Peralta Community College District
Annual Program Update Template 2010-2011
Each discipline will complete this form to update program reviews developed in 2009-2010. These will
be reviewed at the college level and then forwarded to the district-wide planning and budgeting
process. The information on this form is required for all resource requests – including faculty staffing
requests – for the 2011-12 budget year.
I.
II.
Overview
Date Submitted:
November 1, 2010
Dean:
Peter Crabtree
BI Download:
10/07/2010
Dept. Chair:
Lorriann Raji
Discipline:
CULIN
Campus:
Laney
Mission
The mission of the Culinary Arts Department is to provide high quality instruction in
savory food preparation, baking, and pastry-making as well as skill development for
restaurant management.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
Census Enrollment (duplicated)
873.0
1,385.0
1,123.0
Sections (master sections)
23.0
27.0
28.0
Total FTES
156.1
186.55
155.18
Total FTEF
9.58
9.06
10.12
FTES/FTEF
16.29
20.59
15.33
Enrolled
844.0
1,285.0
N/A
Retained
780.0
1,139.0
% Retained
92.0
88.0
N/A
N/A
844.0
532.0
63.0
64.0
7.0
1,285.0
645.0
50.0
146.0
11.0
B. Retention
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
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N/A
N/A
N/A
N/A
N/A
III.
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
4.44
4.36
1.32
10.12
43.87
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
0.0
4.44
4.36
1.32
10.12
43.87
0.0
0.0
0.0
0.0
0.0
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V.
Qualitative Assessments
CTE and Vocational: Community and labor market
relevance. Present evidence of community need
based on Advisory Committee input, industry need
data, McIntyre Environmental Scan, McKinsey
Economic Report, licensure and job placement rates,
etc.
The hospitality industry is a key element of the
Oakland economy. Oakland is an historical
and present day hub for food processing and
manufacturing. There has been a remarkable
restaurant renaissance over the past few years
transforming Oakland into one of the country's
most vibrant dining destinations. Bread bakers
and pastry shops continue to flourish as well as
the new Jack London Square Harvest Hall, the
largest food hall in the US. The East Bay is
particularly noted as the birthplace of California
Cuisine as well as a center for speciality breadmaking, internationally flavored restaurants,
pastry shops, and more. The program serves
this strong industry sector. Moverover, since
cooking and baking are at the heart of culture
and cultural enrichment and transmission, the
program also serves students who take culinary
classes to learn skills for self-improvement and
life-enrichment. The program also provides
needed nutrition and safety /sanitation skills
that may be applied throughout one's lifetime.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
The program provides instruction in basic skills
in both culinary and baking courses with math
and contextual English, while encouraging
students to supplement academic deficiencies.
We have instituted a required program
orientation to ensure that students better
understand major requirements, dress code,
basic academic requirements, etc. The
department has been making increasing use of
tutors to assist students in culinary math
classes.
A number of courses are transferrable to
colleges with Hospitality Management and
Administration degrees like UNLV and Cornell.
Both baking and cooking programs operate
within a cohort model. This model of instruction
increases the formation of learning
communities and may lead to improved
retention and completion.
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VI. Strategic Planning Goals
Check all that apply.
Describe how goal applies to your program.
Advance Student Access, Success & Equity
Engage our Communities & Partners
Build Programs of Distinction
Create a Culture of Innovation & Collaboration
Develop Resources to Advance & Sustain Mission
With a newly renovated Baking &Pastry
curriculum and a recently revised cooking
program as well as a fully renovated and
modernized facility for baking and advanced
culinary classes, the department provides a
high quality education to prepare its graduates
to compete for career opportunities in the field.
The program is designed to weave together
technical mastery of skills and abilities with the
time pressure of production for customer
service.
Revisions to the Culinary curriculum based on
the suggestions of our advisory committee and
the strengths of our instructors are ongoing.
Our organic garden is fully staffed by students
on a voluntary basis. We assist in and provide
for team-building exercises in the Student
Center, supply international cuisine for special
events internally, and in the Laney Bistro we
host community events including the Oakland
Chamber of Commerce.
The department provides a strong instructional
avenue for local residents to access jobs in the
community. Program participants are able to
take advantage of world class chef-instructors
and excellent facilities. With modernized
curriculum and partially renovated facilities, the
department has built a program of distinction.
The department supplies all of the prepared
food for the Laney campus which is woven into
the instructional process.
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VII. College Strategic Plan Relevance
Check all that apply
New program under development
Program that is integral to your college’s overall strategy
Program that is essential for transfer
Program that serves a community niche
Programs where student enrollment or success has been demonstrably affected by extraordinary
external factors, such as barriers due to housing, employment, childcare etc.
Other
VIII. Action Plan
Please describe your plan for responding to the above data. Consider curriculum,
pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district
collaboration with the same discipline at other Peralta colleges.
Include overall plans/goals and specific action steps.
We need to continue the work on updating the culinary curriculum and continue progress on SLOs and
assessments at both course and program levels. We need to stay ahead of the offerings of other
colleges to give our students an equal opportunity to compete in the growing culinary world.
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
.The Culinary department urgently needs to hire at least one full time instructor out of the two full time
openings that the department currently has. Every semester at least one part-time instructor must be
overloaded to accommodate instruction in a key lab course. There are many challenges in hiring
qualified temporary part-timers. The revolving door of part time instructors requires that the
department continuously recruit, orient, and integrate new instructors into the instructional program as
well as complex program operations. This process is not particularly effective and breaks continuity in
the program for students and other instructors in the program.
Please describe and prioritize any equipment, material, and supply needs.
We continually need to update our equipment in order to maintain an up to date, realistic instruction. We
have several broken table top mixers and and need 5 new ones @ $450. each and a 20 qt. floor mixer @
$4500. to keep up with the 40 plus students in the first semester labs.

Please describe and prioritize any facilities needs.
The Student Center kitchen and service facilities urgently need renovation. Labs are crowded with
students; present electrical power does not meet our needs; there is no viable catering kitchen; pot
washing capacity is completely unrealistic for the volume created in labs and student service for the
campus; and the serving area is terribly out-dated, inefficient, dark , dank and cave-like.

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X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
42
Number with SLOs
26
% SLOs/Active Courses
62%
Number of courses with SLOs that have been assessed
3
% Assessed/SLOs
7%
Describe types of assessment methods you are using

Portfolios, written and oral exams, instructor evaluation, taste testing to evaluate compliance to
demonstrated standards.
Describe results of your SLO assessment progress


• Utilizing multi media presentations to help students visualize modern procedures and techniques.
Allowing students to see recent competitions and their outcomes.
•
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XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
5
Number with Program Learning Outcomes
4
Number assessed
0
% Assessed
0
Describe assessment methods you are using
Describe results of assessment
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