UNIVERSITY OF HAWAII MAUI COLLEGE
2012-2013 ANNUAL PROGRAM REVIEW
Associate in Applied Science
Culinary Arts and Baking
Program mission statement
MCA Mission Statement
We exist to provide a nurturing, student-centered learning environment preparing students for career
and lifelong success through the acquisition of the foundational skills of our profession. We inspire students to
celebrate diversity of food throughout the world and elevate their knowledge and appreciation of culinary arts.
The mission of the Culinary Arts and Baking Program is to prepare students for careers in Culinary Arts and
Baking with an emphasis on:
 Real-time assessment practices that reinforce the basics learning objectives and knowledge base which
inevitably our graduates need to function and thrive in the professional environment upon entering
the workforce after graduation.
 Realistically preparing students and graduates for the field of Culinary Arts and Baking by following
strict student learning outcome guidelines as dictated by the American Culinary Federation Education
Foundation Accrediting Commission (ACFEFAC).
 Providing lifelong learning opportunities for Hawaii’s workforce that is designed to improve workforce
skills and career progression.
 The primary instructional goal of the Program is to continue to provide quality, relevant culinary
education that meets or exceeds national standards and that satisfies the diverse needs of
residents of Maui County, the State of Hawai'i and all others who desire education in any and all
aspects of the culinary and pastry arts.
 The Culinary Arts Program of Maui Community College envisions itself as a world-class culinary arts
training center for the state of Hawai’i. The “Maui Culinary Academy,” as we would like to be called,
has the potential to draw and train students from Maui, across the State, the rest of the country and
throughout the world.
I.
Quantitative Indicators
The overall Program Health for Culinary Arts/Baking is Healthy for 2012-13. The Demand and Efficiency
indicators scored in the Healthy category, while the Effectiveness Indicators scored in the Cautionary category.
Demand: Healthy
The number of culinary majors decreased 9%, from 200.5 to 180 majors, from the previous year; whereas, the
number of new and replacement positions in the county went from 48 to 99 an increase of 48%.
The Bureau of Labor Statistics projects within leisure and hospitality, employment in food services and drinking
places continued to trend up in October 2012 3.3% and in the 2013 year to 4.0% a .07% increase in job
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openings in food service by the year 2013. The new and replacement culinary positions have increased by
56% (292 to 520) in the past three years for the state; moreover, the county jobs have increased from 48 to 99
reported job positions in Maui County an increase of decreased two positions in the same time.
Efficiency: Healthy
Fill rate - Healthy: In 2012-13, the Culinary Arts Program offered six less courses compared to the
previous year (69 courses versus 63). There was a decrease in course offerings (total seats available), but a
higher fill rate (77% to 78%). The average class size decreased from decreased from 13.9 to 13.6. The program
had decreased the class offerings to accommodate the realignment of the ACF competencies aimed at
strengthening the relevance and rigor of skills attainment. This action also results in a leaner and costeffective program.
The number of majors to FTE BOR faculty decreased from 40.1 (healthy) to 30 (healthy). Lectures
taught forty-three classes over the two semesters; the program should have eight to ten BOR faculty members
to be healthy, but the Program actually has only six full time faculty members. The ratio of FTE BOR appointed
faculty to student majors is 30, but what may not be evident in this calculation, is that within these numbers
and calculations are based upon lecture classes, not a ratio that includes a lab component. The faculty and
instructors in the culinary department are asked on several occasions to teach most of the classes with a lab
component, which rely heavily on a lecturer pool, which in turn, makes it difficult find qualified people willing
to teach without promise of classes or a commitment on the part of the college for job security.
Effectiveness: Cautionary
Degrees earned to majors: Cautionary. The 42 degrees awarded divided by our 180 majors is 23%.
There were 42 AAS degrees awarded and 32 Certificate of Achievement Awards and 60 Certificates. There was
a minor decrease in AAS degrees from 44 to 42, but an overall increase of Certificates of Achievement from 24
to 32.
Degrees earned to annual positions – Healthy.
Persistence: Cautionary. Our persistence rate in 2012-13 decreased from 79.5% to 72%.
II. OUTCOME AND GOAL ACHIEVEMENT
A. Program Learning Outcomes
The program learning outcomes for the Culinary Arts/Baking Program are the following:
PLO1. Explain, examine and demonstrate principles and concepts of quality food procurement and
identification, food and baking preparation and cost controls, service, and proper use of tools and
equipment to produce and serve a variety of professional food items.
PLO2. Identify and practice the basic principles of culinary service, organization and structure,
sanitation and safety in a foodservice operation to maintain the optimum health and satisfaction of
the consumer.
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PLO 3. Demonstrate skills in various areas of the culinary hierarchy: human relations, leadership and
personnel management, ethical decision making.
PLO 4: Discuss the standards of restaurant regulations involving liquor protocol and health and safety
regulations.
PLO 5: Practice standards in behavior, ethics, grooming and dress appropriate to culinary industry
professionals.
Map of Program Learning Outcomes by Course
CULN
111
PLO 1
CULN
112
CULN
120
CULN
121
CULN
122
CULN
150
CULN
160
CULN
220
2
2
2
2
2
2
3
2
2
2
2
2
2
3
2
2
2
2
2
3
3
2
PLO2
CULN
115
PLO 3
2
1
2
PLO 4
1
2
2
PLO 5
1
2
2
CULN
240
CULN
250
2
CULN
251
2
2
2
CULN
271
CULN
292V
CULN
293V
PLO 1
3
3
3
2
2
2
PLO2
2
2
2
3
2
3
PLO 3
2
2
2
3
1
2
2
2
1
2
2
2
PLO 4
PLO 5
3
3
3
2
3
2
3
Culinary Arts Program Assessment Plan: Time Table
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
Fall
Spring
2012
2013
2013
2014
2014
2015
2015
2016
2016
2017
PLO:
1, 2
CULN 111
PLO:
1,2
PLO:
2,4, 5
CULN 112
PLO:
2, 4
PLO:
1, 3
CULN 123
PLO:
1, 3
CULN 120
PLO:
1, 3, 5
PLO:
2,4
CULN 130
PLO:
1, 3
CULN 150
PLO:
3, 5
PLO:
1, 3, 5
CULN 155
PLO:
4, 5
CULN 160
PLO:
1, 3
CULN 220
PLO:
4, 5
PLO:
3, 5
PLO:
3, 5
CULN 240
CULN 250
CULN 251
CULN 271
PLO:
1, 3, 5 E
PLO:
1, 3, 5
PLO:
1, 3, 5 E
PLO:
2
PLO:
1, 2, 3
PLO:
4, 5
PLO:
2, 4
CULN 292V
CULN 293V
PLO:
2
PLO:
1, 2
4
B. ANALYSIS OF STUDENT OUTCOME AND GOAL ACHIEVEMENT
Program Learning Outcome Assessment
Program learning outcomes 1, 3, and 5 were assessed in the last academic year. For fall 2012 CULN 250
Advanced Baking I assessed PLO’s 1, 3 and 5. For spring 2013 CULN 251 Advanced Baking II assessed the same
PLO’s 1,3, and 5.
Assessment tools or methods used
In CULN 250 Advanced Baking I Live Text assessments were used to assess the PLO’s, SLO’s and
Competencies for the program. The tools embedded into our Live Text assessments, along with the continued
efforts to report the student’s progress within Laulima, the University of Hawaii's web-based online course
management system, are the ways in which most of the Culinary Arts faculty show the results of student
progress.
Summative evidence
CULN 250
These rubrics are set up to help with the process of summarizing certain milestones, which coincide
with specific PLO’s and SLO’s being assessed at specific times. Here I have added a partial rubric for the
wedding cake assessment, which takes place in the CULN 250 class. After the students have finished their
project, the class is assessed in Live Text, each Live Text assessment will, in turn, show up automatically as a
real-time for the students to view.
5
Name:
Total Score:
2 (Adequate)
1 (Needs
Work)
4 (Excellent)
3 (Good)
Drawing
clear, complete
color sketch
sketch
understandable
rough sketch
unclear sketch
Plan Consistency
organized timeline
approximate
timeline
some
milestones
4 (Excellent)
3 (Good)
2 (Adequate)
5+
3-4
2
unclear
timeline
1 (Needs
Work)
1
7+
4-6
3-4
2
effective & subtle
use of variations
3 obvious variations
2 obvious
variations
4 (Excellent)
3 (Good)
2 (Adequate)
mainly 1
texture
1 (Needs
Work)
stages not
completed on
time
product not
completed
Textural
Compatibility
Execution
0 (Not apparent)
0 (Not apparent)
concept unique &
minimal revision
basic idea okay,
minimal revision
basic idea ok,
needs some
revision
many revisions
required
concept not
executable
Sturdiness
stable structure,
no repairs
stable structure,
minimal repairs
stable,
optional
repairs
somewhat
stable, repairs
necessary
unstable
structure, major
repair needed
Additional Effort
class time +
hours
class time +
15 hours
class time +
<8 hours
class time only
missing class, no
extra hours
Realism
Intensity
Final Outcome
Deadlines
Practicality
Visual Appeal
Reproducibility
4 (Excellent)
3 (Good)
2 (Adequate)
1 (Needs
Work)
0 (Not apparent)
excellent
color/hue
integration
good use &
coordination of 2-3
colors
Good use of
1 color
Inappropriate
color combo
Monochromatic
uniquely a
wedding cake
unique design
elements
clearly a wedding
cake
okay for
wedding
overdesigned
inappropriate
for wedding
some cohesion
of design
not a wedding
cake
no cohesion of
design
sophisticated use
of color
good color use/
differentiation
minimal
variation
over or under
colored
inappropriate &
monochromatic
4 (Excellent)
3 (Good)
2 (Adequate)
1 (Needs
Work)
0 (Not apparent)
mostly late
not finished
all on time or early
no redesign
needed
no redesign
needed
no redesign
needed
appropriate design
most on time
minimal redesign
minimal redesign
minimal redesign
some on
time
could be
utilized
could be
utilized
could be
utilized
needs
modification
needs
modification
needs
modification
0
16
0
16
0
16
no variation
Realistic
Expectation
Celebration
Appropriate
12
0
stages compiled on
time
Coordination of
colors
0
0
stages completed
early
Color
8
no timeline
Time Management
8-
0
no sketch
stages
mostly
completed
on time
16+
0%
68
0 (Not apparent)
Design
Difficulty
# of Features
Combination of
Techniques
0
Score
impractical
not appealing
not reproducible
6
CULN 251
Station
Work Habits
Food
Processing
Scrupulously clean,
sanitizing solution
used, towels used
correctly
Optimal temperature
maintained, gloves
used, hands
sanitized
Clean &
sanitizing
solution used
occasionally,
towels used
correctly.
Safe
temperature
maintained, &
either gloves
used or hands
sanitized.
0
Score
Clean but not
organized. Sanitizing
solution used at end.
Towels mostly used
correctly.
Improvement to
cleanliness &
organization needed.
Sanitization solution
not used or towels not
used correctly.
Station unclean
Temperature
approaching danger
zone, & either gloves
used or hands
sanitized.
Temperature out of safe
range for minimal time,
improvement needed to
hand sanitation
Improper food
handing &
sanitation
Sanitization
procedures
exceeded & used
correctly.
Sanitation
procedures
followed & used
correctly.
Most sanitation
procedures followed
& used correctly.
Several sanitation
procedures not
followed.
Sanitation
procedures not
apparent
4 (Excellent)
Exceptional display,
use of colors, &
garnish
3 (Good)
2 (Adequate)
Tasteful display,
colors,& garnish
Acceptable display,
colors,& garnish
1 (Needs Work)
Display, colors, or
garnish need
improvement
0 (Not apparent)
Display, colors, &
garnish not
acceptable
Expected skill level
displayed
Good skill level
displayed
Average skill level
displayed
Skills need work
Minimal skill
displayed
Portion Size
Excellent balance of
plate with portion &
garnish
Plate size or garnish
not in balance
Portion too big or too
small.
No balance &
portion size
inappropriate
Workflow &
Teamwork
Excellent
coordination of team
& production
Good balance of
plate with
portion & garnish
Good
coordination of
team &
production
Average coordination
of team & production
Poor coordination of
team & production
No teamwork
displayed
Appropriate
Technique 1
____________
Techniques executed
accurately reflecting
excellent pastry
standards
Most techniques
executed
accurately
reflecting pastry
standards
Some techniques
executed accurately
reflecting pastry
standards
Techniques executed
not accurately reflecting
pastry standards
Pastry standard
techniques not
followed
Appropriate
Technique 2
____________
Techniques executed
accurately reflecting
excellent pastry
standards
Most techniques
executed
accurately
reflecting pastry
standards
Some techniques
executed accurately
reflecting pastry
standards
Techniques executed
not accurately reflecting
pastry standards
Pastry standard
techniques not
followed
Procedures
Execution
Appearance
& Presentation
Craftsmansh
ip
0
0 (Not apparent)
1 (Needs Work)
2 (Adequate)
3 (Good)
Total Score:
4 (Excellent)
Food, Safety, &
Sanitation
Name:
0
7
Fall 2012
HI-UHM-PLO.1
HI-UHM-PLO.2
HI-UHM-PLO.3
HI-UHM-PLO.4
HI-UHM-PLO.5
HI-UHMC-CULNPLO.1
HI-UHMC-PLO.1
HI-UHMC-PLO.2
HI-UHMC-PLO.3
HI-UHMC-PLO.4
HI-UHMC-PLO.5
11 1474
7 745
2
53
5 254
5 280
1
3
1
2
1
5
459
156
72
33
36
160
76
66
28
54
54
Not Apparent Student Count
Not Apparent Assessment Count
Needs Work Student Count
Needs Work Assessment Count
Adequate Student Count
Adequate Assessment Count
Good Student Count
Good Assessment Count
Excellent Student Count
Excellent Assessment Count
Total Student Count
Total Assessment Count
Rubric Count
Standard
Spring 2013
570
416
33
189
190
66 620
56 200
21
7
42 34
41 56
69 187
48 28
6
1
18
3
25
4
41
22
1
3
4
74
22
1
1
2
24
17
1
1
2
23
79
11
27
28
14
21
6
11
11
15 315
27 107
12 57
33 12
12 32
51 77
15 106
26 43
12 12
12
6
12
2
35 27
15
20
7
6
2
22
13
3
3
5
2
17
10
0
0
0
0
5
7
0
0
0
0
4
0
3
0
10
0
28
0
3
0
10
0
13
28
3
3
5
2
23
8
Not Apparent Assessment Count
Not Apparent Student Count
6
6
23
10
0
0
0
0
2
2
5
23
10
0
0
0
0
2
2
2
18
10
0
0
0
0
2
2
1
32
12
7
5
1
32
12
7
1
22
12
2
Needs Work Assessment Count
9
Adequate Student Count
43
10 234
Adequate Assessment Count
11
11 212
Good Student Count
90
3 585
Good Assessment Count
11
Excellent Student Count
Excellent Assessment Count
Total Student Count
Total Assessment Count
Needs Work Student Count
HI-UHMPLO.1
HI-UHMPLO.2
HI-UHMPLO.4
HI-UHMPLO.5
Rubric Count
Standard
CULN 250 & 251 2012-2013 PLO Assessment Count
Student Learning
What we have determined through our assessment practices using Live Text is two-fold.
1. The students are able to understand the learning outcomes and standards placed before them
due to our use of comprehensive standardized rubrics which they have to work within.
2. Student learning has been much easier to track and evaluate due to the Live Text assessment
reporting tools available to faculty.
Because of the fact that Live Text is a leading provider of campus-wide solutions for static planning,
assessment, and institutional effectiveness, we have been able to seamlessly incorporate this tool throughout
the entire program. Live Text is also able to customize comprehensive solutions allowing for seamless
integration and data reporting to effectively measure outcomes-based learning goals and institutional
objectives for accreditation and continuous improvement. This assessment tool has provided our program a
chance to look into the heart of our assessments and find the problems while also providing a comprehensive
data collection that we have found invaluable.
CASLO Analysis
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Students research papers from CULN 250 Advanced Baking I were used to assess written communication.
From these papers, and the report, we were able to surmise that we need to: Encourage ENG 100 to use
paraphrase and other reading based assignments so that students have practice using writing to show their
understanding of reading. Best practice: continue using assignments that give students practice using culinary
terminology on writing projects. Look for opportunities to incorporate writing into projects and assignments
that practice workplace skills—writing recipes, reports, and describing procedures of culinary processes. To
build on ENG 100 skills and prepare students who may go on to future academic work, require some writing
assignments to develop a main point or thesis. Students need exposure to and practice using a “professional
writing voice.” Could this outcome be built into any of the course outline competencies? Maybe one could
suggest a phrase like “using vocabulary and a professional voice appropriate for a culinary work environment”
could be added to the course outline and potentially rubrics for some written assignments.
C. Program Plans and Goals
The results of the assessments gathered through Live Text, the creation of comprehensive rubrics aligned
with the American Culinary Federation’s standards, and the creation of program-wide stand assessment
practices have led the program to once again re-map the Culinary Program to coincide with the results of the
findings. We are in the process of creating new classes, CULN 123 Culinary Basics, 130 Intermediate Cookery,
and CULN 155 Intermediate Baking, which will strengthen the already vibrant program at the college. These
new classes have been created to help streamline the competency-based requirements of our ACF
accreditation, along with helping to make this program more of a seamless transition from class to class.
The program itself because of our work in Live Text and assessment strengthening recently landed us a
seven year accreditation from our accrediting commission, along with a recent invitation to present at the
American Culinary Foundation’s National Convention as speakers for our program. The curriculum re-map,
creation of new courses, and the deletion of older courses will inevitably help strengthen the overall retention
numbers. By strengthening the curriculum, lowering the overall credit count, and adding English and Math
prerequisites, we have been able to satisfy both our Advisory Committee’s suggestions, along with the
suggestions form the overall college directives that have been asked of the CTE Program as of late.
Goals for program improvement
Continue to improve assessment practices and data gathering.
Create an E-Portfolio through the Live Text portal that will help students show their progress
within our program, and hopefully help with their success within the context of the needs
provided by future employers.
Continue to strengthen the PLO, SLO, competency-based assessments to help with student
retention and completion.
Budgetary Considerations and Impacts
Due to our program re-mapping schedule and strengthening of curriculum a spring 2013
decline of enrollment occurred in the culinary arts program reducing the amount of food producing lab
outlets in the in the Pa’ina food court.
Food and beverage sales dropped significantly in each Pa’ina food court outlet by an average
of 8.5%(Point of sales data). In response to diminishing production outlets, Sodexo operations and
instructional faculty collaborated to revise the Lava Rocks Café into a lively pastry café largely serviced
by advanced pastry students. We also added a quick service, low cost, Edo-Ya Japanese noodle outlet
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in the vacant Farm-to-Table outlet. Both of these independent business units were shaped to be cost
effective, paired to the remaining Pa’ina food outlets and complimentary to the campus culture.
Sodexo operations offered a wider array of buffet items on the salad bar to supplement reductions,
and then re-established catering quality with a new Catering Chef.
Continuing with these positive leadership changes all instructors along with Sodexo operations
revamped the inventory process and with help from the purchasing class developed standardized
recipe cards which helped us to achieve an average 38 percent food cost for the program compared to
54 percent average food cost from previous years.
Common Vision
Encouraged by UHMC Administration, the Instructional Coordinator led multiple Live Text
assessment workshops for faculty to foster cooperative assessment techniques and menu planning for
Fall 2012 and Spring 2013. This investment of time encouraged culinary arts faculty and lecturers to
leverage the Learning Management Systems (LMS) of Laulima and Live Text to develop and improve
assignment rubrics, course planning and managed assets; including inventory, recipe cards and
purchases.
We have concluded that overall student success begins with culinary arts lab instructors
teaching with well-planned lessons and comprehensive assessments. Also by using standardized recipe
cards, transfer sheets and regular inventory practices or students will be better prepared to
understand controlling costs and declining budgets in today’s employment market.
All of our lab instructors worked with internal coordination and purchasing department to
shrink inventory and better utilize food products for instruction and production which made a
significant contribution to lower the FY20112-2013 budget deficit.
For the next biennium, the following items are requested to be included in the budget:
Additional Full-Time Faculty Positions, it is obvious to our program that we rely heavily upon
lecturers to carry a large portion of the teaching load, and with two new faculty positions, one
administrative, and one culinary, this would strengthen and allow for the growth of a thriving
Culinary staff and program.
Additional funds will be needed to help repair and improve lab and classrooms within the
culinary facility. Many issues remain concerning equipment that is in need of repair in order to
safely and effectively deliver the course student learning outcomes and competencies. Along
with the disrepair of several pieces of aging equipment, there are also issues with safety in
regards to this equipment that has been out of commission for some time.
Engaged Community
From our faculty’s continued efforts within the community, the Maui Culinary Academy
Program has been extremely successful in our fundraising, participating in yearly events such as “The
Nobel Chef Dinner” and “The Aipono Awards Dinner” which support scholarships, program
improvement and professional development within our program and also gives our students
opportunities to network with our industry partners. We also engage in an extensive list of other
activities that benefit our community. Through these activities our program continues to strengthen
our bond with our industry partners and our community and helps students to seamlessly integrate
into the workplace.
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Recognize and Support Best Practices
With the advancement of today’s technologies, our faculty continues to realize and explore and the newest
trends in our ever changing field of Culinary Arts and incorporate them into our instruction. We constantly
strive to emphasize the quality over quantity when it comes to our graduates, and our faculty is well aligned to
industry standards that are extremely fluid. It is the nature of our program, and its willingness to change, that
shows the overall depth and breadth of our program.
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