2010/2011
Truckee Meadows
Community College
School of Sciences
(CULINARY ARTS)
Program/Unit Review Self Study
Self-Study Summary
Enter Program/Unit Title
INTRODUCTION
The Culinary Arts Program of TMCC was created to provide quality education to those seeking to begin or further
their career in the food service industry. The program, consisting of general education courses, kitchen production,
operations, management and related basic skill development provides the student with the knowledge and skills
needed to be successful in the work environment.
The vocational objectives of the Culinary Arts Program are met through a wide ranging culinary-centered group of
courses. The educational objectives in this area are applied through the use of lecture and practical kitchen
experiences that meet the student’s need to be well versed in not only food and techniques knowledge, but in
business-oriented training as well. These courses are intended for recent high school graduates and for persons who
are entering college at a later period in their lives.
Graduates of our Culinary Arts Program have received education and experience enabling them to take on significant
responsibilities in these areas of food service operations: kitchen or restaurant operations, catering, room service,
banquet, or central commissary departments, food purchasing, baking and/or pastry production, and general
management.
Mission Statement: Culinary Arts
The TMCC Culinary Arts Program is a learning community for the teaching of food-related subjects
Culinary
Arts Program
Mission
Statement
that will lead to career
advancement
of students
and growth
in their chosen profession.
The program, along with its faculty and staff, are committed to providing high-quality
instruction based on contemporary curricula that will meet the needs of students,
the food service industry and the Northern Nevada community.
Mission Statement: TMCC
Truckee Meadows Community College promotes student success, academic excellence and access to lifelong learning
by delivering high quality education and services to our diverse communities.
The relationship between these two mission statements promotes student success by advancement and growth of
students in a profession.
Degrees, Certificates, and/or Non-Credit Courses offered
AAS Culinary Arts (AS-CLA)
CT Baking and Pastry (CT-BAK)
CT Culinary Arts (CT-CLA)
Truckee Meadows Community College | Introduction
1
Primary Goals and Objectives
CULINARY ARTS PROGRAM GOALS & OBJECTIVES
Primary goals and objectives
We have a full scope program, including a wide range of classes. Emphasis on preparing students to
be employable, focus is strong on professionalism, teamwork, mentoring and hard work.
One of the program’s primary goals is to make higher education more accessible to those interested in
advancing themselves in a Culinary Arts Career.
Along with this goal is the objective to give as much up to date information in the field and as much
practical experience to prepare them for the workforce. Giving students a better opportunity for
advancement within their jobs, and give employers a chance for a more knowledgeable and skilled
pool of candidates.
OBJECTIVES
- To provide a comprehensive foundation in general education.
- To make the student aware of career opportunities in food service.
- To provide progressive skills building classes that develops the basic and advanced skills
necessary for success in the culinary industry.
-To provide the culinary students with knowledge and skills in the areas of:
 General education
 Basic & advanced cooking techniques, skills and methods
 Basic & advanced baking and pastry production skills
 Food service operational & management knowledge and skills
 Use of computers and typical food service software
 Sanitation and safety in the workplace
 Food purchasing, cost controls, budgeting and pricing
 Nutritional preparation of menus and food products
- To provide students with guidance & counseling to promote individual success.
- To meet community needs by providing a quality education to our citizens.
- To provide trained, competent workers & supervisors for career employment.
- To provide objectives for the program that are compatible with the needs of the
students, industry, the College, and other secondary or post-secondary culinary programs.
- To continually review these objectives on a regular basis.
- To be a catalyst for strategic alliances with business and industry and expand community
partnerships.
- To establish effective internal systems and processes to provide excellent
educational programs efficiently and effectively
These objectives are obtainable, realistic and consistent with the mission of the College and the
department. They are consistent with current educational and industry trends.
.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Factors Expected to Affect Future
1. Raising costs are a great concern of our program. Supplies and maintenance cost are constantly going up,
while our operating funds continue to be the same, especially with a facility that is five times the size of the
previous kitchen.
Since costs are a big concern, some effort will need to be placed into securing enough monies to cover costs.
While we do generate funds through special events this is a difficult way to guarantee the money is available.
There has been a significant change in the industry in the last 15 years. Culinary has become a much more
sought after career choice. Working in restaurants as a second job nights and weekends just to help pay the
rent is no longer the main consideration for working in the industry, gaining upper level positions, and
acquiring national titles has become an expected outcome.
2.
While our program continues to see growth, we are offering more and more sessions of classes, we would like
to create additional classes for those students who have graduated and would like to take more classes to
continue their education in other specialized subjects within the culinary scope. We are close to needing a
third full time faculty and in need of hiring a full time Instructor Assistant.
Truckee Meadows Community College | Program/Unit Reviewed: Culinary Arts
3
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
AGE
FY
0-17 yrs
2006
2
2007
2008
2009
2010
2
6
2
1
18-24 yrs
77=58% 102=62% 155=62% 194=67% 205=57%
25-34 yrs
28=21%
30=18%
46=18%
65=22%
75=21%
35-49 yrs
13=9%
17=10%
26=10%
35=12%
60=16%
50+yrs
12=9%
12=7%
17=6%
14=4%
16=4%
Total
Increase
132
163
250
290
357
+23%
+53%
+16%
+23%
40
66.7
30.36
86.39
Since 2006 we have been in a constant growth trend with increases ranging from 16% to 53%.
We saw a strong increase between 2007 & 2008. We were able to return to our kitchen in fall 2005, the year previous
we had to borrow kitchens in several locations throughout the Truckee Meadows. The first year back we just
concentrated on getting settled, taking care of incomplete construction and moving equipment from storage units.
Having to be at several satellite locations was tough on our students and instructors. It took a couple of years to get
the word out that we had a state of art new facility we were up and running smoothly before we saw an encouraging
growth increase.
TMCC College enrollment by age shows the largest numbers (56%) of students are between 18 to 24 years old. Our
culinary program numbers are 57% to 67% for this group, which closely follows the college model.
TMCC College enrollments by age shows (24%) of students are between 25 to 34 years old. Our culinary program
numbers are 18% to 22% for this group, which closely follows the college model.
TMCC College enrollments by age shows (12%) of students are between 35 to 49 years old. Our culinary program
numbers are 9% to 16% for this group, which closely follows the college model.
TMCC College enrollments by age shows (6%) of students are 50+ years old. Our culinary program numbers are 4%
to 9% for this group, which closely follows the college model.
Overall our culinary program follows closely the age groups college wide.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Gender
Gender
FY
2006
2007
2008
2009
2010
Female
80=60%
96=59% 152=61%
175=60%
209=59%
Male
52=39%
67=41%
115=40%
148=41%
Total
132
163
250
290
357
28
29
54
60
61
Difference
98=39%
TMCC enrollment by gender shows 44% male and 56% female average for five years leading up to 2010. In our
culinary program our numbers are slightly higher for females (average 60%) enrollment and lower for males (average
40%). While the industry itself is considered to be male dominated we are seeing a strong number of females taking
culinary classes and with so many more women in the workforce overall, the culinary industry is also seeing an
increase in female employees. Another reason for seeing more females enrolled may be due to our age group of 35 to
45 year olds, as we see moms who have children already grown and are coming back to school.
Ethnicity – TMCC Culinary Program 2005- 2010
African American, 2.3%
Asian, 6.4%
Hawaiin/Islanders, .5%
Hispanic, 12.5%
International, .4%
Native Am/Alaska, 1.9%
Two or more races, .67%
Unreported, 6.5%
White, 68.6%
Truckee Meadows Community College | Demographics and Enrollment
5
Ethnicity – TMCC College, 2005-2010
African American, 3%
Asian, 5%
Hawaiian/Islander, 1%
Hispanic, 17%
International, 1%
Native Am/Alaska, 2%
Two or more races, 2%
Unreported, 1%
White, 68%
Our enrollment is mostly based with a population of white students, with the Hispanics next. All other ethnicities
enrollment is minimal in comparison. In line with the college numbers overall the broadest difference is in the
Hispanic race. Overall college shows 17% Hispanic enrollment, in our culinary we see 12%. While the industry does
see a strong representation in the workforce of Hispanic workers, this population of workers does not seem to be
working towards degrees and certificates. A problem in the industry is these workers are not legal and are working in
the industry in the entry level positions with the only expectation of making money and not working towards
advancement so education is not a motivation for them.
The area that is unreported we see a difference of 5% which could make up part of the difference in the number for
the Hispanic enrollment.
Student Status
Educational Status – Culinary Arts
Continuing-83%
New Students-13%
New Transfers-7%
We are above the college average of continuing students by 5%.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Educational Status – TMCC College
Continuing-77%
New Students-13%
New Transfers-10%
Enrollment Status
Enrollment Status
FY
2006
2007
2008
2009
2010
Culinary
Average
20062010
TMCC
College
Average
20062010
< ½ Time (0-5)
34%
26%
21.5%
25.5%
12.5%
23.9%
47.5%
½ Time (6-8)
18%
18.5%
21.5%
19.5%
23%
21.1%
22.5%
¾ Time (9-11)
21.5%
18%
18%
22%
18%
19.5%
13.9%
Full Time
25.5%
37.5%
39.5%
33%
36%
34.5%
16.2%
We have very strong numbers for the students who are attending full time. Our program has more than double of the
college (16.2%) average, we are 6% higher than the college average for ¾ time students, and since 2006 we have seen
a significant drop in students attending less than ½ time. This coincides with our growing number in graduates
indicating students are finishing and they are doing it efficiently. Overall there seems to be a trend and popularity for
career programs. And because of the block style of sequencing and scheduling classes we are seeing much more
success for our students to complete the certificates and degrees.
Student Recruitment Activities:
Recruitment Activities include:
Truckee Meadows Community College | Demographics and Enrollment
7







Participating in the TMCC Open House
Participate in SKILLS/USA competitions and conferences – State and National Conference
Instructors visit High School Culinary Programs as guest/demo chefs – AACT and Carson High
Attend local Chef ‘s Association Dinner with a group of culinary students in Fall and Spring
Culinary students and Instructors host Chef’s Association Holiday party dinner
Cater event for First Tee with local Casino Chefs
Attended WIN breakfast with TMCC representative
Underserved Student Populations
Recruitment efforts are the same for all students that include all ethnicities and other populations. We try to be active
in schools, the community and industry organizations covering a wide range.
Enrollment Patterns:
Number of Sections
Number of Sections
FY
2006 2007 2008 2009 2010
29
34
31
35
35
1403
1390
1469
1453
1473
College Total 3182
3217
3301
3221
3343
Culinary
SOS
In the last two years we have increased our course offerings, this is due to adding two specialty workshops, testing
them out to see if they should be added as permanent classes. We do these through our CUL 195 Selected Topics and
CUL 198 Special Topics. We have also added more sections in our prerequisite classes. Before we only offered CUL
105 (Basic Skills) once a year, we then added it to the schedule every semester. In the last year we offered two
sessions each semester and the classes are filling.
Now we have a demand for the next level course CUL 106 (Culinary Techniques I), that we currently offer a session
each semester as opposed to five years ago when it only ran one time a year. We now have plans to offer a session of
CUL 106 during the summer to help meet the demand of students coming from CUL 105.
Full Time Equivalent Enrollment
Educational Status
FY
2006
2007
2008
2009
2010
Culinary
34.5
44.5
53
50
53
Increase 2006
to 2010
18.5=53%
[SCHOOL OF SCIENCES – CULINARY ARTS]
School of Sciences 2470.5 2569
2697
2931
3061
590.5=24%
6005.5 6136
6451
6785
7275
1269.5=21%
College
2010-11
Full time equivalents for the culinary program are double compared to the increases of the College and the School of
Sciences; this is because of the increases we have seen in the last several years. The numbers may plateau for a couple
of years while we are developing more ways to add classes and staff.
Retention Rates
Retention Rates
FY
2006 2007 2008 2009 2010
Culinary
85
89
85
82
83
School of Sciences
71
68.5
70
71
72.5
College Wide
70.5
69.5
70.5
72
73
Retention rates in our culinary classes remain high over the last five years, 10% and more over the division and
college wide rates. Five years ago we started going to a version of block classes where students come for two days a
week for six weeks, completing two classes and then roll into another six weeks on the same two days of the week
and complete two more classes. Students are finishing four classes in twelve weeks, on a schedule they only have to
give up two days a week. This gives students an opportunity to work and take care of their lives while working
towards the degree. Because many of our culinary classes are 80% lab bases attendance is strictly enforced and
students know in order to get a grade in the class they must attend.
Student to Faculty Ratios
Faculty Ratios
FY
2006
2007
2008 2009 2010
Culinary
12
14
18.5
16
16.5
SOS
17.5
18
18
19.5
20
College
19
19
19
21.5
22
Truckee Meadows Community College | Demographics and Enrollment
9
Along with our increase of enrollment we have also see an increase for our faculty to student ratio. For Culinary
classes anything over 14 can be very busy for one instructor. Instructor Assistants play an important role when classes
get as high as 20 or more. In order to meet the demand for our students we are continuing to increase our class size
above 20, and adding more sessions of the prerequisite classes making it possible for students to continue moving
through the culinary core classes efficiently. Our faculty ratio is 4% lower than the college and School of Science
Division. Since our classes are based on 75% lab a 16 to 1 ratio is a comfortable number.
Number of Declared Degree/Emphasis Seekers
Declared Majors
FY
2006
2007
2008
2009
AAS Culinary
86.5%
87.5%
86%
86%
4%
4%
5%
7%
CT Baking & Pastry
& Culinary Arts
2010
Culinary TMCC
Average College
2006 to Average
2010
Five
Years
84.5% 86.1%
30.2%
7.5%
5.5%
6.4%
Total
Declared majors for the AAS Culinary degree has been consistent and has a high five year average over 86%. College
wide for a five year period the average for Associate of Applied Science majors is 30.2% of TMCC students. Students
coming into the program are definitely coming in with the intention of working towards the degree.
Declared Certificates of Achievement for Baking and Culinary average 5.5% and the college five year average for
Certificates of Achievement is 6.4%. Many times we see students coming in and working towards the certificates then
they stay and continue to complete the degree. This is especially true for students who are coming in as transfer
students and then realize they have meet the general education core and are working on the culinary core classes and
acquiring the degree is much more reachable. While we will continue to offer these certificates for students, we
consider the degree completion as the priority and would like to see the number increase to 90% in the next five years.
We will be more proactive in announcing to students to officially declare. The certificate numbers should also
increase in the next five years, because many students realize they have already meet the certificate requirements
while they are on their way to the degree and decide to apply for both. Between 2006 and 2009 the percentage of
certificates almost doubled.
Student Success Rates
Graduation Rates
[SCHOOL OF SCIENCES – CULINARY ARTS]
FY
2006
2007
2008
2009
2010
Culinary Arts (AS-CLA)
3
12
8
13
17
Culinary Arts (CT-CLA)
3
7
6
9
13
Baking & Pastry (CT-Bake)
0
1
1
3
4
18
16
14
12
10
8
6
4
2
0
2010-11
Culinary Arts (AS-CLA)
Culinary Arts (CT-CLA)
Baking & Pastry (CT-Bake)
2006
2007
2008
2009
2010
Graduation numbers are higher than we have ever seen. Before 2006 there were some years when there were no
graduates. Students are finishing and are more degree driven, the culinary industry as a whole is starting to look more
for credentials in the way of certificates and degrees and is much more sought after as a career, instead of just extra
money to help make ends meet. We really feel the block style of scheduling plays a big role in students being able to
finishing classes, and meet degree requirements. We were able to return to our new facility in fall of 2005, we saw an
strong increase in enrollment in 2007, many of these students may have left for a year while we were under
construction and came back to complete the degree in 2007.
Enrollment Development Strategies
Demographic Findings and Strategies
We have been in a steady trend of growth and are making plans for increasing class offerings. We have almost maxed
out what we can offer during the fall and spring semesters, we already schedule classes five days a week, run
workshops several times a semester on the weekends and before the traditional semester classes begin. Starting in the
summer 2011 we are going to run a full 6 credit class and add some two day one credit classes. Our full time faculty is
at the maximum for teaching limits. If we are going to continue this phase we are going to need more instructors
either part time or full time. It would be preferred to have full time instructors to help keep the continuity in all
techniques classes.
Student Status Findings and Strategies
There seems to be a strong interest in the vocational career industry. Educational certificates and degrees are foreseen
to be in demand with the job market shrinking. Some people are looking in a different area for jobs and need training
to break into the industry. They are hoping to get the certificate and degrees soon as they can. Our program can
accommodate this need and are continuously working to help those who are trying to work in the industry. Students
Truckee Meadows Community College | Demographics and Enrollment
11
with our training can qualify for entry level positions and after receiving the degree have an advantage for the higher
level jobs. We will continue to offer classes in the same style of scheduling and find more ways to offer more sessions
of the required courses.
Enrollment Patterns and Strategies
The question we get the most is: What are most students working for coming to culinary classes? We have students
that are coming for all kinds of reasons. Some are very young and are interested from the beginning in culinary and
working for the degree, possibly coming to us from an articulated high school program. Some are coming to
reeducate themselves as a second career and have retired from being a police officer for example or lost interest in
their last area of study and have decided to try culinary. We always see those who have the hope for owning a
restaurant, and then there are those who have always been interested in culinary but do not have the confidence to try
for a job in the industry. We get some students who are coming just for personal interest and doing something they
enjoy, while others are interested in working as a personal chef, this is a fairly new trend that has become popular in
the last ten years, because it is way for someone to work in the industry and not have the expense and responsibility of
a commercial kitchen. Whatever the reason someone has, our training gives a true example of the rigors, hardships,
stamina, and rewards required by this career to succeed.
Something to consider for the future; start having students fill out a survey when they enter the introduction class and
ask the question, “What is your reason for taking culinary classes?”.
Student Success Rates and Strategies
Graduation rates are the strongest we have seen in the history of the program. Continuing our block scheduling and
adding some of the prerequisite classes to run over the summer will only help students to finish more efficiently. We
are also adding our lecture class CUL 245 Business Chef on line, so we can try offering it ever semester instead of
once a year.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
CURRICULUM
Degree/Emphasis Assessment Reports
While we have always had a written plan for assessment we lack gathering the data and doing the research. We are in
forward progression to turn our weakness into strength. We have had measures in place for degree assessment since
2004. Following through, compiling data and observing this data has been our weak spot.
Below are our program outcomes and measures for assessment for our culinary program and certificates. We will be
reporting on one program outcome in spring 2011.
Program/Discipline
Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Assessment Measures
Assessment Results
Use of Results
In the boxes below, summarize the
methods used to assess program or
discipline outcomes during the last
year.
In the boxes below,
summarize the results of
your assessment activities
during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Outcome #1:
1. Individual mastery of the
competencies is assessed by
professional instructors on a
scale of zero (0) through ten
(10) with 0 being unskilled and
10 being highly skilled. Skill
levels are documented
throughout each course on a
competency sheet.
Assessment criteria:
*knowledge
*confidence
*accuracy
*professionalism
80% of program completers will
receive an average rating of 7 in
assessment of competencies
from each course
1. Students who
finished all
competencies and have
a score of 7 or higher
received satisfactory or
above grades with
heightened skills.
1. Continue moving
students into higher
level classes with more
advanced competencies,
continuing to increase
student abilities.
1. Students will have
developed basic and
advanced culinary skills
through a series of
learned competencies
including but not
limited to:
*knife care
*cutting techniques
*stock preparation
*complete meal
planning
*restaurant experience
Effect on the
Program/Discipline
Based on the results of this year,
will you revise your assessment
plan? If so, please summarize
how and why in the boxes
below.
1 .Gain notoriety with
graduates who are skilled
and knowledgeable.
Student and employer
satisfaction is high.
Increase in program
interest with students and
in the community.
Potential rise in student
enrollment.
80% of program
Completers received
an average rating
of 7 in assessment of
Competencies from
each course.
Truckee Meadows Community College | Curriculum
13
Outcome #2:
2. Program completers
will acquire adequate
skills to work in:
*commercial hot food
kitchens,
*commercial cold food
kitchens,
*commercial bakery
kitchens.
2a. A course-specific pretest
will measure the students’ level
of knowledge upon entering
each culinary course. A post-test
will measure the anticipated
increase in the students’
knowledge base.
80% of the students will exhibit
at least a 50% improvement in
the score on the post-test
compared to the pretest.
2a.Students
demonstrated 50%60% improvement on
post-test.
2b.Program graduates qualify
2b. No data, too soon
for American Culinary
to assess.
Federation Certification at the
level of: Certified Culinarian
(CC). Graduates must apply for
and attain ACF certification
before using the CC designation.
5% of program graduates will
obtain ACF certification.
Graduate certification updates
will be obtained annually from
the ACF website.
2a. Define problem
areas, such as English
and Math
comprehension.
2a.Faculty is working to
identify prospective
students who can benefit
from additional language
and math education.
2b. Encourage local
employers to hire
students with
certifications. Requiring
higher pay wages.
2b. Increase in program
enrollment as the job
market starts recognizing
and requiring certifications
for employment or job
advancement.
3. Monitor results to
make sure satisfaction
remains above standard,
make adjustments if
problems areas are
discovered.
3. Maintain high standards
and reputability within the
program and within the
community.
Engage in continuous progra
improvement efforts.
Maintain ongoing formal
and informal assessment of
program
Outcome #3
3. Completers will
express satisfaction in
the quality of
instruction, received
level of preparation to
obtain employment, and
flexibility of scheduling
in different subject
areas.
3. A post-graduate survey will
document 65% of program
completers to be highly satisfied
with program outcomes. The
survey will be conducted by
program staff on a biannual
schedule through the United
States Postal Service.
3. Graduation survey of
Fall 2006 showed 95%
of program completers
to be highly satisfied
with program
outcomes.
The schedule below is our reporting cycle for each of our courses.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
SOSC
Assessment Reports by Class - Culinary Arts
Non GE Active Courses
Prefix
#1
#2
#3
#4
#5
#6
#7
#8
#10
#11
#12
#13
#14
#15
#16
#17
#18
#19
#20
#21
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
CUL
Number
100
101
105
106
108
114
125
130
170
195
198
200
210
220
225
230*
245
250
295
Title
SANITATION/HACCP
SANITATION/HACCP (CFPM)
BASIC SKILLS DEV
UND CULINARY TECHNIQUES I
UND CULNRY TECH II
BUFFET CATERING
PRINCIPLES OF BAKING
GARDE MANGER
RETAIL DELI AND BAKERY
SELECT TOPICS IN CUL ARTS
SPECIAL TOPICS IN CUL ART
AROMATICS/RESTAURANT EXPR
AMERICAN REGIONAL CUISINE
INTERNATIONAL CUISINE
ADVANCED BAKING
PASTRY ARTS
THE BUSINESS CHEF
SAUCIER
WORK EXP IN CULINARY ARTS
Updated Course
Objective &
Reporting
Outcomes
Oucome
Measures
completed to
Measures,
Deadline to turn
curriculum &
in to Deans
approved Fall
Office
2010
Written Fall
2010/Spring
2011
XXXX
XXXX
XXXX
XXXX
XXXX
XXXX
XXXX
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Spring 2012
Spring 2012
Spring 2012
Spring 2012
Updated Course
Objective &
Outcomes
Measures
completed to
curriculum,
Spring 2011
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Done
Course Assessment Report Summaries:
In spring 2010 we started reviewing our outcomes and measure for all twenty of our class offerings. We were
successful in getting fifteen passed through curriculum in the fall 2010. We expect approvals for the remaining
courses to be approved spring 2011.
We have set up a schedule for each course to be reported, each course will be reported on a three year cycle. We have
already completed CUL 100 and CUL101 and have included those results below in this report.
Below are the suggestions we can use for outcomes and measure for CUL 100 & CUL10, our first report we used
Outcome #3:
Class Outcomes, CUL 100 & 101
Assessment Measures
In the boxes below, summarize the outcomes
assessed in your program or discipline during the
last year.
In the boxes below, summarize the methods used to
assess program or discipline outcomes during the
last year.
Outcome #1:
1. Ability will be measured by analysis of scenarios and
Truckee Meadows Community College | Curriculum
15
1.
Students will identify, explain, and document
critical control points in the flow of food.
identification of critical control points in the flow of food
production and propose corrective measures using
predetermined criteria.
Outcome #2:
2. Ability will be measured by standardized templates
incorporating food industry standards.
2. Students will write cleaning schedules and procedures
for both the kitchen environment and equipment.
Outcome #3
3. Students will synthesize course knowledge in
sanitation by taking the Food Safety Manager
Certification examination.
3. Synthesis will be measured based upon scores from the
Food Safety Manager Certification examination.
Assessment Driven Improvements:
We have evaluated our Sanitation CUL 100 and CUL101 class, see our findings below.
Old Assessment Topics
2009
2010*
Ensure Food Protection
89.3
86.1
Purchase and Receive Food
88.1
88.7
The data came to us from a Diagnostic Score Report
from the National Registry of Food Safety
Professionals. The topics of review changed in the
summer of 2010. Our reporting is broken into two
parts; the first part or table includes all of 2009 and the
first half of 2010. The second part includes only the
second half of 2010.
Food and Supplies Storage
85.8
85.8
Foods Preparation, Service &
Display
86.9
89
89.2
86
Our findings from the first table include;
Personnel Hygiene, Training and
Behaviors Related to Food Safety
88.5
90.4
Legal Compliance
86.7
82.2
Average Final Grade
90.4
89.7
Ratio of Pass/Fail
96.9
93.3
CUL 100 &101 Assessment Data


In the area of “Food and Supplies Storage”
while the numbers are very high they are the
lowest of all the topics. We have decided to do
more hands-on or practical training. The
solution is for us to include more tours and
interactive time in the food storage areas.
In the area of “Legal Compliance” we are
exploring ways to define what National
Compliance is, what Nevada Compliance is
and what Washoe County Compliance is. Only
the National compliance standards are
reflected on the national test.
Equipment & Facilities Maintenance
and Cleanliness
New Assessment Topics
[SCHOOL OF SCIENCES – CULINARY ARTS]
Our findings from the second table are limited to 3
testing cycles and show that;

More focus needs to be spent on the “Time
and Temperature” components of the course.
The overall Pass/Fail Ratio is 96.2% Showing us that
the program as a whole is very successful.
2010-11
Preventing Contamination and Cross
Contamination
XXX
89.7
XXX
87.2
XXX
88.1
Monitoring the Flow of Foods
XXX
83.9
Ensuring Product Time and
Temperature
XXX
78
Conducting Cleaning and Sanitizing
XXX
85.7
Managing: Physical Facility Design
& Maintenance: Preventing &
Controlling Pests
XXX
90
Average Final Grade
XXX
88.7
Ratio of Pass/Fail
XXX
98.5
Ensuring Personal Hygiene an
Employee Health
Actively Managing Controls in a
food Establishment
Evaluating Relevancy of Curriculum:
Course Content
The course content is strong and effective. All classes are rounded with a combination of lecture, videos, required
homework, written papers, reports and labs that mirror the industry environment. Students are engaged by adding the
challenge of participating in competitions, catering events and visits to community.
Competency list, equipment training, cleaning schedules and kitchen managerial responsibilities all help the students
to learn while becoming comfortable and confident for the transition into the industry.
Something to be looked for changes to the degree requirements is adding computer classes to ensure all students have
literacy and ability with computer basics. We are still coming across students who do not know how to properly do
tables and report formatting.
Truckee Meadows Community College | Curriculum
17
Degree/Certificate Requirements:
We are going to look at changing some of our degree requirements. We need to replace the CUL245 Business Chef
with another class that meets the colleges’ general education requirement. It is currently being used as a math credit
under quantitative reasoning and starting next year TMCC will no longer allow that course to qualify for general
education requirement.
Methods of Instruction:
Lecture, videos, discussion, group activities, and integrated kitchen labs will be used along with independent work,
field trips and homework. Students are being trained to be a professional in the culinary industry. Scenarios included
the student experiencing working as a culinary professional, subject to the stress and rigors of the professional
working environment they may encounter in the future.
Faculty Qualifications:
Both of our full time faculty (Chef Karen Cannan and Chef Craig Rodrigue) have met the job TMCC job
requirements, have Culinary Degrees and hold industry certifications in Sanitation and are CPR trained. Both
instructors have more than thirty years each in the culinary industry, ranging from beginning level to lead positions.
Chef Karen Cannan holds certifications as a Sanitation instructor, holds a National title certification as an Executive
Chef and continues to take classes every semester working on a bachelor’s degree in Business from UNR. Chef Craig
Rodrigue is eligible and will be pursuing National certification from the American Culinary Federation.
Post Completion Objectives (transfer, job placement, etc.)
Continuing education is always encouraged by our instructors, especially for those who consider attending private
culinary schools. We usually suggest getting a good foundation built here in our program first, for two main reasons;
#1 so they can walk into the private culinary schools already with kitchen savvy and etiquettes making the transition
smooth and comfortable, #2 so they can get a feel for what the culinary industry requires and the real life realities of
the business, before they have invested too much of their life and finances for the very expensive private schools.
Our culinary students can continue on to UNR for a degree in Nutrition or Business. Some students can go to UNLV
and take advantage of a 2+2 articulation agreement and receive a Hospitality degree.
One of the suggestions from our last Accreditation visit from the ACF (American Culinary Federation) was to do
employer surveys. In the fall of 2009 we started sending this survey to know employers of or our graduates. We are
still trying to gather information, of the twelve surveys we sent out spring 2009 and spring 2010 we have not received
any response. We are going to try and gather data and ask for this information from the employers we are working
with students who are doing work experience.
An example of the employer survey is shown below:
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Truckee Meadows Community College | Curriculum
19
Graduate – Surveys
We have been more successful in doing graduate surveys. And have included an example below. The latest graduate
survey is also included in the Annual Report, hard copy is attached.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Secondary Student Preparation Efforts:
Working with our local high school and trade school programs, we have several articulations giving high school
students the incentive and precollege credits towards our culinary degree.
We have articulations with:
 Carson High School
 Plumas High School
 AACT(Academy of Arts Careers & Technology)
Students from Reno and Sparks High Schools attend and this program in either the morning or afternoon
session allowing all High Schools in the community to fall under the umbrella of the articulation.
 Douglas High School
 Sierra Nevada Job Corp
 Every spring we visit AACT do a presentation and orientation about our program, chef’s demo and inform
them about the TMCC/ chef’s association scholarship available to them.
 We also participate in the TMCC open houses and Tech Expo at Edison.
 We have several tours and visits every year from advisors and teachers bringing groups of students from high
schools to our facility. Last year we had visits from Lassen High School, Plumas High, and Sparks High.
External Review:
Our culinary program holds an accreditation by the ACF (American Culinary Federation). We first went through the
accreditation process in 1999 and were granted a three year provisional status in anticipation of our new facility. This
process requires a self study report and a site visit of three days from a team of evaluators.
A hard copy of the Accreditation Standards is included with this report.
In 2003 we were given an extension since the new facility had not been built. After our self study and site visit in
2005 we were given a five year accreditation. Because of the two year extension given earlier we were up again for
renewal in 2008, after another self study and site visit we were grated another five year accreditation. Our next self
study will be due in the spring of 2013.
We have to report every year to the ACF with their required Annual Report.
ACF Annual Report and latest self study hard copy are included with this report.
Non-credit Training Offered
None at this time
Curriculum Development Strategies
Assessment Findings and Strategies
We are committed to getting all assessment work up to date. We have a planned schedule for all courses to have data
assessed on a three year cycle. We have two course completed (CUL100 & 101, these results are in this report and we
will have three more done for spring 2011.
We have always been doing assessment in all of our classes we just have not organized the data. We have competency
list for each course listing the skills and techniques the students are required to complete. Competencies are 20% of
the grade for our courses and students are graded on a scale of 1 to 10 on the skills.
Below is an example of a Skill Competency List:
Truckee Meadows Community College | Curriculum
21
SKILL COMPETENCY & GRADING SHEET
CUL 106 - Culinary
Techniques I
STUDENT:
Spring 2009
Must complete 35. Skill grade scale of 0-10; 0 = no skill, 10 =
excellent.
INSTRUCTOR SKILL
NOTES
GRADE
QUIZES SCORE FR KNIFE TECHNIQUE
1
#8
JULIENNE & BRUNOISE,
1/8"
DICE AN ONION
2
4
#11
TURN POTATO OR
VEGGIE
TRUSS CHICKEN
#12
SKILL
DATE
Attendance/Daily Grade
Clas Date
s
25Aug
2
27Aug
3 3-Sep
/
4 8-Sep
/
CUT CHIX INTO 8 PIECES
5
6
5
/
#13
DEBONE CHIX BREAST
7
6
#14
WHITE / BROWN /
VEGETABLE STOCK
CLARIFY A STOCK
8
7
9
8
10
9
#9
#10
3
1
Attendance / Lab
Grade
/
/
10Sep
15Sep
17Sep
29Sep
1-Oct
/
10 6-Oct
/
11 8-Oct
/
12
13Oct
15Oct
20Oct
22Oct
27Oct
29Oct
/
18 3-Nov
/
19 5-Nov
/
#10
19
THICK SOUP: BISQUES
20
THICK SOUP: CHOWDER 21
20
/
#11
SPECIALTY SOUP: COLD
22
21
#12
COOK LEGUMES
23
22
#13
COOK POTATOES 3
WAYS
MAKE PASTA, COOK AL
DENTE
24
23
25
24
#15
#16
#17
WHITE-BLOND-BROWN
ROUX
BECHAMEL
#18
VELOUTE
#19
BROWN SAUCE
11
12
13
#20
TOMATO SAUCE
14
13
TOTAL
CLASSIC HOLLANDAISE
15
14
AVERAGE
CLEAR SOUP:
CONSOMME
CLEAR SOUP:
VEGETABLE
THICK SOUP: CREAM
16
15
17
16
18
17
HOMEWORK
Study
Guide
Assign.
#8
#9
#14
Points
THICK SOUP: PUREE
10Nov
12Nov
17Nov
19Nov
24Nov
/
/
/
/
/
/
/
/
/
/
/
/
[SCHOOL OF SCIENCES – CULINARY ARTS]
#15
VEGGIES AL DENTE
26
#16
ROASTED VEGETABLE
27
#17
CREAMED VEGETABLE
28
#18
29
#19
SAUTE OR REHEAT
VEGETABLE
COOK RICE 3 WAYS
#20
COOK A RISSOTO
31
Total
BRAISE MEAT UNTIL
TENDER
PAN FRY MEAT OR FISH
32
SAUTE PORK OR FISH
34
SAUTE & PAN SCE
MEDALLIONS
POACH POULTRY
35
MAKE A PIE DOUGH
AND/OR BISCUIT
TRIM MEAT FOR STEW
37
DEMO MEASURING
LIQUIDS
GNOCCHI
39
SPAETZLE
41
MAKE A GROUND MEAT
DISH
MAKE A DRESSING
42
AVERA
GE
PRE TEST
Indiv
Exam
Grp
Exam
Final Written
30
33
36
38
40
2010-11
Tot
al
Lab
Report 1
Lab
Report 2
Lab
Report 3
Lab
Report 4
Lab
Report 5
Lab
Report 6
Lab
Report 7
Lab
Report 8
Lab
Report 9
Lab
Report 10
Lab
Report 11
Lab
Report 12
Lab
Report 13
Lab
Report 14
Lab
Report 15
Lab
Report 16
DUE: 9/08/2008
DUE: 9/10/2008
DUE: 9/15/2008
DUE: 9/17/2008
DUE: 9/29/2008
DUE: 10/1/2008
DUE: 10/6/2008
DUE: 10/8/2008
DUE: 10/13/2008
DUE: 10/15/2008
DUE: 10/20/2008
DUE: 10/22/2008
DUE: 10/27/2008
DUE: 10/29/2008
DUE: 11/3/2008
DUE: 11/5/2008
43
MAKE A STUFFED PASTA 44
Total
All our courses with the exception of the Special Topics and Sanitation classes have a pre and post test. We have
equipment check off list for instructors, instructor assistances and students that are dated and initialed in order to
document training on all equipment. Students are evaluated on lab performance on a per class basis in the following
areas:
LAB GRADING
Each class has a lab grade made up of one hundred (100) total points and consists of the following;
Lab Reports: (5 points)
 Review the day
 Evaluate your work
 Ask questions about the class
Truckee Meadows Community College | Curriculum
23
 Due the following class day
 Late lab reports not accepted
Time Utilization: (10points)
 How well was time utilized in lecture and lab
Preparation/Professionalism: (15 points)
 Refers to how the student prepares for class
 Approaches class in prepared manner
 Completed homework
 Reading the chapter
 Printing working copies of recipes
 Being on time
Temperature/Taste: (10 points)
 Are products well balanced
 Appropriate temperatures (e.g. hot food hot & cold food cold)
Sanitation: (10 points)
 Practicing good sanitation in the kitchen is mandatory
 Proper hand washing
 Taking temperatures
 Maintain a clean and sanitary work area
 Setting up sinks
 Complete, clean, uniform and appearance
Texture: (10 points)
 Properly cooked
 Crisp when required
 Properly browned, etc.
Plate Presentation: (10 points)
 Attractively arranged
 Appealing, colorful, balanced
 Presented appropriately, warm plate vs. cold plate
Lab Performance: (30 points)
 Organizational Skills, setting up for the days lab
 Accomplishing lab projects
 Thoroughly completing kitchen clean up and organization
 Restocking work area: salt, pepper, spoons, sanitizer, gloves, wipe down
 Positive, effective work ethic during and in completion of the days lab
 Positive approach to teamwork within assigned teams
External Resource Recommendations and Implementation Plans
We are evaluated by our accreditation body the ACF (American Culinary Federation), and they are emphasizing
assessment more and more. The reports and data we are starting to record will be very helpful when we are up for our
renewal in spring 2013. The assessment information they require for our accreditation is based on very detailed skills
and techniques, but is different from the format required by TMCC. We have to break down the information by the
hour for the Required Knowledge and Competencies and in which course we are covering the information. This
information is attached to this report as a hard copy because it is 42 pages long.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
We are also inspected several times a year by Washoe county Health Department, State of Nevada Health
Department, and Fire Inspection.
Anticipated Factors Affecting Curriculum and Strategies
We are always looking at making sure are current with the industry trends, and continue our foundation of teaching
the classic fundamentals in beginning, intermediate and advanced culinary arts.
As we continue to go through another accreditation in 2013 we will start another self study in 2012. With the ACF
emphasizing more the need for assessment documentation we will be able to use our updated information in this
report. This will also give us another opportunity to look at our TMCC assessment reports and any factors needed for
changing curriculum or developing new strategies.
Truckee Meadows Community College | Curriculum
25
RESOURCES:
Faculty and Staff
Required Faculty Credentials
MINIMUM QUALIFICATIONS –Full Time
1.
Associates Degree in culinary arts or related topic from a regionally accredited institution.
2.
Three (3) years supervisory experience in the culinary field.
3.
In depth knowledge, experience and ability to teach at least five of these areas: basic and advanced hot
food cooking, baking and pastry, food and beverage management, sanitation, menu design, food service
mathematics, garde manger, line cooking and related subjects such as American regional cuisine,
international cuisine, catering, restaurant operations.
PREFERRED QUALIFICATIONS- Full Time
1. Bachelor Degree or higher in Business, Food Service or related field from a regionally
accredited institution.
2. Teaching experience in a higher education setting.
3. Certification by the American Culinary Federation. If offered employment and not currently
ACF certified, the candidate must agree to achieve certification.
Adjunct faculty is hired on their qualifications/certifications to teach specific subjects and may not always
be required to have degrees.
Full-Time to Part-Time Faculty Ratio
80%
70%
60%
50%
40%
30%
20%
10%
0%
Fall 2005
Spring 2006
Fall 2006
Spring 2007
Fall 2008
Spring 2009
Full Time
Part Time
Percentage Percentage
Fall 2010
This data does not give an accurate example of our full time to part time ratio. We have two full time instructors and
only two part time faculty. Both full time instructors teach 15+ plus credits each semester, and our part time faculty
teaches only 3 to 6 credit per semester. Full time faculty teaches 4 to 6 credits each per semester of overload and the
data is showing the overload as being part time teaching units. Part time faculty is hired to teach only very specific
areas, currently only Sanitation and the Food and Wine Pairing classes. All other culinary core classes are taught by
full time faculty.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Required Classified Credentials
Minimum requirements for classified staff:
Classified staff is appointed by the Dean, job qualifications are established by TMCC for administrative assistants.
Our current Administrative Assistant has been working with our culinary program for at least four years has gone
through our last Accreditation process, has knowledge in our standards, policies, course and degree requirements.
Classified FTE
NA
Facilities:
The Red Mountain Building, where the culinary program is located, is a state financed and operated facility under the
control of the Board of Regents of the University and Community College System of the State of Nevada. This
building, the original one on campus, was completed in the November 1976. In May of 2003 the demolition of the
culinary facility was the start of a year and a half of displacement. During that time we used two satellite locations to
keep the program running, North Valleys High School and Washoe County Nutrition Services Center. This was a
difficult and challenging time for our students and instructors.
In the last week of August, 2004 we were able to get into the door to start our fall semester. With dozens of electrical,
equipment installation and cosmetic problems still being worked on it was an exceptional learning experience and
time to really get to know our new property while trying to work out all the bugs.
We have state-of-the-art facilities for the culinary program. A smart classroom, a kitchen/laboratory, a
bake shop, a line kitchen for the dining room, a 70+seat dining room, a walk-in refrigerator, a walk-in
freezer, a receiving area, and modern sanitation facilities.
Currently we are working out of the following facilities:
INTEGRATED LECTURE/LAB KITCHEN
Our kitchen/laboratory, (RDMT 220) houses a fully equipped commercial cooking line and 10 cooking stations
utilizing only the best in commercial equipment. We have a separate bakery & pastry kitchen (RDMT 220-A) also
equipped with the best commercial equipment. Over a two dozen refrigerators, including reach-in and walk-in style
are located within the lab kitchen and bakery. Hundreds of square feet of counter space and over a thousand square
feet of storage. We have an area already set up for a laundry room next to our cleaning supply and mop sink area.
Locker room and restrooms for men and ladies located within the kitchen facility. At one end of the kitchen a
computer lab area for students to work on recipe selection and yielding. Software from our text books are available for
the students to use while they are working.
The physical facilities are safe and well maintained. The equipment is modern and new and will be kept in excellent
repair. The fire code and equipment as installed allows us to hold classes with a maximum of 24 students. Included in
the report is an equipment list.
DINING ROOM
The Golden Frog Dining Room (RDMT 250) is configured to seat 40+ guests. A few feet away, are two rooms. One
is used generally for wait staff, mostly for beverage set up. The other service area is geared towards bus service use
for all things needed to set up the dining room. Out side the doors of the dining room we have placed additional tables
where we can accommodate up to 32 more covers. This we call our bistro seating. Also located in the dining room is a
custom made counter and bar area, we call our smoothie and espresso bar. We are still looking to purchase additional
Truckee Meadows Community College | Resources:
27
equipment such as a point of sale register system, which we already have wired and electrical put in place to
accommodate a system.
The Golden Frog is open to the public when CUL200, Aromatics/Restaurant Experience, CUL210, American
Regional Cuisine, CUL220, International Cuisine, and CUL 170 Retail Deli and Bakery are scheduled. It also serves
as the classroom for all beverage, wine and food paring classes.
CLASSROOM
RDMT-223 is the prime lecture classroom for the instructional period at the start of most integrated kitchen lab
classes. For this purpose, the program has a smart classroom set up which includes a demonstration area for instructor
or guest chef to do cooking demos. There is a computer with internet access and large screen for students to view
PowerPoint presentations, any internet information, Elmo, VCR, or DVDs. Future plans include adding an over heard
camera to view instructor demonstrations or for filming and installation for distance education and interactive
classroom.
Classes scheduled for transmission over cable television are held in SIER-100, a state-of-the-art distance education
classroom located three minutes walk away in the Advanced Technology Building.
PROGRAM OFFICE SPACE
RDMT-207 houses private offices for both full time instructors. Offices are equipped with a desk, chairs, a side table,
file cabinet, book case, a computer with network connection, and printer.
Our administrative office is in RDMT 324.
Part-time faculty from all disciplines has mailboxes and copy facilities in the Extended Day Services Department
located in RDMT-315. Culinary arts part time faculty also has a mailbox located in the kitchen to make it easy for
students or other instructors to leave messages or papers.
VIDEO & SOFTWARE LIBRARY, RDMT COOKBOOK LIBRARY
Videos and software materials owned by the program are housed in a glass-fronted cabinet located in the Culinary
Arts Classroom, RDMT 223. They are labeled, cataloged and numbered so there is a record of this valuable asset.
There is also very extensive cookbook collection in the classroom. Students have access to these books by signing out
for them and returning before the end of the course.
There are over 115 culinary videos in the department collection plus others in the Elizabeth Sturm Library.
Instructors and students may check them out to meet their lecture or classroom needs.
LONG TERM STORAGE ROOM
RDMT-224 is a large storage room located about 100 feet away in a back corridor. In this room we store little used
equipment such as catering hot carts, a portable salad bar, excess and mismatched china, old records, extra storage
carts, cold beverage dispensers, etc.
In this same corridor are our walk-in refrigerator and freezer for culinary.
Technology
In addition to our fully equipped kitchen /dining room facility we also have a smart classroom, where we use video,
DVD, Elmo and interactive websites.
Our textbooks require using recipe software and come with CD-ROM.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Funding Sources
Operating: State Funds – $7320.00/Annually, needed to purchase all supplies for the kitchen, small wares, cleaning,
dry products, equipment repair, equipment replacement, linen cost, office supplies, copy, phone, postage, laundry
costs. While we have increase our facility space by more that four times we are still operating on the same funds for
over seven years.
Instructor Assistant: State Funds - $8112.00/Annually, Instructor Assistants are very necessary to our operation
their duties include but are not limited to: helping students in labs, maintain kitchen organization and sanitation, assist
instructors with class paperwork, inputting food orders, and helping with special events.
Lab Account: Students pay a maximum or $50.00 per class. Funds are used to purchase food and ingredients for
practical labs. We are averaging overseeing approximately $25,000 plus in lab fees per fiscal year.
Catering Account: This account is built from revenues/donations from special events, buffets, lunches and dinners.
Since our lab fees do not begin to cover our cost of ingredients these funds are necessary to continue paying for the
rest of the semester costs. We usually see a few thousand dollars a year coming in and out of this account each year.
Frog Pond: This account is built mostly from donations. These funds are used to pay for student field trips, chef
association dinners, anything that helps the student experience something in culinary they normally would not be able
to attend. We try to maintain a couple of thousand dollars in the account as a backup.
Resource Development Strategies
Staffing Issues and Strategies
Our program is continuing to grow and our enrollment keeps going up. We have increased our class offerings for four
of our entry/prerequisite classes. We have increased sessions for CUL 100, CUL105, CUL106, and CUL 108.
Instead of one CUL100 (Sanitation Class) offered per semester, we now have two CUL100 classes a one credit
version CUL101 for those who are working for recertification per semester.
We have gone from offering CUL 105 (Basic Skills) once a semester, to two in the fall and one in the spring, now we
have two sessions per semester, and they are filling up.
CUL 106(TECH I) and CUL 108(TECH II) were only offered once a semester in a rotation of one in the fall and one
in the spring. So if a student missed taking a TECH class when it was offered, they had to wait for at least a year
before it was offered again. Now we have one sessions of each class running both spring and fall.
Since our CUL 105(Basic Skills) class is filling both sessions spring and fall, we now have a demand for a second
session of CUL 106 (TECH 1) class to be offered each semester. For the last two semesters we have had a wait list of
approximately 18 students shortly after registration opened the semester starting. We have started looking at the
possibility of finding the time and space to increase the CUL 106 sessions, and have decided to offer a sessions during
the summer.
Both our full time faculty are teaching a full load plus an overload to accommodate the schedule, we could support a
third full time faculty and still be able to fill a full time contract requirement with the scheduled classes.
Truckee Meadows Community College | Resources:
29
Facilities and Desired Capital Improvements:
Our kitchen is coming into the sixth year of operating, and while our staff and the facilities staff have done a good job
maintaining and taking care of the needs of this space, we are seeing some need for equipment repair and replacement.
We have a great facilities department that handles all maintenance requests in a timely matter, however it is the
responsibility of our staff (Instructors and Instructor Assistants) and students to maintain the rest of the culinary space
this includes all organization, cleaning for the entire 8000 square foot space, with the facilities department taking care
of trash disposal and mopping the floors. Some of our equipment repairs can only be done by industry manufacturers,
and this incurs high costs. Our operating funds are not comparable to the size, and demands of our facility and the
increase of students we are facilitating.
Funding Allocations and Development Strategies:
We are going to continue doing events when we can to help increase our funds and buy items when they are needed.
In a kitchen there is a constant need to replace items, especially small wares. Small wares include things like pots,
pans, wooden spoons, spatulas, bowls, mixers, food processors. We have ideas to do more fund raising type events,
such as formal dinner, gingerbread house auction and our own in house culinary competition.
The next areas to look at are grants. Grant writing has been an option, but not something that the Program Coordinator
has been able to accomplish with other priorities continuing to need completing first.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
APPENDIX A.
Dean’s Analysis of Funding Resources
School of Sciences - Culinary
Fund
Agency
ORG
Description
OBJ
EXPENSE/BALANCE
Last yr - FY 10
Culinary Arts, Coordinator Cannan
Current - FY 11
State Operating
7104
708
HK10
Opera ti ng
17
20
30
$
$
$
$
600.00 $
7,320.00 $
8,112.00
600.00
7,320.00
7104
708
HK14
Ins tructi ona l a s s i s ta nts
17
$
8,234.00 $
708
HK12
CULINARY LAB
$
35.61 $
14,958.68
HK11
HK25
CULINARY CATERING
$
THE FROG POND
$
276.67 $
3,831.37 $
2,477.90
3,007.12
-
Lab
7266
Special Fees
Grants
Non-credit training
Donations
Other
7262
7268
708
708
Truckee Meadows Community College | Appendix
31
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
FAB 224 Beers and Wines of the World................................. 3
MGT 103 Small Business Management................................. 3
APPENDIX B.
Degree and Certificate Worksheets
Total Emphasis Requirements
7 Credits
Total Degree Requirements
67 Credits
Suggested Course Sequence
Culinary Arts Degree
Associate of Applied Science
Course #
The culinary arts curriculum has been designed to meet the needs of the
multi-faceted industry we serve. Individual courses provide the skill sets
necessary to work in and operate culinary facilities. They take into account
the business, people, skills and general education required to achieve
success in a wide range of different food operations.
Title
Credits
1st Semester
Core
CUL 100
Sanitation/HACCP
Core
CUL 105
Basic Skills Development
2
3
Human Relations
MGT 212
Leadership and Human Relations
3
Core
NUTR 121
Human Nutrition
3
General Education Requirements
Total
Diversity
(3 credits)
Refer to the ‘Diversity’ section of the general education description of this
college catalog for a list of approved courses. Designated diversity courses
can be used to fulfill other general education or major requirements.
Communications
Recommended: BUS 107
3 credits
English
Recommended: BUS 106 or 108
3 credits
Human Relations
Required: MGT 212
3 credits
Quantitative Reasoning
Required: CUL 245
3 credits
Science
Social Science/Humanities
Recommended: ECON 102 or 103
Communications
BUS 107
Business Speech Communications
3
Core
CUL 106
Culinary Techniques I
6
Science
Elective
3
Total
12
3rd Semester
Core
CUL 108
Culinary Techniques II
6
Core
CUL 125
Principles of Baking
3
Quantitative
CUL 245
The Business Chef
3
Reasoning
Total
3 credits
3 credits
Total General Education Requirements
24 Credits
12
Course #
Title
Emphasis
Choose from list
Credits
English
Elective
Choose from recommended list
3
Core
CUL 130
Garde Manger
3
Core
CUL 210
American Regional Cuisine
4th Semester
6 credits
U. S. and Nevada Constitutions
3
3
Total
12
5th Semester
Core Requirements
CUL 100 Sanitation/HACCP................................................... 2
CUL 105 Basic Skills Development........................................ 3
CUL 106 Understanding Culinary Techniques I...................... 6
CUL 108 Understanding Culinary Techniques II..................... 6
CUL 125 Principles of Baking................................................. 3
CUL 130 Garde Manger.......................................................... 3
CUL 200 Aromatics/Restaurant Experience............................ 4
CUL 210 American Regional Cuisine..................................... 3
Core
CUL 220
International Cuisine
3
Emphasis
CUL 295
Work Experience in Culinary Arts
3
U.S. and Nevada
Elective
3
Elective
3
(recommended) or choose from list
Constitutions
Social Science/
Humanities/
Diversity
Total
CUL 220 International Cuisine................................................ 3
NUTR 121 Human Nutrition.................................................... 3
Total Core Requirements
11
2nd Semester
36 Credits
Emphasis Requirements
Choose seven credits from the following:
12
6th Semester
Emphasis
Choose from list
Core
CUL 200
Science
Elective
1
The Restaurant Experience
4
3
Total
Degree Total
CUL 114 Buffet Catering......................................................... 3
CUL 198 Special Topics in Culinary Arts..........................0.5-6
CUL 225 Advanced Baking..................................................... 3
CUL 230 Pastry Arts............................................................... 3
CUL 250 Saucier.................................................................... 3
CUL 295 Work Experience in Culinary Arts............................ 3
Truckee Meadows Community College | Appendix
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8
67
[SCHOOL OF SCIENCES – CULINARY ARTS]
Culinary Arts - Certificate of Achievement
2010-11
Baking and Pastry - Certificate of Achievement
Culinarians will find plenty of career opportunities in Northern Nevada.
Challenging positions are open in restaurants, hotels assisted living centers,
educational institutions, supermarkets, bakeries, pastry shops, hospitals, ski
and lake resorts, corporate cafeterias and casinos.
Trained baking and pastry professionals will find plenty of career
opportunities in Northern Nevada. Challenging positions are open in retail
and wholesale bakeries, pastry shops, upscale restaurants, hotels and casinos,
assisted living centers, educational institutions, supermarkets, hospitals, ski
and lake resorts, corporate cafeterias and commissaries. There is a real
shortage of skilled and knowledgeable bakers and pastry cooks.
General Education Requirements
Communications
Recommended: BUS 107
3 credits
English
Recommended: BUS 106 or 108
3 credits
Communications
Recommended: BUS 107
3 credits
Human Relations
Required: MGT 212
3 credits
English
Recommended: BUS 106 or 108
3 credits
Quantitative Reasoning
Required: CUL 245
3 credits
Human Relations
Required: MGT 212
3 credits
Total General Education Requirements
12 Credits
Quantitative Reasoning
Required: CUL 245
3 credits
Total General Education Requirements
12 Credits
General Education Requirements
Core Requirements
CUL 100 Sanitation/HACCP............................................. 2
Core Requirements
CUL 105 Basic Skills Development.................................. 3
CUL 100 Sanitation/HACCP..................................................... 2
CUL 106 Understanding Culinary Techniques I................ 6
CUL 105 Basic Skills Development........................................... 3
CUL 108 Understanding Culinary Techniques II............... 6
CUL 125 Principles of Baking.................................................... 3
CUL 114 Buffet Catering .................................................. (3) – or –
CUL 130 Garde Manger ................................................... (3) – or –
CUL 170 Retail Deli and Bakery............................................... 3
CUL 220 International Cuisine ......................................... (3)
CUL 225 Advanced Baking....................................................... 3
CUL 230 Pastry Arts.................................................................. 3
CUL 125 Principles of Baking........................................... 3
Total Core Requirements
23 Credits
Total Certificate Requirements
35 Credits
CUL 295 Work Experience in Culinary Arts.............................. 3
NUTR 121 Human Nutrition....................................................... 3
Suggested Course Sequence
Course #
Title
Credits
1st Semester
Core
CUL 105
Basic Skills Development
3
Core
CUL 100
Sanitation/HACCP
2
Total Core Requirements
23 Credits
Total Certificate Requirements
35 Credits
Suggested Course Sequence
Course #
Title
Credits
1st Semester
English
Elective
Choose from list
3
Core
CUL 105
Basic Skills Development
3
Human Relations
MGT 212
Leadership & Human Relations
3
Core
CUL 100
Sanitation/HACCP
2
Total
11
2nd Semester
Communications
BUS 107
Business Speech Communications
English
Elective
Choose from recommended list
3
Human Relations
MGT 212
Leadership and Human Relations
3
Total
11
3
2nd Semester
Core
CUL 106
Culinary Techniques I
6
antitative Reasoning
CUL 245
The Business Chef
3
Communications
BUS 107
Business Speech Communications
3
12
Core
CUL 125
Principles of Baking
3
Core
CUL 225
Advanced Baking
3
6
Quantitative Reasoning
CUL 245
The Business Chef
3
Core
NUTR 121
Human Nutrition
3
Total
15
Total
3rd Semester
Core
CUL 108
Culinary Techniques II
Core CUL 114 or
Buffet Catering or
(3)
CUL 130 or
Garde Manger or
(3)
Core
CUL 220
International Cuisine
(3)
CUL 125
Principles of Baking
3
Total
12
Certificate Total
35
3rd Semester
Core
CUL 170
Retail Deli and Bakery
3
Core
CUL 230
Pastry Arts
3
Core
CUL 295
Work Experience in Culinary Arts
3
Total
9
Certificate Total
35
Truckee Meadows Community College | Appendix
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[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
APPENDIX A. Culinary Arts (CUL)
CUL 100
•
Sanitation/HACCP (2 credits)
Course covers all aspects of food service sanitation, but focuses on causes and prevention of food-borne
illness and the implementation of HACCP quality assurance systems. Instruction includes lecture,
demonstrations and special projects. Each student takes the National Registry Food Service Manager
Certification exam. Passing this confers both NRA (Nevada Restaurant Association) and Washoe County
Food Service Manager certification.
CUL 101
•
Sanitation/HACCP (CFPM) (1 credits)
Passing this course confers both NRA (Nevada Restaurant Association) and Washoe County Health
Department requirements to acquire a certification of Certified Food Protection Manager (CFPM). Course
covers all aspects of food service sanitation, but focuses on causes and prevention of food-borne illness
and the implementation of HACCP quality assurance systems. Instruction includes lecture,
demonstrations, and special projects. At the conclusion of the course the instructor will proctor a national
certification exam from the National Registry.
CUL 105
•
Basic Skills Development (3 credits)
Prerequisite: BUS 106 or ENG 98R, MATH 093 or equivalent or qualifying Accuplacer, ACT/SAT test
results.
Entry level course provides students with basic culinary skills to enroll in kitchen or baking production
classes. Competencies include culinary history, professionalism, basic safety and sanitation, standardized
recipe use and costing, basic nutrition and menu planning, introduction to ingredients, use of commercial
kitchen equipment and hand tools, basic knife cuts and raw ingredient preparation. Students with previous
culinary skills or training may challenge prior to the start of the semester.
CUL 106
•
Understanding Culinary Techniques I (6 credits)
Prerequisite: CUL 105.
Course teaches introductory hot food cookery with emphasis on product utilization, cost effectiveness,
timing and presentation. Students practice traditional and modern cooking techniques and good nutrition.
Much hands-on practice utilizing moist and dry heat cooking methods. They prepare sauces, soups,
starches, vegetables and center of the plate entrees. Some menus include practical baking of quick breads
and home baked desserts. Chef instructors make frequent demonstrations to reinforce and amplify recipes
and lectures.
CUL 108
•
Understanding Culinary Techniques II (6 credits)
Prerequisite: CUL106 or permission of instructor.
Continuation of CUL 106 covering the remainder of the portions of text not covered in CUL 105 or CUL
106. Instruction and kitchen expectations become more intense as students hone their skills on more
difficult techniques and recipes. They will expand their repertoire in the preparation of sauces, proteins,
starches, vegetables and fruits. Students receive a hands-on practical introduction to Garde Manger and
the Bakeshop. Techniques and lectures augmented and reinforced by chef demonstrations.
Truckee Meadows Community College | Appendix
37
CUL 114
•
Buffet Catering (3 credits)
Prerequisite: CUL 106 or permission of the instructor.
An introduction to on and off premise catering. Students learn professional techniques used by caterers to
developing and market services. They develop menus, practice writing proposals and contracts, plan and
execute functions. In the kitchen students prepare typical caterer foods such as fruit and vegetable
mirrors, canapés, hors d'oeuvres, tea sandwiches and buffet sweets. Students gain experience as they
work with phyllo dough, puff pastry, éclair paste, pie and tart dough, savory butters and fillings.
CUL 125
•
Principles of Baking (3 credits)
Prerequisite: CUL 106 or permission of the instructor.
Students learn fundamentals of bread and pastry making, with the emphasis on American products.
Included are: baking ingredient properties, function and use of equipment, understanding bakery
procedures, recipe conversion, proper storage and sanitation. Students produce home style products
including pies, cookies, quick breads, yeast leavened goods, cakes and icings. Elementary cake decoration
techniques are introduced, however, emphasis is on production of quality hand-crafted products.
CUL 130
•
Garde Manger (3 credits)
Prerequisite: CUL 106 or 108 and the permission of the instructor.
Course introduces students to the three main items of the cold kitchen; reception foods, canapés and hors
d' oeuvres and buffet arrangements. Students gain hands-on experience in the production of pate,
galantines, terrines, salads and other foods that enhance buffets. Students will also be introduced to the
use of aspic, techniques of food sculpture and ice carving, plus modern ways of decorating and arranging
platters.
CUL 164
•
Advanced Baking (3 credits)
Prerequisite: CUL 108, CUL 125.
ADVANCED BAKING
CUL 170
•
Retail Deli and Bakery (3 credits)
Prerequisite: CUL 105, CUL 106.
Course designed to teach professional food preparation and bake-off techniques applicable in a variety of
food service environments - supermarket bakery and deli departments, convenience stores, cafeterias,
fast food outlets and contract management companies. Structured to develop culinary skills while utilizing
convenience foods and frozen bakery products. Emphasis on equipment use, proper handling and proofing
of frozen dough, finishing and packing products, assembling sandwiches and platters and product display.
Most of the course oriented toward working with convenience foods and bake-off techniques.
CUL 195
•
Selected Topics in Culinary Arts (1 - 6 credits)
Course designed to bring students current topical information on problems and/or issues, skills and/or
techniques in various areas of food service. This course may be repeated for up to six credits.
CUL 198
•
Special Topics in Culinary Arts (0.5 - 6 credits)
Various short courses and workshops covering a variety of subjects. The course will be a variable credit of
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
one-half to six credits depending on the course content and number of hours required. The course may be
repeated for up to six credits.
CUL 200
•
Aromatics/Restaurant Experience (4 credits)
Prerequisite: CUL 106, 108 or permission of the instructor.
Feed the folks who visit the Golden Frog, TMCC's student run restaurant. Students develop team skills as
they plan and implement menus, develop and cost recipes, cook and serve the food and wash the dishes.
Enhance dishes by discovering seasonings and their characteristics. This is a realistic experience in
running a restaurant, meeting time deadlines and satisfying customers. It gives students a look at running
a successful restaurant while developing speed in the kitchen.
CUL 210
•
American Regional Cuisine (3 credits)
Prerequisite: CUL108 or permission of the instructor.
Through lecture and hands-on cooking, students explore seven American regional cuisine's and their local
food specialties - New England, Middle Atlantic, Deep South, Texas and Southwest, Midwest and Mountain
States, Pacific Northwest, California and Hawaii. Authentic recipes and ingredients will be utilized. Correct
cooking techniques and authentic traditional seasonings are emphasized.
CUL 220
•
International Cuisine (3 credits)
Prerequisite: CUL 106, 108 or permission of instructor.
Through lecture and hands-on cooking, students explore seven important classical and trendy cuisine's
and some of their food specialties - French, German, Italian, Mexican, Japanese, Chinese and Caribbean.
Authentic recipes and ingredients will be utilized. Correct cooking techniques and authentic traditional
seasoning are emphasized.
CUL 225
•
Advanced Baking (3 credits)
Prerequisite: CUL106, CUL 125 or permission of the instructor.
An advanced course, utilizing CUL 125 (formerly CUL 163) principles with emphasis on more sophisticated
American and European goods such as layered dough, baked custards, gelatinization, and restaurant type
desserts. Students are expected to continue development of skills for producing quality products.
CUL 230*
•
Pastry Arts (3 credits)
Prerequisite: CUL 106, CUL 125 or permission of the instructor.
Course focus is on European style pastries and multi-portion desserts. Students gain experience making
sponge cakes, butter creams, puff pastry, glazes and fillings, meringue, marzipan, chocolate and éclair
dough. The emphasis on the production of fine pastry such as tea cookies, petit fours, chocolates and
truffles, individual French pastries, torten and gateau.
CUL 245
•
The Business Chef (3 credits)
Prerequisite: MATH 093 or equivalent or qualifying Accuplacer, ACT/SAT test results.
Course intended to give the student the tools needed in today's tight labor market for advancement in the
food service industry. Today, chefs, souse chefs and food managers, as well as owners, must know and
understand food service math and importance of the bottom line to an operations success. You will be
exposed to such topics as organizing a business's food, labor and overhead costs, purchasing, equipment
Truckee Meadows Community College | Appendix
39
selection, basic facilities design and scheduling staff. Students exposed to completing spreadsheets and
will demonstrate how to control costs, calculate cost percentages, and breakeven points. Students should
bring a calculator to the first class.
CUL 250
•
Saucier (3 credits)
Prerequisite: CUL 106, 108 or permission of the instructor.
Course teaches that sauces are created through patience, diligence and study while using top quality
ingredients. Students learn both classical and modern methods of sauce making. Each student will be able
to use each sauce in at least one dish and will understand other uses for the same sauce.
CUL 295
•
Work Experience in Culinary Arts (1 - 6 credits)
A course designed wherein students will apply knowledge and skills to real on-the-job situations in a
program designed by a company official and a faculty advisor to maximize learning experiences. Available
to students who have completed most core and major requirements and have a 2.5 G.P.A. Contact the
placement specialist in RDMT 315-X or at (775) 674-7661 for the application, screening and required skills
evaluation. Up to six credit hours may be earned on the basis of 75 hours of internship for one credit.
* This course might not transfer to a baccalaureate degree of art or science within the universities in the
Nevada System of Higher Education (NSHE). If you plan to pursue a four-year degree, check with the
institution where you intend to transfer to learn whether this course will count toward the degree you
intend to seek.
[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
APPENDIX C:
Institutional Research Data
Truckee Meadows Community College | Appendix
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[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Truckee Meadows Community College | Appendix
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[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Truckee Meadows Community College | Appendix
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[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
Truckee Meadows Community College | Appendix
47
[SCHOOL OF SCIENCES – CULINARY ARTS]
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Truckee Meadows Community College | Appendix
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[SCHOOL OF SCIENCES – CULINARY ARTS]
2010-11
APPENDIX D:

Advisory committee membership list and meeting minutes included in ACF Annual report attached as hard
copy.
Truckee Meadows Community College | Appendix
51
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
DEAN’S RECOMMENDATION
PROGRAM/UNIT REVIEWED: Culinary Arts
Self Study Committee Chair(s):
Karen Cannan
School: TMCC – School of Sciences
Year of Review: 2010-11
Date Submitted to PURC:
Dean’s findings of strengths and weaknesses of the program/unit:
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Summary action recommended for program/unit: Choose an item.
Recommendations for development strategies and anticipated time lines:
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Identify resources necessary for implementation of recommended development strategies:
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Describe impact of recommended development strategies on program/unit faculty:
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Dean of Enter School Name:
Name
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Dean’s Recommendation
Signature
Date
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
PROGRAM/UNIT REVIEW COMMITTEE RECOMMENDATION
PROGRAM/UNIT REVIEWED: Culinary Arts
Self Study Committee Chair(s):
Karen Cannan
School: TMCC – School of Sciences
Year of Review: 2009-10
Date Submitted to VPAA/SS:
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Modification, if any, of development strategies:
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Is this recommendation in agreement with the self-study committee’s recommendation?: Choose an item.
PURC Co-Chairs:
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PURC Members:
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