock sheet
that makes it easy for students to track their progress toward a degree or certificate. It
lays out, simply, the classes they need. Students check off their progress as they go.
The tracker is provided to students when they take the beginning classes and is made
available throughout the program. The CAHM faculty play a key role in the effort to
increase the number of degrees and certificates awarded. Instructors work diligently to
increase student awareness of the existence of degrees and certificates. It turns out,
through our initial research, that most students taking CAHM classes were not even
aware that they could earn a degree and/or certificate. Each instructor has a unique
story about how their degree or certificate was a benefit to them. Instructors discuss the
benefits with students in class every semester. They also discuss the importance of
meeting with a counselor to petition for degrees and certificates as they are going over
the Tracker. (Tracker - Appendix C)
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We are extremely excited and happy about the progress toward student success.
We planned on seeing an increase in about four years and the data seems to reflect
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that assumption. The average number of degrees and certificates was 13.6 for the
years 2004/05 - 2008/08. In the three years following the initiative the number went to
18, then 30, and most recently 56.
Figure 5 shows the number of A.S. degrees and certificates awarded over the last eight
years.
AS Degree
Certificate
40
30
20
10
0
2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 2011/12
Figure 5
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Results of Student Survey
Student Demographics - 83 students were surveyed in the Fall semester of 2011.
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54.3% Female, 45.7% Male
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70.3% are under 25
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84.3 % CAHM majors
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84.3% Have career plans within the CAHM field
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87.9% of the students have a High School diploma or less, 10.8% have greater
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than an AA/AS
Student satisfaction with instruction
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94.4% Plan to take more classes in CAHM at Cabrillo
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96.4% Would recommend classes in this department to other students
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92.7% Indicated the class syllabus reflects what is actually taught in the class
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94% Said the workload in classes in this department is appropriate
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93.9% Indicate that the advice they get from faculty is satisfactory or excellent
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Student satisfaction with facilities and equipment
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74.1% Indicated that classroom and lab facilities are satisfactory or excellent
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24.7% Indicated that classroom and lab facilities are in need of some or major
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improvement
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61.7% Indicated that availability of equipment needed is satisfactory or excellent
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33.3% Indicated that availability of equipment needed is is in need of some or
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major improvement
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Written Comments
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There were 129 written comments. The categories that were mentioned most by
students are listed below:
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41 positive comments regarding instructors knowledge, experience, passion and
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professionalism
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33 comments regarding wine classes - bring them back, don’t cut, offer more, etc
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21 positive comments regarding Sesnon House, hands on labs and student
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operated restaurant
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7 negative comments regarding classes being cut
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7 negative comments regarding inadequate lab equipment
Sample Comments:
“The instructors. they are so knowledgeable and more than willing to give us help with
class work, real life questions and general advice. The Sesnon House is also a very
unique academic tool. No other culinary program offers such a comprehensive hands
on program”.
“Keep classes! There have been way too many cuts to the program and the class
offerings were one of the reasons I chose this program in the first place!”
“Bring the wine classes back. I think it is very important in a culinary career to
understand wines and how to pair with foods”.
Survey Conclusions
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Students are very satisfied with instruction and faculty, but indicate a need for
improvement in equipment and facilities. They would also like to see more classes
offered and the wine classes in particular.
External Data Research
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According to the US Census Bureau, 2007 Economic Census, for Santa Cruz,
hospitality is big business. Accommodations and Food Service accounted for 657
establishments in the county, with about $513,826,000 in sales, shipments and receipts.
These establishments have an annual payroll of about $148,792,000 to 9,774
employees.
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According to the California Restaurant Association, in California, 2012,
Restaurants provide 10% of the employment, amounting to 1,445,000 jobs. Projections
are for a 10.1% job growth, 145,900 new jobs in California by 2022. The State of
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California Employment Development Department indicates that Hospitality jobs in
California will show good growth through the year 2020.
Occupation
Hourly mean wage
2010
Projected growth
2010 - 2020
Cooks, restaurant
$12.09
27.4%
Waiter/ Waitress
$10.44
25.8%
Food Service Managers
$25.85
30.3%
Chefs and head cooks
$23.55
20.9%
Lodging Managers
$27.07
21.2%
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With the projected growth in the industry, jobs will continue to be plentiful for our
students leaving the program. In the future we will be seeking more units to teach
classes that will provide students with training to fill these needs.
Curriculum Review
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All courses in CAHM were reviewed during the department meetings in the last
two years. This was done in conjunction with SLO reviews. Course content, objectives
and methods of evaluation for all courses were examined. All textbooks were updated
and the changes were entered into CurricuNet.! Prerequisites were examined and are
being strictly enforced. Several classes had their caps increased in an effort to improve
the FTES of the department.
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The CAHM advisory board is one of the tools we use to ensure that the students
who receive awards are prepared for the labor market. Additionally, all the instructors in
the department have worked in the industry for many years and interact regularly with
professionals currently working in the industry. There is also local demand for our
students. Many local restaurants consistently hire our students and there are almost
daily phone calls and email requests for student workers or graduates from local
businesses. The CAHM department maintains a list of most of the students who have
attended or graduated from the program and where they are currently working.!
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The CAHM Certificate of Achievement requires students to complete English 100
or Eng. 1A, 1AH, 1AMC, 1AMCH or CABT 157. After discussions with Adela Najarro,
the Program Chair of the English Department, it was decided that this requirement is in
line with English skills we want our students to have upon completion. The skills of
writing menus, orders, recipes and business letters are all appropriate for the English
100 class. This requirement is common for many of the CTE programs.
Relationship to other College Plans
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The following describes the various ways CAHM is helping the college to achieve
the goals set forth in the Cabrillo College Master Plan:
The Cabrillo College Master Plan - Goal C, Provide pathways to prosperity through
career technical education.
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C1: Articulation With Santa Cruz ROP. We have worked closely with the Santa
Cruz County ROP program in Culinary Arts to provide clear career education pathways
to the college. Students who successfully complete the Culinary Arts program through
Santa Cruz ROP are given credit for CAHM 50ABC. This articulation was developed
over the last three years. Additionally, students in the ROP program are given a tour of
the facilities at Cabrillo during their time in High School.
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C3: In 2010 we launched a new class, CAHM 10 - Introduction to Hospitality
Management, that informs students of career opportunities and requirements,
addresses the needs of local employers, and prepares students for lifelong career
advancement and prosperity in the field of Culinary Arts and Hospitality Management.
During the course, approximately every other week, a guest speaker from a variety of
local business comes into the class to talk about that particular field. The speakers
represent many different aspects of the industry: lodging, visitor associations,
conference centers, resorts, amusement parks, and a variety of hospitality niches that
students may not have considered on their own. Sometimes the students go on field
trips to local businesses. The class is required for the A.S. degree and the Certificate,
and is transferable to CSU.
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C4: To support graduates in finding jobs and assist employers in hiring our
students the CAHM department is in the process of changing the requirement for
degrees and certificates to include 2 units of work experience. This requirement will put
students who are not yet working in the hospitality industry into paid and unpaid
internship type situations. This curriculum change will happen in the Spring of 2014 and
be a requirement for students beginning the program in the Fall of 2013.
!
Additionally, the instructors are well connected with the local restaurants and
businesses. Faculty regularly get calls from local restaurants, caterers and hotels
looking for students from the program to hire. Inquiries are referred to our placement
department and posted in the Sesnon House.
The Cabrillo College Master Plan Goal E - Enhance Cabrillo’s resource development
and connections with the community.
!
E2: The CAHM department has promoted collaboration with organizations in the
community by developing relationships with many local restaurants and wineries. For
the past several years we have received donations of wine from local wineries. We, in
turn, offer the wine to patrons for a donation at dinner in the restaurant. All the
proceeds are used for equipment and for student scholarships in the department. We
have developed an annual Dare-to-Pair event with the Surf City Vintners that raises
revenue for the program. We are in the process of developing other events with local
organizations that would increase the revenue for the department. For example, a wine
judging event with the Santa Cruz Mountain Wine Growers Association is in the works.
!
15
II. New Directions
New trends, directions, changes
!
One of the most significant changes we made as a department was our initiative
in 2008 encouraging students to obtain an A.S. degree. Research shows that students
earn more money over a life time with better education. This holds true in Culinary Arts
and Hospitality Management as well. When we started the research for increasing the
number of degrees and certificates it became evident that students with more education
advanced more quickly than students with less education. In the Hospitality industry
employees with higher levels of education move from line cook and server positions to
chefs and managers much faster than students without education. The general
education requirements of Math and English are as important as the initial Culinary and
Hospitality skills that got them into the industry in the first place. Management positions
in the industry require writing and computation skills which the student gains through the
general education component.
!
As we continue the effort to promote student success through degree and
certificate completion we are very encouraged to see the rates of completion going up.
As a department we will continue to encourage students towards degree and certificate
completion by using the Tracker tool and continuing to share the instructors unique
stories that support degree completion.
!
Another change in direction concerns the new requirement for students to
complete 2 units of Cooperative Work Experience. At the request of our Advisory Board
and through discussions within the department we decided to implement this additional
requirement for students. It should serve the purpose of better preparing students to be
successful, as well as strengthening relationships and partnerships with businesses in
the community. In our CAHM faculty discussions concerning the SLO assessment, and
in department meetings, we talked about the issue of making our internship class a
requirement. Requiring work experience will provide students with exposure to real
world work environments, they will see the speed of production and stress of the
industry. Most other schools we investigated also require some form of either internship
or work experience. The requirement addresses two of the CAHM programatic SLOs
for the A.S. degree and the Certificate of Achievement: 2) Produce consistent quality
restaurant lunch and dinner dishes, banquet meals, and bakery products in a timely
fashion. 3) Demonstrate professionalism as required in the hospitality industry. Most
faculty were in favor of requiring an internship for our students. There were some
concerns that adding an additional requirement might make it difficult for students to
graduate, while at the same time we are making an effort to increase our rate of degree
and certificate awards. However, we feel that the benefits to student success outweigh
that concern. This requirement will be in effect starting in the Fall of 2013. We will
submit a program change to the Curriculum Committee by March 15, 2013.
!
By creating a “smart classroom” for CAHM we hope to enhance student success
by enabling instructors to demonstrate techniques to large groups of students. We
could have all of our lecture classes in this room including wine classes. The facilities
master plan has a remodeled classroom, 908 and adjacent space, as a dedicated space
for a larger lecture / demonstration kitchen for CAHM. This would allow us to
accommodate beginning lecture classes in an environment where the instructor could
16
provide demonstrations. We could also have most of our lecture classes in this room,
including wine classes. This room would be equipped with video monitoring so that
television shows, videos and community service events could be produced here as well.
This could become a benefit to the department, the college and the community.
!
In the Fall 0f 2010 we stopped offering wine classes. The administration was
facing college wide budget cuts. However, the wine classes are both vital and important
for students going into the field of hospitality management, as well as students entering
one of the biggest industries in California - the wine industry. Many students were
employed by our local wine industry based on the wine classes they took at Cabrillo.
The department offered a wide variety of wine classes that provided Culinary students
with important information and training, both as a separate, but related vocation, or as
supplemental to their culinary training. There has been an outcry from students
surveyed in the Culinary program to bring the wine classes back. We have added wine
classes to the fall 2013 schedule.
!
We plan on reinstating our wine classes and developing a wine program with a
skills certificate and eventually a degree program. Students have been disappointed by
the lack of wine classes, the local wineries have asked us to expand our wine offerings,
and the Santa Cruz Mountain Wine Growers Association (SCMWGA) has repeatedly
asked that wine classes be reinstated. We are teaming with SCMWGA in the Fall of
2013 for the region’s annual commercial judging, a large event that will draw national
attention to our program and the college. We have scheduled a wine class to be offered
that semester to coordinate with the event.
1. Hire a full time instructor
!
With Katherine Niven’s retirement, at the end of the Spring semester 2012, the
Culinary Arts Department has gone from 4 full time instructors to 3. For student
success, program continuity and smooth operation of our lab classes, especially at
Sesnon House, it is important that we have 4 full time instructors.
!
Operation of the CAHM department is complex. There are three separate, open
to the public, businesses. There are lab classes and lecture classes. There are
multiple events we do within the community. We need to have one full time instructor to
be in charge of each of the following classes:
!
1. Beginning classes, operating the Pino Alto restaurant at lunch.
!
2. Advanced class, operating the Pino Alto restaurant at dinner.
!
3. Catering class, operating catering functions at the Sesnon House.
!
4. A Program Chair to oversee the complex business operations, the baking and
!
other lab classes in the 900 building, the ordering for the variety of classes, and
!
all the other responsibilities that go along with being a Program Chair.
!
Cost - Replacement of FT contract faculty $39,062
2. Require Cooperative Work experience, 2 units for AS and certificate of Achievement.
!
Our Advisory Board has asked for an internship or work experience as a required
portion of our degree and certificate program. Through discussions with the Curriculum
Committee we found that our internship could be fulfilled through Cooperative Work
Experience. It can also be a transferable class, which would be a benefit to the
17
students. It was decided that we would change our requirements for the AS degree and
the Certificate of Proficiency to include 2 units of Cooperative Work Experience.
!
This change will be submitted in the Spring of 2013 through CurricuNet.
!
!
Cost - $3,470 Estimate 2 TU per semester. This is based on a projection of 16
students enrolling in CWEE each semester. However, please note that we are not
requesting additional TUs, but we will cover the cost from diminishing the frequency of
electives
3. Improve Instructional Facilities in lecture/demonstration classes
!
The student survey indicated a need for improved facilities and equipment. We
are asking for Smart Classroom for CAHM. Redefine room 908 and cafeteria space to
an arena style lecture/ demonstration kitchen space that would accommodate up to 70
students. Space has been allocated in the college facilities master plan. This would
allow us to accommodate beginning lecture classes in an environment where the
instructor could provide demonstrations. We could also have most of our lecture
classes in this room, including wine classes. This room would be equipped with video
monitoring so that television shows, videos and community service events could be
produced here a well.
!
!
Cost - Estimation for demo, remodel, equipment, technology, etc. to complete this
project is between $500,000 - $1,000,000 according to the Facilities manager.
4. Office space for CAHM faculty
!
The current instructors office at Sesnon House holds 2 full time instructors, 1 LIA,
2 adjuncts, and is used by students in the lab classes. It also doubles as a storage
space for much of the equipment and supplies used in the restaurant and catering
operations. As the business side of our department grows, along with the restaurant
and catering operations, our space will become even more impacted. We need more
office and storage space. There is office space upstairs at the Sesnon House, currently
being used by the Cabrillo Foundation and the Marketing department. We propose that
some of those offices be given to CAHM faculty.!
!
The CAHM director’s office should be located within the Sesnon House. The
Director of CAHM walks back and forth from his office to the Sesnon House about 10
times each day. This is not only a huge waste of time, but it does not serve students in
the program well. The director should be conveniently available to students in the
program. !
!
The issue of office space was raised and set as a goal in our last program plan 6
years ago. Toward this goal, the CAHM director and faculty met several times with the
facilities planning team and consultant. It was agreed that the offices upstairs at
Sesnon would serve the CAHM faculty well, and they were designated in the final plan
to be used as CAHM offices. We propose that an effort be made to find office space on
the second floor of the Sesnon House.
18
!
Cost - zero
5. Equipment expenditure
!
We would like to increase the revenue of the catering functions by purchasing
chairs to offset rental charges. Currently the CAHM department rents chairs from the
College’s Sesnon House. This arrangement costs the CAHM department about $9,580
a year. The department could purchase it’s own chairs for about $5,000, then capture
the additional revenue. We would need to build a storage shed to house the chairs.
This purchase would pay for itself in about six months. so the cost would be initial and
after the six months would generate positive cash flow. Alternatively the college could
stop charging the CAHM department for chair rentals. The department needs more
storage space for equipment. Particularly if we purchase chairs. This could be built
adjacent to the garbage and recycling area or in the wooded area on the East side of
the Sesnon lawn.
!
Cost - $7,000
!
III. Program Goals and Recommendations
CAHM
April 17, 2013
CAHM Program Planning
Description:
Cost
$39,062
1. Hire one full time
1
replacement Instructor
2 New Cooperative Work
$3,470
Experience requirement for
degrees and certificates
3 Improve instructional
facilities - smart CAHM class
room
$500,000 - 1,000,000
.
4 Office space for CAHM
faculty
5 Purchase chairs and build a
storage shed
0
$7,000 initial cost, positive cash flow after six months
V. Required Attachments:
!
SLO Assessment Analysis Forms, Assessment Plan Form
!
Catalog Pages of Program and Course Lists
!
Program Plan Goals Template
19
Menu Grading Sheet
Name
Courses-Descriptions
15
Source
Doable/ Appropriate
5
Balanced/ Seasonal/ Thematic
5
Recipe measurements/amounts
5
Recipe directions
10
Recipe Costing – cost per unit
10
Total Cost
4
Price per portion
3
Food Cost
3
Recipe measurements/amounts
5
Recipe directions
10
Recipe Costing – cost per unit
10
Total Cost
4
Price per portion
3
Food Cost
3
Comments:
5
Grade
Late?
CAHM 151B Advanced Culinary Arts Lab Evaluation
Name
Station
Date
Kitchen Skills
100%
Organization / Mise
Teamwork
Station
90%
80%
70%
Date
60%
50% - 0%
Excellent (E) 100%
Very Good (VG) 90%
Good (G) 80%
Food quality
Average (A) 70%
Knife Skills
Below Av (BA) 60%
Speed
Poor (P) 50% to 0
Initiative
Not Applicable (NA)
Timing
Sanitation / CAYG
Other:
Service Skills
Std. Amer. Service
Timely service
Wine Service
P.O.S. System
Communication
Comments:
Total
CAHM 151B Menu Rubric
Wow! Grade A (90 - 100 pts.)
• The menu is complete with the appropriate amount of required courses.
• Each menu item includes an accurate name, a short description including key
ingredients and preparation methods (i.e. roast, braise, rolled).
• All menu items are appropriate to the skill level of the class, utilize available
equipment and can be prepared within the time constraints of the lab.
• All menu items are appropriate for a fine dining restaurant.
• The menu is balanced, items fit well together with little or no duplication of
ingredients, flavors, textures, or techniques.
• All ingredients are in season and available. Sources are provided for unusual
ingredients. Ingredients are special for each dish in the sense that they
capture the “essence of the season” and locality of place.
• All menu items fit well with the assigned theme. For beer and wine pairing
menus, the dishes pair well with tasting notes.
• Culinary terminology is used correctly and there are no major grammatical or
spelling errors.
• Menu is turned in on time.
• A rich combination of online and printed resources are used and
appropriately referenced (online should include direct links, printed resources
should include name of book or publication, author [when applicable] name
of recipe and page number).
Good! Grade B (80 - 89 pts.)
• The menu is missing one required course.
• All but one menu item includes an accurate name, a short description
including key ingredients and preparation methods.
• Most of the menu items are appropriate to the skill level of the class, utilize
available equipment and can be prepared within the time constraints of the
lab.
• Most of the menu items are appropriate for a fine dining restaurant.
• There is minimal duplication of ingredients, flavors, textures, technique or
richness of foods.
• There are one or two ingredients that are not in season or available or a few
Ingredients that capture the “essence of the season” and locality of place.
• Most of the menu items fit well with the assigned theme. For beer and wine
pairing menus, the dishes pair somewhat well with tasting notes.
• Accurate culinary terminology is used and there are no more than two major
grammatical or spelling errors.
• There are a few online and printed resources used and appropriately
referenced.
Getting There - Grade C (70 - 79 pts.)
• The menu is missing two required courses.
•
•
•
•
•
•
•
•
Several menu items do not include an accurate name, a short description
including key ingredients and preparation methods.
Several menu items are inappropriate to the skill level of the class, utilize
unavailable equipment or cannot be prepared within the time constraints of
the lab.
Several of the menu items are inappropriate for a fine dining restaurant.
There are several instances of duplication of ingredients, flavors, textures and
richness.
There are several ingredients that are not in season or available. Or there are
no ingredients that capture the “essence of the season” and the locality of
place.
Some of the menu items fit well with the assigned theme. For beer and wine
pairing menus, about half of the dishes pair well with tasting notes or notes
are not provided.
Culinary terminology is avoided and there are some major grammatical or
spelling errors (but they do not impair communication).
Most dishes are pulled from 1 or 2 resources. Direct links may be missing or
page numbers and printed resources are not appropriately referenced.
Needs Work – Grade D (60 - 69 pts.)
• The menu is missing three required courses.
• Many menu items do not include an accurate name, a short description
including key ingredients and preparation methods.
• Much of the menu is inappropriate to the skill level of the class, utilizes
unavailable equipment or cannot be prepared within the time constraints of
the lab.
• Most of the menu items are inappropriate for a fine dining restaurant.
• There are many instances of duplication of ingredients, flavors, textures and
richness.
• There are many ingredients that are not in season or available. There are no
ingredients captruing essence of season or locality of place.
• There is no clear theme. The menu ventures off into a multitude of directions.
Dishes on beer and wine makers menus do not pair well with notes or notes
are not provided.
• Limited culinary vocabulary and some major grammatical or spelling errors
impair communication.
• Only one resource is used and it is not appropriatley referenced.
Let’s Not Go There - Grade F (below 60 pts.)
• The menu is missing four or more required courses.
• Most menu items do not include an accurate name, a short description
including key ingredients and preparation methods, and the source
• Most of the menu is inappropriate to the skill level of the class, utilizes
unavailable equipment or cannot be prepared within the time constraints of
the lab.
• Most of the menu items are appropriate for a Denny’s.
•
•
•
•
•
•
There are so many instances of duplication of ingredients, flavors, textures
and richness the instructor becomes ill reading it.
Nothing is in season or available.
What’s the theme?
What is a reference?
Seriously impaired communication, unable to read.
Menu is not turned in on time.
Occupational Program Assessment Plan
Use the form below to describe your assessment plan and to analyze the results of it.
Include this form in your Instructional Plan and describe the plan in the narrative of your
instructional plan.
Department
CAHM
Certificate of Proficiency in Culinary Arts & A.S.
Program Outcomes
1. Demonstrate knowledge of fundamental food
(List the student learning
preparation theory, sanitation practices, menu
outcomes of each degree
design, management theory, and food costing.
and certificate your
2. Produce consistent quality restaurant lunch and
program offers. Attach
dinner dishes, banquet meals, and bakery products in
another sheet if necessary)
a timely fashion.
3. Demonstrate professionalism as required in the
hospitality industry.
Entry Level Cook Skills Certificate
1. Demonstrate knowledge of fundamental cooking
theory, sanitation practices, food costing, menu
design, and customer relations.
2. Produce consistent quality restaurant lunch and
dinner products in a timely fashion.
3. Demonstrate professionalism as required in the
hospitality industry.
Entry Level Catering Certificate
1. Demonstrate knowledge of fundamental catering
theory, sanitation practices, food costing, menu
design, and customer relations.
2. Demonstrate management skills with co-workers and
customers.
3. Produce and deliver banquet meals in a timely
fashion.
4. Demonstrate professionalism as required in the
hospitality industry.
Entry Level Baking Certificate
1. Demonstrate knowledge of fundamental baking
preparation theory, sanitation practices, menu
design, and food costing.
2. Produce consistent bakery products in a timely
fashion.
3. Perform basic cake decorating techniques.
4. Demonstrate professionalism as required in the
hospitality industry.
Certificate of Proficiency in Culinary Arts & A.S.
1. Demonstrate knowledge of fundamental food
preparation theory, sanitation practices, menu
design, management theory, and food costing.
Describe the Assessment
2. Produce consistent quality restaurant lunch and
Process your program will
dinner dishes, banquet meals, and bakery products in
use to evaluate the
a timely fashion.
outcomes. Include the
3. Demonstrate professionalism as required in the
hospitality industry.
assessment tool used and
Each
core
class has a major project or test that requires
the rubric or criteria used
cumulative
to evaluate success
skills for that particular class.
CAHM 50ABC assesses fundamental food preparation theory
and includes an exit exam after each 5-week segment.
Rubric and assignment are in Appendix B
CAHM 50L has a menu-planning project that requires
proficiency in
menu design and food costing. Grading assignment and
rubric
attached.
CAHM 151B (Advanced Culinary) includes weekly lab
evaluations that assess the ability of the student to produce
consistent quality dinner dishes and bakery products. Lab
evaluation sheet and rubric are attached.
CAHM 64 (Sanitation) has the Serv-Saf™ exam that provides
assessment in sanitation practices.
CAHM 63 (Food Service Management) assesses
management therory.
CAHM 60 (Purchasing and Food Cost Control) also assesses
food costing
CAHM 155 (Basic Baking and Pastry) assesses the
production of bakery products See appendix B
CAHM 157L assesses the production of banquet meals. See
appendix B
CAHM 50L, 151B, and 157L All assess professionalism
through lab evaluations that provide students with feedback
concerning professionalism, teamwork, initiative,
communication, uniform, hygine, class on time, and
responsibilities, See attached lab evaluation sheets and
appendix B
Assessment of Program
SLOs
Skills certificate variations:
CAHM 157L Assesses the students management skills with
customers and customer relations through the lab evaluation.
See appendix B
CAHM 149 (Cake Decorating) Assesses the students ability
to perform basic cake decorating techniques. Grade sheet
evaluation in appendix B
Assessment Evaluation
Describe the process the
department uses to
evaluate assessment
results. Include:
The CAHM department faculty meets during each
flex week to assess SLOs
What meetings will be
held?
We schedule a meeting just dealing with SLOs each
flex week. We began this process in the Spring of
2012, prior to that we discussed SLOs as part of the
regularly scheduled department meeting during flex
week.
When?
We will continue each semester
Who will be involved?
All faculty
What will be discussed?
We follow a schedule to assess all of the individual
SLO as well as the programmatic SLOs
On the proper forms, for example – this one
How will you record the
results?
CAHM 151B
Menu Assignment Grading Sheet
Name: __________________________________


Total Grade: __________
The assignment is to create, design and write a menu for use in the Pino Alto
dining Room.
Use textbooks, cookbooks, magazines, electronic databases, online sources,
family recipes or your own experience to obtain recipes and ideas.
Based on the requirements listed in the syllabus and discussed in class, your grade is
divided into the elements listed below.
Element of Grade
Courses
Descriptions
Doable
Appropriate
Balanced
Seasonal
Thematic
Grammar and Spelling
Comments:
Wow!
Good
Getting
There
Needs
Work
Let’s Not
Go There