Self-Study
Revised 2012
American Culinary Federation Education Foundation Accrediting Commission
180 Center Place Way, St. Augustine, Florida 32095 | 800-624-9458
April 14, 2012
Aloha ACF Accreditation Team 2012!
Welcome to the beautiful Island of Maui and the University of Hawai’i Maui College!
During your visit you will recognize that the MCA is the heart and central social meeting place for our
intimate island campus. Our campus vision to be “a world class institution that meets current and emerging
education and training needs in stimulating learning environments” is realized by a truly authentic learning
experience for students on Maui.
Our culinary arts program is unlike others in the nation. The spirit of “Aloha” thrives in what we accomplish
with a diversity of culinary students who come from many ethnic and cultural backgrounds. Given this rich
mixture, creating a sense of place, unity and community continues to be one of the most important aspects of
our teaching atmosphere and a key ingredient in our student’s educational and career potential.
The Pa’ina facility serves as a total work-based learning center, where students learn and model “real world”
practices of the food service industry. Students gain hands-on training and prepare for the industry by daily
operation of a wide variety of full-service food outlets. Our Advisory Council Committee is comprised of
professional industry leaders to develop, design and implement curriculum tailored to enhance skill sets
needed of college graduates in today’s rigorous and competitive world environment.
We are honored by your evaluation of our culinary arts program, and appreciate that ACF accreditation is
essential to our mission to continually provide excellence in culinary arts education.
Mahalo and Welcome,
Dean Louie MLISc CHE
MCA Program Coordinator
ACFEFAC Self-Study
Chris Speere
MCA External Coordinator
Page 2
Table of Contents
Program
5
Program Eligibility
College Points of Pride
MCA (MCA) Points of Pride
Enrollment and Demographics
University of Hawai’i, Maui College
Core Values
Strategic Plan Goals
Pillars
Other Required Exhibits
6
8
10
13
15
15
16
16
19
Mission and Goals
Workforce Development
MCA Sustainable Strategies
22
24
25
Organization and Administration
Organizational Structure
31
33
Faculty and Staff
45
Curriculum
61
Facilities
81
Student Services
85
Program Assessment
97
Sustainability Practices
111
Summary
116
ACFEFAC Self-Study
Page 3
The University of Hawai’i, Maui College Culinary
Program
ACFEFAC Self-Study
Page 4
PROGRAM INFORMATION
Program Coordinators:
Dean Louie
Program Coordinator
Instructor Culinary Arts
CHE, MLISc
Thomas Lelli
Instructional Design & Assessment CoCoordinator
Instructor Culinary Arts
A.A.S. Atlantic Community College
Christopher Speere
External Coordinator
Associate Professor Culinary Arts
AA, AS, City College of San Francisco
Teresa Shurilla
Curriculum & Assessment Co-Coordinator
Assistant Professor Culinary Art
BA, University of Hawai’i-West O’ahu
Name of Programs to be considered for Accreditation:
Culinary Arts
Baking
Current Students:
Number of Full-Time Students: 172
Number of Part-Time Students: 41
ACFEFAC Self-Study
Page 5
Program Eligibility
ACFEFAC Self-Study
Page 6
1.0 PROGRAM ELIGIBILITY - Standards 1.1 - 1.6
1. Provide a copy of Program Application for ACFEF Accreditation as a part of this SelfStudy.
A signed copy of the application for Renewal of Accreditation from the ACFEF Accrediting
Commission for the MCA at University of Hawai’i Maui College (UHMC) can be found at the
end of this standard.
2. Provide a signed copy of the ACFEF Accreditation Agreement Form
See # 1 above
3. Describe the institution, including accreditation and licensure status. If a recognized
agency has denied accreditation or pre-accreditation status to the institution or placed the
program on public probationary status, or has revoked the accreditation or preaccreditation status of the institution or program, provide an account of such action(s).
History and Demographics of the College
University of Hawai’i Maui College (UHMC) has a unique role in Hawai’i as the only higher
education institution within the UH system that offers 22 Associate degrees and 3
Baccalaureate degrees. College accreditation is granted through the Western Association of
Schools & Colleges (WASC) Senior Commission.
University of Hawai’i Maui College
Chronological Outline
1931 Established as Maui Vocational School
1958 Name change elevated to Maui Technical School
1966 Name change elevated to Maui Community College (MCC)
1966 AS and AA degrees approved and accredited
1967 UH Transfer courses offered at MCC
1968 Approved component of the UH Community College system (UHCC)
2007 Offered the first Bachelor’s degree as a UHCC
2010 Name changed to UH-Maui College (UHMC)
ACFEFAC Self-Study
Page 7
University of Hawai’i Maui College
Mission Statement
University of Hawai’i Maui College is a learning-centered institution that provides
affordable, high quality credit and noncredit educational opportunities to a diverse
community of lifelong learners.
Vision Statement
We envision a world-class college that meets current and emerging Maui County
education and training needs through innovative, high-quality programs offered in
stimulating learning environments and guided by the Native Hawaiian reverence for
ahupua’a: a practice of sustaining and sharing diverse but finite resources for the
benefit of all.
Accommodating students by using alternative delivery has been a primary value of the College.
With an enrollment of over 4400 students (as of Spring semester 2010) UHMC maintains a
main Kahului campus and five distinct educational offices in towns of Lahaina (West), Kihei
(South) and Hana (East), and on neighbor islands of Lana’i and Moloka’i. This satellite campus
serves the need of those students who may have difficulty regularly traveling to the central
Kahului campus.
With the growing diversity of students, UHMC offers a multitude of educational delivery
systems to better serve those populations in need with accessibility in mobile and digital
technology. Tools like Sky-Bridge simulcast cable television, Hawai’i Interactive Television
System (HITS) and UH “Laulima” Internet course management systems greatly illustrate
UHMC’s superior educational outreach resources through enhanced technology. Through this
technology, UHMC campus students can now earn over 21 Bachelor’s and 8 Master’s degrees
through distance learning at three University of Hawai’i Outreach Campuses (Manoa, West
O’ahu and Hilo) without having to travel from the island of Maui.
The UHMC campus, also serves the Maui community’s workforce, educational, and cultural
needs through noncredit courses through the Office of Continuing Education & Training
(OCET), that offers custom training, apprenticeship opportunities, community service, business
and computer, arts and leisure, and English as a Second Language (ESL) courses.
Points of Pride
The College has received the following awards and recognitions:
Community College Survey of Student Engagement Award
ACFEFAC Self-Study
Page 8
UHMC was one of four colleges nationally named by the MetLife Foundation Best-Practice
Colleges for exemplary performance in student engagement in 2002. The college’s
benchmark scores exceeded the national average in all five categories of student
engagement: Active & Collaborative Learning, Student Effort, Academic Challenge,
Student-Faculty Interaction, and Support for Learners. An award of $10,000 was accepted
by the college for use in enhancement of student engagement and retention activities.
Bellwether Award from Community College Futures Assembly
The College was selected as the 2008 winner of the prestigious Bellwether Award in the
category of workforce development. The College’s presentation at the Futures
Assembly in Orlando, “Sink or SLIM: A Model to Promote Sustainable Change through
Education, Partnerships, and Workforce Development” highlighted the college’s numerous
initiatives and partnerships that promote sustainability on the campus and in the community
while preparing students for living wage careers. At the presentation ceremony, Bellwether
Award Coordinator Anna Lebesch said, “University of Hawai’i Maui College provided a
national model for sustainability, which should be replicated in the colleges and
communities throughout the country. I was inspired by the presentation and impressed with
how a rural community college could make such a significant impact on students, the
community and the environment. I applaud their exemplary efforts.”
President’s Honor Roll – Community Service
The Corporation for National and Community Service honored UHMC in 2009 with a place
on the President’s Higher Education Community Service Honor Roll for exemplary service
efforts and service to America’s communities. Through service learning, nearly 100
students at the college participate in meaningful community service experiences that instill
academic learning, personal growth and civic responsibility. Two programs launched by the
college itself for which it received recognition include an after school tutoring program at the
nearby Harbor Lights Condominiums and a Spanish-English language exchange program.
UHMC students, from a variety of majors, provide mentoring and tutoring every week to
more than 50 at-risk children who are residents of Harbor Lights. Through the SpanishEnglish language exchange program, students enrolled in Spanish language courses at
UHMC offer English language tutoring to Hispanic residents who, in exchange, provide
Spanish language tutoring to these students.
Largest percentage increase in enrollments for Fall 2009
As is illustrated by the following table UHMC’s enrollment has increased significantly over
the past four years. This increase has been attributed to a number of factors including the
poor economy resulting in unemployed and underemployed workers taking classes to gain
new job skills. In addition, the college has been actively recruiting high school students.
ACFEFAC Self-Study
Page 9
ENROLLMENT TABLE 2
HEADCOUNT ENROLLMENT, MULTI-YEAR
UNIVERSITY OF HAWAI`I, Maui College
Fall
2008 - 2011
Year
Enrollment
2008
2009
2010
2011
% Change from Previous year
3287
4114
4367
4527
25.2%
5.79%
17.6%
3.5%
Source: Official Data received by the Institutional Research and Analysis Office
Largest amount of extramural grants among community colleges (over 13 years)
Over the past thirteen years UHMC has brought in extramural grants totaling $92,198,524.
This demonstrates a very aggressive grant development focus and has brought resources
to our college that could not have been provided by state funding alone. Targeted areas for
these grant monies have been the science areas, specifically providing access to Science,
Technology, Engineering, and Math (STEM) related classes and opportunities for our
Native Hawaiian students. Grants have also supported the development and expansion of
our electronics program, electro-optics concentration, and sustainable energy program.
Many of the grants target developmental education strategies and support services. The
Rural Development project supports initiatives that will become sustainable in the
healthcare field, education, and other workforce areas for our tri-island county (Maui, Lana’i
and Moloka’i) population. Grants were used to establish and maintain our Oral Health Care
Center, which provides dental care to the Medicaid and indigent population. Extramural
funding is used to manage, coordinate and operate our UHMC-TV Educational Access
Television channel providing educational television programming in Maui County and
throughout the state.
MCA’s Points of Pride:
“Taste of Maui Cookbook,” Spring 2008
MCA faculty designed and collaborated on the Program’s first cookbook. “Taste of Maui”
provided historical information concerning the program, favorite recipes from MCA chefs,
alumni, and friends which gave a glimpse into the cultural food traditions of our island.
Bellwether Award from Community College Futures Assembly
The MCA was selected by UHMC Chancellor Sakamoto as a “program of excellence” to
present its efforts in workforce development at the 2008 Futures Assembly in Orlando, FL.
The program highlighted its numerous initiatives and partnerships that promote sustainability
on the campus and in the community while preparing students for living wage careers.
Smithsonian Institute’s Key Ingredients: “America By Food” Exhibit, February-April 2009
ACFEFAC Self-Study
Page 10
MCA faculty chaired, organized, and planned a two-month traveling display with a
partnership with the Smithsonian Institute in Washington DC. We managed several special
programs and events by enlisting campus and community volunteers to participate in this
exhibit. MCA students were encouraged to supervise custom culinary events that
demonstrate leadership abilities throughout the duration of the “culinary focused” event. The
outcome of this investment showcased Maui College student creativity, program innovation,
and faculty leadership at national levels. This public event welcomed all visitors and
residents to participate, share, and enjoy our open community campus.
Shanghai Normal University-Guest Instructorship 2009
In May-June 2009, MCA faculty was invited to teach a three-week Food & Beverage
Management class at Shanghai Normal University (SHNU). This gave the program an
opportunity to represent UH-Maui College in Shanghai and to expand professional teaching
abilities at an international level. Continued involvement led to the outcome of a
“Memorandum of Understanding” (MOU) with a visiting SHNU delegation on October 9,
2009 that commemorated a new era of educational exchange and International partnership
opportunities for students and educators.
Culinary Exploration Boot Camp Series; Lana’i, Moloka’i, Maui County Correctional Center
During the last six years, MCA developed and organized culinary outreach programs to both
stimulate disadvantaged high school students and prepare inmates to re-integrate back into
the community through the Federal Rural Development Project. The outcome of externally
funded programs foster empowerment to improve lives through rigorous “hands-on” kitchen
and life skills assignments that increase enrollment (and reduce recidivism with successful
inmate completion). These community outreach programs are sustainability focused which
provides continual fiscal resources for program accounts.
http://www.mauiweekly.com/page/content.detail/id/501347/Graduates-Benefit-from-B-E-S-T-Culinary-Boot-Camp-Program.html?nav=13
Department of Education (DOE), Applied Math In Culinary Arts Workshop, Summer
2011/Winter 2011
MCA leadership planned and developed the curriculum to deliver an interactive seminar to
provide educational community of professional secondary educators and opportunity to
customize and develop culinary skill sets as a pathway for integrated mathematics.
http://mauinow.com/2011/06/08/maui-teachers-cook-up-fractions-with-culinary-math/
“Into the Fire,” Maui County High School Culinary Competition, Spring 2011
MCA faculty designed and collaborated with Maui County High Schools within the State of
Hawai’i Department of Education to deliver a culinary competition format that assesses and
rewards cooking skills of high school students throughout Maui County. During the
successful competition in Spring 2011, the program awarded nine students culinary
scholarships from proceeds generated from our MCA Noble Chef event. This cumulative
ACFEFAC Self-Study
Page 11
effort enabled and encouraged talented Maui-based high school students an opportunity to
directly enroll at MCA in Fall 2011.
Noble Chef Event, MCA
MCA Leadership an annual fundraiser called The Noble Chef Event. Our direct involvement
helped generate over $350,000.00 in student scholarships and program support within the
span of three years. The outcome of this yearlong investment showcases our hospitality
industry partnerships, contributing chefs, MCA faculty leadership and student excellence to a
supportive community of benefactors and guests.
http://www.youtube.com/watch?v=RMYbV5urifI&feature=player_embedded
UHMC Chancellor’s Annual Golf Fundraiser
MCA leadership provides annual support to prepare, manage and transport all food for the
UHMC Chancellor’s golf tournament. During this event we represent, lead, organize and
direct student and faculty contributors and volunteers.
Maui No Ka Oi, Ai’pono Gala and Ai’pono Dinner Series
MCA Leadership annually supports these fundraising activities that directly helps enhance
“real world” learning experiences for our students and are essential to student scholarship
awards and programmatic support. The Ai’pono events showcase the talents of our faculty
and students and further develop our program’s vital link with hospitality industry partners,
contributing chefs, and our supportive community of benefactors and guests.
http://www.youtube.com/watch?v=3dqGUrn6Up8
Otago Polytechnic University- Program Degree Monitor 2010 – Present
In October 2010, the MCA faculty was invited to serve as a degree monitor for Otago
Polytechnic B.A. in Culinary Arts. This opportunity allowed the program to begin discussions
to expand professional faculty and student exchange at an international level. Continued
involvement between institutions, to formalize a “Memorandum of Understanding” (MOU),
will occur during a visit by Otago Polytechnic University delegation on July 11th, 2012.
Slow Food Maui and Taste Education
In 2011, MCA, in collabortion with Slow Food Maui lauched, its highly popular “Taste
Education Series” which supports one of the founding principals of Slow Food International.
It is to honor the people in our community who grow and produce the food we eat. Held on
the last Wednesday of each month, the sessions are scheduled from 6 pm – 7:30 pm at the
MCA at a cost of $15 per session. Advanced reservations and payment are required.
Community members and MCA students can register online at www.slowfoodmaui.org
http://mauinow.com/2011/02/18/flavorful-learning-taste-education-series-at-the-mauiculinary-academy/
ACFEFAC Self-Study
Page 12
Enrollment and Demographics
Enrollment
Fall 2011 enrollment was 4,527 students, an increase of 3.6% over Fall 2010. Enrollment
has continued to grow over the years and has had an overall increase of 37% since Fall
2008.
FALL
2008
TOTAL
% Change
2009
3,287
4,114
10.26501 25.15972
2010
2011
4,367
6.14973
4,527
3.66384
CLASSIFIED
Undergraduate
Freshmen
Sophomores
Juniors
Seniors
2,677
2,677
1,674
974
7
22
3,446
3,446
2,213
1,203
9
21
3,858
3,858
2,336
1,485
17
20
3,887
3,887
2,165
1,688
9
25
UNCLASSIFIED
Undergraduate
417
417
396
396
289
289
364
364
HOME-BASED AT OTHER UH CAMPUS
193
271
220
276
NO DATA
1
Source: Official Data received by the Institutional Research and Analysis Office
ACFEFAC Self-Study
Page 13
Total Number of students = 4,527
Source: Official Data received by the Institutional Research and Analysis Office
ACFEFAC Self-Study
Page 14
College Mission
University of Hawai’i Maui College is a learning-centered institution that provides affordable,
high quality credit and noncredit educational opportunities to a diverse community of
lifelong learners.
College Vision
We envision a world-class college that meets current and emerging Maui County education
and training needs through innovative, high-quality programs offered in stimulating learning
environments and guided by the Native Hawaiian reverence for ahupua’a, a practice of
sustaining and sharing diverse but finite resources for the benefit of all.
Commitments and Core Values
Bold commitments reflect the core values that bind UHMC’s faculty, staff, and students
together and contribute to the realization of the College’s vision and mission:
Aloha: The Hawaiian concept of Aloha encompasses a respect for the history, traditions,
and culture of Hawai’i and its indigenous people as well as compassion and caring for the
well being of all people.
Collaboration and respect: Education, training, applied research, and community service
is enhanced by a shared use of available resources in an atmosphere of open
communication, integrity, and mutual respect.
Academic freedom and intellectual rigor: Faculty in all disciplines challenge their
students and themselves to expand their knowledge, embrace intellectual challenges, and
prepare for the future.
Institutional integrity and service: A commitment to knowledge, evidence, ethics,
responsibility, and truth guides institutional activities and development. A spirit of service
infuses all college activities.
Access, affordability, and excellence: The College is committed to offering open access
to programs of the highest quality at an affordable cost.
Active Learning and discovery: Learning opportunities that maximize active student
engagement and lead to lifelong learning are valued and encouraged.
Diversity, fairness, and equity: The College is committed to ensuring that all populations
are represented equitably. Diversity is valued and embraced.
Leveraged technology: Technology is used effectively to enhance instruction and learning
and to expand access to educational opportunities through distance education.
Hawaiian Islands advantage: The College is committed to achieving a global advantage
by making use of Maui County’s unique cultural and geographic attributes.
ACFEFAC Self-Study
Page 15
Innovation and empowerment: The College is committed to a climate of innovation and
empowerment, overcoming resource limitations and making continuous improvement in all
aspects of its activities.
Accountability and fiscal integrity: Taxpayers, donors, and students who support the
College receive maximum value for time and resources invested.
Malama`aina sustainability: The College supports the Hawaiian concept of Malama`aina living in harmony with the land - through conservation, sustainable use, and enhancement
of the environment.
Strategic Plan Goals 2003 - 2010
University of Hawai’i Maui College’s Strategic Plan includes goals, objectives, and action
strategies for 2003 – 2010. Development of the plan included input from the college
community and industry leaders. The plan features five goals:
Goal 1: Educational Effectiveness and Student Success
Embrace a culture of excellence and performance as the hallmarks of effective student
learning and success.
Goal 2: Achieve a shared institutional culture that treasures diversity and inclusion,
honors collegiality, and continuously strives for exceptional performance.
Engage in intellectual and educational activities that enable the county of Maui and the
state of Hawai’i to flourish.
Goal 3: A Model Local, Regional, and Global College
Transform the profile of the College, positioning it as one of the world’s foremost
multicultural centers for island and indigenous studies.
Goal 4: Investment in Faculty, Staff, Students, and Their Environment
Recognize and invest in human resources as the key to success and provide an inspiring
work environment.
Goal 5: Resources and Stewardship
Acquire, allocate, and manage the resources needed to achieve success and exercise
responsible stewardship over University assets.
The Culinary Arts Program (CULN) has a Strategic Learning Plan that aligns with the
College’s Strategic Plan. The CULN Program’s Strategic Learning Plan 2010 - 2015
encompasses the following Seven Pillars for programmatic success:
Pillar 1: The Student First
MCA is known in the community for the students who make up the core of its “brand.” Student
success is paramount to the success of MCA and the future of our industry. Our program takes
great pride in a student centered, hands-on teaching philosophy that is balanced between
fundamental skills development and realistic production-oriented instruction. Our goal is to
move into the future by embracing student centered learning and modern technology in the
classroom.
ACFEFAC Self-Study
Page 16
The Program will continually undergo careful assessment of everything that is involved in
building and fortifying its “brand,” its curriculum, teaching effectiveness, overall student
achievement, and support of its industry. Evaluative measures to ensure success include
careful review of enrollments, majors, retention, completions, persistence, successful
completion of written and practical program tests, student evaluations of teaching, certificates
and degrees awarded. The overall intent is to shape the MCA Program’s culture by making
learning the top value and design principle in every program course, plan, initiative, and
assessment/evaluation.
The MCA program provides a nuturing and supportive experience to our students from their
first encounter. This establishes a solid foundation for success in future learning. Student
centered and active learning support systems enable students to achieve postive learning
results in classrooms, kitchen laboratories, and workplace environments. Student educational
and career success will be maintained as the core value for our interaction with our students.
Pillar 2: Workforce Development
Job placement and alumni data is essential for program evaluation. The MCA faculty works
very closely with leaders in the industry. The MCA program will inquire if MCA graduates are
successful on the job. The MCA program will track these students and use evaluative
measures that could include: industry surveys of MCA field experienced students, current
student and graduate placements, success of student community service activities, student
success on the job, alumni success and surveys, and industry satisfaction surveys in an effort
to position the MCA Program as a powerful and effective community partner for creating a
learning workforce in a knowledge based economy. The Program will continue to engage the
power of diversity to enhance learning and broaden program graduates eventual positive
impact on the community.
Pillar 3: Accreditation Standards
The American Culinary Federation Educational Foundation is the profession’s external
accrediting body. It assures that instructional standards for all accredited culinary programs in
the U.S.A. are met and/or exceeded. It requires that stringent sanitation and food safety
standards are maintained and that current industry standards are addressed. Regardless of
the pressures associated with food production, the MCA faculty is committed to the teaching of
ACFEF standards and requirements in order to fulfill the food service responsibilities to the
Program and College. Evaluative measures will be devised to effectively measure student
input to ensure that MCA meets or exceeds the teaching of ACFEF accreditation standards and
established program Student Learning Outcomes in all classes. Developing a “learning by
design” culture in which clear, specific learning outcomes and assessments engage students
as responsible partners in their learning, is essential to the ongoing development of MCA.
Active participation by MCA faculty is desired to effectively create the best conditions for
learning.
Pillar 4: Faculty Learning Leaders
The professionalism of the faculty and staff at MCA is unquestionable in its efforts to achieve a
program of excellence. The MCA faculty work to ensure teamwork and collaboration remain
ACFEFAC Self-Study
Page 17
constant. Teaching students and assuring that course SLO’s are attained is the primary
responsibility for all teaching faculty. Faculty are asked to consume themselves with curriculum
and excellence in instruction, assess student progression through the instructional program,
evaluate program offerings, examine, and resolve instructional issues. Such issues include
course prerequisites, gate-keeping classes, uniform assessment systems, campus and
community service and professional development activities. The MCA program evaluatives
data captured through student evaluations of instruction, peer evaluations of instruction, and
curriculum assessment, as it relates to student success an teaching effectiveness will be
analyzed and used in an effort to hire, develop, support, and empower learning leaders
throughout the MCA Program.
Pillar 5: Environmental and Ecological Sustainability
MCA is recognized for exemplary efforts in ecology and environmental awareness in its food
service operations. The Program has created an innovative environmental approach to its
instructional and operational responsibilities that has improved the environmental standards and
conditions of the college campus and serves as a model of sustainability to the community as a
whole. “Going Green” is a commitment to building a ‘sustainable culture’ in every facet of our
program—from farm to table. We want to weave a respect for sustainability across the entire
spectrum of our approach to food purchasing and preparation and graduate individuals who will
lead similar initiatives in their prospective places of employment. Our goal is to serve as a
catalyst for change, to help motivate and encourage even greater efforts toward environmentally
conscious sustainability on our campus and our island.
Pillar 6: Economic Accountability
As a continually evolving vocational program, the Maui Culinary Academy (MCA) Program
goals are being driven with the expectations of sustainability, teamwork and accountability on
all levels of instruction and operations. Ever evolving goals are being embraced, set and
achieved with regard to strengthening MCA’s Pa’ina facility as a sustainable economic
resource. Creating an entrepreneurial spirit in students that serve to minimize, control and
more closely monitor laboratory expenses, while assuring that students are able to practice and
master cooking and baking competencies, and using reasonable amounts of food and supplies,
are driving factors for program stability. Working with our operations management company,
Sodexo, we envision greater product control from campus outlets and catering activities that
provide real world student training in standardized food preparations, sanitation and safety
controls, food costing exercises and culminating industry standard fiscal data reports. Our
UHMC Administration is currently seeking approval to establish standard culinary lab fees that
supplement increasing food costs borne by the culinary program.
Pillar 7: Sustainable & Innovative Programming
The MCA Research and Development Center (MCARD) at UHMC Maui College has been
incorporated into Sodexo Operation Management. MCARD, under Sodexo, continues to
provide education and on the job training resources in Food Product Research, Development
and Manufacturing. This helps students, entrepreneurs and local agribusinesses achieve
greater employment opportunities, business growth and financial success. While participating
in our program, students receive a variety of training, education, and skills in food product
research and development, food manufacturing, process management, food product marketing
ACFEFAC Self-Study
Page 18
and sales, entrepreneurship and business management. We wish to continue to serve as a
community-based resource in food product research and development to a variety of local
farmers through the devolvement of the UHMC Food Innovations Center. The core
competency of the UHMC Food Innovation Center is helping local farmers convert surplus and
culls into value added retail food products through our consultation services. MCA’s long-term
goal is to become the first two-year institution in the state of Hawai’i to provide a degree in
Culinology. A partnership with the non-profit Maui Food Technology Center, Maui Ag
Foundation, Hawai’i Farm Bureau, Hawai’i State Department Agriculture will provide needed
resources, internships and long-term employment opportunities for our students as an integral
part to bring this Sustainable & Innovative Program project to fruition.
Food Innovation Center featured in MauiNow.com here:
http://mauinow.com/2012/01/17/food-innovation-center-will-support-local-farms-and-ranchers/
http://www.youtube.com/watch?v=NayVV3MZKRo
Other Required Exhibits:
 List of 10 recent graduates and their places of employment. Include name, address, email
address and phone number for graduates and employers.
 Copy of all the school’s current state licenses
 Copy(s) to show approval of credit or clock hour programs by state or accrediting
body/commission
Additional eligibility criteria for the MCA at the University of Hawai’i Maui College are provided
below:
a.
b.
c.
d.
e.



The website address of (UHMC) is http://maui.Hawai’i.edu/
The website address of (MCA) is http://mauiculinary-campusdining.com/
For a brochure describing the program’s contents, entrance requirements suggested course
Sequence for Culinary Students see MCA program brochure. Program information is detailed
in the (UHMC) General Catalog 2011-2012, pp. 46-47;
http://maui.Hawai’i.edu/?s=student&p=catalog
The number of program graduates for the past two years:
A.A.S. Degree in Culinary Arts:
2009= 36
2010= 24
2011= 21
A.A.S. Degree in Baking:
2009= 15
2010= 8
2011= 10
A.A.S. Degree in Restaurant Supervision:
2009= 2
2010= 1
2011= 0
ACFEFAC Self-Study
Page 19
UNIVERSITY OF HAWAI`I MAUI COLLEGE
Degree’s Conferred
2008-09
Total UHMC
Food Services /Culinary Arts
CA
AAS
CC
Baking/Pastry Arts
2009-10
2010-11
364
416
482
48
12
36
34
10
24
39
18
21
232
15
253
8
292
10
Source: Banner Operational Data Store (ODS) IRO_DEGREE
ACFEFAC Self-Study
Page 20
ACFEFAC Self-Study
Page 21
Mission and Goals
ACFEFAC Self-Study
Page 22
2.0 MISSION AND GOALS Standards 2.1 - 2.3
1. What are the mission, goals, and objectives of the program(s)?
The MCA Culinary Arts Program combines instruction with campus food services for students,
staff, faculty, and the community. Course offerings and scheduling are interfaced with campus
activities and needs for high quality, healthy and affordable dining option and the Program’s
curricular requirements. 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 all who come into contact with it. The MCA Culinary Arts Program of
UHMC 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. Our 14
million dollar facility provides, as its primary goal, instruction leading towards three-degree
options including an AAS in Culinary Arts, AAS in Baking, and an AAS in Restaurant
Supervision. It also includes students planning to transfer to the University of Hawai’i Kapiolani
Community Colleges proposed Advanced Professional Certificate (APC) in Culinary
Management, which will provide culinary students from across the University of Hawai‘i system
an opportunity to gain advanced culinary and managerial skills beyond the current two-year
programs. This can lead to a Bachelor of Applied Science (BAS) degree in Culinary
Management from the University of Hawai‘i West O‘ahu (UHWO) Travel Industry Management
Program. The Program is also envisioning student placement with the eventual establishment
of the Culinary Institute of the Pacific’s four-year baccalaureate degree program.
Short-term, non-credit instruction is also offered to meet the educational needs of various
segments of the community. The program will provide outreach training and educational
opportunities in culinary arts to the rural locations of Lana’i, Moloka’i and Hana. The program
will continue to work with restaurant industry leaders to develop, design and implement
specialized certificate-training programs tailored to enhance desired skill sets needed in the
rigorous workplace of today. Interaction with our local farmers and field food producers remain
paramount to the Program’s desire to support and sustain a vibrant agricultural community from
which to harvest the best and freshest ingredients for our student’s culinary training.
The Pa’ina facility serves as a total work based learning center, where students learn and
model the best practices of the food service industry. Students gain hands-on training and
prepare for the real world by operating a full-service restaurant and six fast casual food outlets.
The programs “outreach-training” activities have been revitalized, through creative partnership
and funding under the Rural Development Program, delivering successful high school outreach
training programs on Lana’i and Moloka’i in the form of “Culinary Arts Boot Camps.” Students
in these remote locations gained the opportunity to enhance skills related to culinary arts,
explore secondary educational opportunities at UHMC and investigate career choices in the
culinary profession. Short-term, non-credit instruction is also offered to meet the educational
needs of various segments of the community’s residents.
The Program will continue to provide, refine, and expand professional development classes to
restaurant industry employees through its “Visiting Distinguished Chef Program’s” close ties to
the Hawai’i Community Educational Foundation and Slow Food Maui Chapter. Additionally, the
MCA will be a research and training center for the development, sales and marketing of
innovative ideas and food products of and for farmers and other entrepreneurs. The program’s
Research and Development Program offers unlimited opportunity in the worlds of recipe
development for new and value-added food products. Students in this area of study receive
employment skills in food manufacturing, processing control, marketing, sales and business
ACFEFAC Self-Study
Page 23
management. Sales of the MCA product line extend throughout the Hawaiian Islands and
increasingly around the country. Finally, the program is actively exploring the feasibility of
establishing an advanced degree offering in Culinology, through the development of a UHMC
Food Innovation Center facility, in the cafeteria left empty when kitchen facilities moved to the
Pilina building.
Culinary student lead expertise in recipe and product development, food safety, nutritional
analysis, packaging design and support for marketing, business development, distribution and
storage is envisioned through the MCA.
The Center, which is being developed in partnership with the Hawaiʻi Agricultural Foundation,
provides the space and equipment for research, development and small-scale production. The
State Department of Agriculture is providing $1.3 million for design, planning and a portion of
construction, which will be used to leverage federal and other project-related funding. “The
Food Innovation Center will improve the viability of local farmers and ranchers and help
stabilize the industry as local farmers focus on ways to deal with excess crop overages through
value added food product production as a means to added profitability. The Food Innovation
Center is designed to helping local farmers and entrepreneurs turn excess crops into profitable
value-added food products that will create jobs and provide residents more options to buy local
goods, creating a stronger local food industry.
Ultimately, the center will afford educational opportunities for interested MCA students in
product design, nutrition, food safety, retail food sales and marketing.
Workforce Development in the Culinary Arts
In Fall 2011, MCA enrolled 213 students and awarded 197 Certificates of Competence and
Achievement. Historically, the program graduates about 37% of its majors. New graduates
from our program find employment at a 90% level, not only on Maui, but across the nation.
Program graduates have obtained employment in leading restaurants in Napa Valley, Las
Vegas, Colorado, Oregon and Washington. These graduates are now successful
entrepreneurs and highly acclaimed chefs.
Noteworthy graduates include:
Jon Mizukami, French Laundry, Napa Valley, CA
James MacDonald, Owner/Chef Pacifico, I’o and O’o Farms, Kula, HI
Jeff Scheer, Owner/Chef, Maui Executive Catering
Larry Yamada, Owner/Chef, “Da Sushi Bar, Kahului, HI
Brandon Shim, Executive Chef, Tommy Bahama Restaurant, Wailea, Maui, HI
Nicole Koga, Owner/Partner S&J Bakery, Wailuku, HI
Sheldon Simeon, Corporate Chef, Ho’aloha Na eha
Clarence Villanueva, Sous Chef ,Four Seasons Las Vegas
Jeremy Choo, Pastry Chef, Four Seasons, Lana’i
A major benchmark for students navigating through our culinary program is the successful
completion of CULN 293v, which is a 3 credit, 225 hours field experience course requirement.
This course provides on-site, industry-based, experiences for approximately 15 students per
semester. It also provides students with direct exposure to other professionals and expands
their ideas about career options in the industry. One of the benefits to the Program is that it
ACFEFAC Self-Study
Page 24
allows the Program to monitor relevancy and effectiveness of its curriculum towards meeting
the needs of the individual student, industry and the community at large. The experience
reminds the industry of the advantages they reap when hiring qualified, educated personnel
and the importance of partnering with education. The program’s CULN 293v Field Experience
instructor serves as a resource to students looking for employment, job placement, and
referrals and as a help to employers looking for students to fill work opportunities within their
businesses. Over 90% of these students stay employed in the jobs they acquired through the
293v Field Experience course requirement. Employer satisfaction and evaluation ratings
indicate that 95% of CULN 293v students meet or exceed entry-level industry expectations in
job readiness, basic culinary skills, knowledge, and professionalism.
MCA: Sustainable Strategies
Economic Accountability
As a continually evolving vocational program, the MCA (MCA) Program goals are being driven
with the expectation for sustainability, teamwork and accountability on all levels of instruction
and operations. The following goals are being embraced, set, and achieved with support from
Sodexo operational expertise in regard for strengthening MCA’s Pa’ina facility as a sustainable
economic resource:













Develop tangible marketing strategies to capitalize MCA program branding
Utilize all Pa’ina food outlets as Revenue Centers
Standardize kitchen labs & outlet recipes for consistency and consolidation of resources
Create entrepreneurial spirit in students
Work to minimize, control and more closely monitor laboratory expenses while assuring that
students are able to practice and master cooking and baking competencies using
reasonable amounts of food and supplies
Implement MCA Standard Operation Procedures Manual
Implement MCA Standard Instructors Manual
Implement MCA Standard Student Handbook
Establish consistent Fiscal Operating Standards
Establish a self-generated MCA / Sodexo Annual Report.
Continue to utilize R&D food product line to promote MCA branding
Expand Community sponsored events and International Partnerships
Develop on-going fundraising activities and Internship / Externship opportunities for
students
Leveraging Community Partnerships
The Culinary Program has unlimited opportunities to partner with community groups in multiple
formats. Tours, demonstrations and luncheons are provided to seniors, family organizations,
rotary clubs, youth agencies, job corps, etc. Catering is provided to community groups, which
serves to expose our program to the greater community. Support of community activities
creates and develops a sense of respect for these organizations in our students while allowing
for practical training in food preparation and catering skills. Students volunteer at numerous
restaurant and hospitably industry organized Food and Wine events on Maui. Community
associations coordinate many of these events. Support of these activities by our students,
ACFEFAC Self-Study
Page 25
faculty and program create a sense of good will and endear our program to the industry we
serve.
The program’s long term established partnerships within the community and the food service
and hospitality industry garner much need financial support to our program in scholarship
awards and Foundation donations. The Program faculty are very heavily involved with the
community and regularly participates in activities related to the following:













Maui Rotary Clubs
Maui Kiwanis Clubs
Hale Kau Kau Assisted Meal Service
Maui Farm Bureau
Maui Arts and Cultural Center
Maui Food Bank
The Salvation Army
Maui University Extension Homemakers Council
Maui Filipino, Chinese and Japanese non profit Festivals
Slow Food Maui Chapter
The Maui Agriculture Festival
The Chaine des Rotisseurs
Les Amis d’Escoffier Society and others.
In all activities, faculty work along with their students and other professionals, to improve our
community. These associations have provided us much visibility and have helped to earn the
Program, from our community, much pride and respect, another major strength.
Most of these activities are undertaken in partnership with members of our Culinary Arts
Advisory Committee, composed of highly committed members of our industry and community,
who add another source of strength and support to our Program. Several large contributions
have been made to our Program and the UHMC UH Foundation as a result of our work in the
community. Over the last two years, we have received contributions in excess of $250,000
from:










The MCA Noble Chef Event
A&B Company
HFM Morrad Food Service
Bill Seehaefer
The Maui Rotary
The Kauai Rotary Club of Kapaa
Saags Food
VIP FoodService
Maui No Ka Oi Magazine
Maui Hotel and Lodging Association.
The current mission statement of the MCA at UHMC follows (Draft):
To provide a nurturing, student centered learning environment that prepares students for career
and lifelong success through the acquisition of the foundational skills of our profession, all in an
ACFEFAC Self-Study
Page 26
effort, to inspire students to celebrate the diversity of food throughout the world and elevate
their appreciation of excellence in the culinary arts.
2. How do the mission, goals, and objectives of the program(s) fit with the institution of
which it is a part?
The mission and goals of the MCA are reviewed periodically and designed to interface with,
support and promote the mission and efforts of UHMC. The mission of UHMC follows:
UHMC (UHMC) is a learning-centered institution that provides affordable, high quality credit
and non-credit educational opportunities to a diverse community of lifelong learners.
The current MCA mission statement aligns with UHMC’s mission statement as follows:
The Program provides educational opportunities to a diverse community of learners that
includes students seeking entry level/supervisory positions in the culinary industry and
individuals employed in the industry who are seeking advanced credentialing. Also including
students planning to transfer to the University of Hawai’i Kapiolani Community Colleges
proposed Advanced Professional Certificate (APC) in Culinary Management, which will provide
culinary students from across the University of Hawai‘i system an opportunity to gain advanced
culinary and managerial skills beyond the current two-year programs and which can lead to a
Bachelor of Applied Science (BAS) degree in Culinary Management from the University of
Hawai‘i West O‘ahu (UHWO) Travel Industry Management Program, and in addition, the
program is also envisioning student placement with the eventual establishment of the Culinary
Institute of the Pacific’s four-year baccalaureate degree program.
It should be noted that the MCA mission statement is currently under revision, as of Spring
2012, in order to provide a clearer vision with a more measurable criteria of what the MCA
program seeks to achieve. We envision that the new MCA mission statement will be posted in
all classrooms where CULN courses are taught as well as inclusion on all MCA course syllabi.
The mission statement will also be posted on UHMC’s MCA program website and MCA
Advisory Committee documents and the course management Laulima website. It will be
discussed in MCA program orientations and documented in the MCA program academic
advising sheet that is provided to all incoming MCA majors. The mission statement plans to be
published in the UHMC 2013-2014 General Catalog.
MCA faculty and Advisory members acknowledge that our current mission statement fails to
fully reflect the purpose and goals of the MCA program. MCA faculty, in consultation with the
MCA Advisory Committee, will design a revised Mission Statement that more accurately
reflected the purpose and goals of the program by Fall of 2012.
3. How the goals and objectives are kept current with industry’s requirements? Include in
your answer the frequency and methods of their review.
Program meetings are held weekly. Minutes of meetings are kept and sent out as email
attachments to those unable to attend. Program goals and objectives are updated yearly at the
beginning of the academic year. Any and all concerns and/or problems related to the Program
are discussed and resolved via an open and transparent discussion groups facilitated in small,
personal to larger meetings, if necessary, utilizing a “shared governance” approach. Issues
ACFEFAC Self-Study
Page 27
related to the curriculum or to production responsibilities are also discussed at these meetings.
Program Coordinator, Instructor Dean Louie, leads these meetings with separate meetings for
specific Program related “action items” delegated to the Program leaders.
Curriculum: Assistant Professor, Teresa Shurilla,
Program Instructional Design: Instructor, Tom Lelli
Program External Coordinator: Associate Professor, Chris Speere.
Program advisory committee meetings (1-2 per semester) with employers (field experience site
visits), partnerships with industry and our community, service learning activities, field trips to
industry, industry guest speakers and culinary workshops, membership in professional
organizations (regular and periodic activities), continuing education activities, and accreditation
by the American Culinary Federation Foundation. The Accreditation Commission provides and
maintains MCA Program relevancy and currency.
The current Program Advisory committee members have played a key role in recent curricular
changes and have provided insights into our programs remapping efforts and proposals for
new and modified courses. Much of the information regarding relevance of our curriculum to
industry need comes firsthand from working with our students and graduates in industry and
observing their mastery of required industry competencies. Program “Industry Validation” is
also realized through designed activities that showcase student attainment of SLO’s via
“Capstones Experiences” in each semester of our students’ progression through the program,
as well as American Culinary Federation annual reviews and accreditation which speaks to our
Programs ability to meet the highest standards in culinary arts education. Advisory committee
members participate in efforts to raise funds for maintaining present and purchasing new
equipment and to make Program improvements. Their influence and efforts to support
program fundraising events resulted in the building of our UH Foundation accounts significantly
($500,000) over the last 5 years. However, of utmost importance were Advisory Committee
validation and unanimous approval that MCA re-accreditation, through the Accrediting
Commission of American Culinary Federation, served as legal documentation to Federal
mandates, industry partners in Maui County and the State of Hawai'i. This documentation was
for present and prospective students that the MCA Culinary Arts Program is committed to
upholding nationally accepted industry standards. In so doing, the MCA Advisory Committee
and UHMC simultaneously validate current program training in its efforts to improve
prospective employees in preparation for the workplace, to strengthen services to clients in the
food service industry, and to provide a strong base for professional Culinary and Pastry Arts
careers.
MCA faculty have a professional responsibility to keep abreast of current trends and are
encouraged to hone both teaching and technical skills on an ongoing basis. Tenure track and
one-year contract faculty are reviewed by peers every year. Post-tenure faculty are reviewed
once every five years by the department chair and Vice Chancellor of the College. Lecturers
are evaluated every semester. All faculty must have student evaluations (of their teaching)
completed for every class taught, every semester. Although the collection of student
evaluations are important, determining techniques and changes that are instituted by the
instructors, as a result of examining the evaluations, is the goal to maintain excellence in educ.
Instructor evaluators and/or the program coordinator review the methods, techniques and other
changes implemented.
A minimum of two field experience conferences with industry supervisors/chefs are completed
for each field experience student enrollee, every semester. Industry supervisors help to
ACFEFAC Self-Study
Page 28
establish worksite competencies, which must be completed by students in this required course.
They also complete evaluations of student job performance, which are tabulated, and results
are used to validate curricular relevancy and pinpoint program strengths and weaknesses. At
an annual program summer meeting input and advice received from the MCA Advisory
Committee meetings, employer surveys, graduates surveys, Capstone assessments by
industry leaders, Instructional Design discussions, Safety & Sanitation Committee reports, are
discussed and evaluated. If changes are needed and agreed upon decisions concerning
curriculum revamp and operational systems updates are instituted for positive program
development.
Advisory Committee & Industry validation of course competencies are highly integrated into the
programs “Capstone Experiences” in numerous classes, including CULN 160, CULN 220,
CULN 240 and CULN 250 & 251.
Staff development opportunities, provided by UHMC and our industry, help faculty to hone
teaching and technical/professional skills. Slow Food Maui’s monthly “Taste Education”
workshops are held at MCA. It includes presentations and demonstrations by leading artisan
food producers on specialty or new products as well as skill based demonstrations by Maui’s
leading chefs. The Hawai’i Culinary Education Foundation host two “specialized culinary
workshops” each year at MCA that offer advanced training skills from national and local chef
celebrities to enhance student and faculty skill sets. UHMC offers funding for staff development
and encourages all faculty to attend activities of their choosing both on and off campus. The
Program’s UH Foundation funds are utilized for enhanced instructional training by all faculty, for
self and program betterment.
4. Where the goals and objectives of the program are made evident to the students?
Program goals and objectives (student learning outcomes) are part of expectations
communicated to and required of students in all laboratory and lecture classes as part of
Program course syllabi and course outlines. All incoming culinary majors attend a "New
Student Orientation" session offered at the beginning of every semester where Program and
professional goals and personal responsibilities are explained by faculty, advanced students
and graduates. Another Program highlight is the yearly "First Six Recognition Ceremony"
attended by current students who have successfully completed their first semester in our MCA
Program, and their families. This special evening is held midway through the students’ second
semester and serves to inspire and develop a greater understanding of personal, professional,
and Program responsibilities and expectations needed for success in today’s educational and
work related arenas. This understanding of Program expectations is especially helpful for family
members because they provide critical support for students away from school. Students are
also offered numerous service learning opportunities at food & wine related events such as the
Maui Onion Festival, Kapalua Wine and Seafood Symposium, Maui County Ag Festival, Taste
of Hawai’i, Moloka’i Food Festival, MAPA Garden Party, the MCA Noble Chef Fundraising
Dinner, and No Ka Oi magazines annual Ai’pono Awards Gala and Ai’pono Dinner series,
throughout their two-years. This offers networking opportunities and additional mechanisms to
work with industry professionals to further increase their understanding of the industry, its
expectations, and rewards and to provide community service.
Program faculty members also communicate expectations to students as they provide support
and assessments to them in class on a regular basis and at group registration/academic
advising sessions held each semester. Students oftentimes do not work in industry when they
begin the Program but become ready to seek an entry-level position by the end of the first
ACFEFAC Self-Study
Page 29
semester. Students seeking jobs are helped throughout the process (seeking, keeping and
succeeding on the job) by faculty, a culinary arts counselor, and the field experiences
coordinator. All students are encouraged to attend meetings of the Slow Food Maui Chapter,
which provides a vital link in the students' overall professional and technical development.
Select students receive additional enhanced learning opportunities through the Chaine des
Rotisseurs “Young Chef Competition,” encouragement and motivation to do well in our
Program by the newly established Noble Chef Mentorship program.
The Program has recently completed an MCA Faculty Handbook and based on the success of
sister culinary programs within the State, an accompanying MCA Student handbook is in the
works to is scheduled for completion during the Fall 2012 semester.
Required Exhibit: Sample of the review methods used (employer surveys, advisory committee
meeting minutes if discussion included review methods, etc.).
ACFEFAC Self-Study
Page 30
Organization and Administration
ACFEFAC Self-Study
Page 31
3.0 ORGANIZATION AND ADMINISTRATION Standards 3.1 - 3.5
1. Provide the program(s) description as listed in documents available to the public.
The 2011-2012 UHMC Catalog, on pages 46 - 47, describes the Culinary Arts Program as
follows:
The Culinary Arts (CULN) career ladder program is based on three levels of competencies
offered in three specialty areas: Culinary Arts, Baking, and Restaurant Supervision. The
competency-based instruction focuses on the skills, knowledge, and attitudes needed for
success in the hospitality industry. The Restaurant Supervision emphasis will be articulated
with various four-year baccalaureate schools. It is designed to give the learner maximum
transferable credits to allow for a smooth transition without losing large chunks of credits when
moving on to the baccalaureate level.
Lab requirements include basic hand tools, knives, safety shoes, books, appropriate uniform,
proof of current negative TB test, and compliance with Culinary personal hygiene code
requirements. Both the Culinary Arts and the Baking Associate in Applied Science specialty
degrees are fully accredited by the American Culinary Federation Foundation Accrediting
Commission.
Minimum placement test levels of English 22/55 or higher and Mathematics 50 or higher are
recommended for all new incoming Culinary Arts students. It is strongly recommended that
prospective students meet with Culinary Arts faculty or counselors before entry into listed
culinary Arts courses.
The UHMC website is a more flexible, easily used, and can be navigated to fit the market it
aims to reach. It is a beautiful presentation of UHMC, its offerings, and specific, relevant
program information.
A recently completed MCA Program brochure is now available for dissemination to all sectors
of the community and will be used for marketing at all levels of interest including the
recruitment of Maui County high school students.
2. List any other hospitality or foodservice programs in the institution.
There are two other hospitality industry programs: 1. Hospitality and Tourism (HOST) Program
(a credit program leading to certificates and degrees; and 2. EdVenture is part of the Office of
Continuing Education and Training at the University of Hawai'i Maui College. EdVenture
promotes life-long learning for Maui County's residents, visitors, businesses and organizations
offering non-credit, short-term training.)
3. Describe the administrative responsibilities and teaching responsibilities of the program
coordinator. To whom does this person report on such matters as finance, policies,
admission, and curriculum? Describe this person’s qualifications. Describe his/her role in
assessing, planning, evaluating and implementing changes to the program.
ACFEFAC Self-Study
Page 32
Each semester the program coordinator has eight credits, or 18 hours per week, of release
time for coordination duties. The remaining credits or student contact hours are in teaching.
Administrative responsibilities of the program coordinator are given below.
 Serves as one, in a team of four, visionary leaders of the program, working
collaboratively with colleagues to set goals, objectives, and new activities
 Responsible for overall program leadership and management. Directs work and sees it
through to completion
 Oversees assessment, planning, implementation and evaluation critical to the
program’s success
 Oversees fiscal and operational management of program
 Pursues and directs non-credit course development
 Provides facilities and maintenance coordination
 Monitors compliance w/ ACFEF Accreditation Commission Standards
 Supervises lecturers
 Acts as liaison with the Business and Hospitality Department and UHMC Administration
 Assures regular meetings of the program are held each week, minutes are kept up to
date and circulated
 Focuses faculty on teaching and fiscal concerns
 Oversees faculty evaluations and responsibilities
To whom does this person report on such matters as finance, policies, admission, and
curriculum?
The Culinary Arts (CULN ) program aligns in an interdependent and autonomous programmatic
structure within the Business and Hospitality Department at UHMC.
The name of the program was changed from Food Service (FSER) to Culinary Arts (CULN ) in
2008. The name change aligns with similar programs within the University of Hawai’i
Community College system. Under the Business and Hospitality Department at UHMC, there
are six separate programs, the most interrelated program to Culinary Arts is the Hospitality and
Tourism program. Aside from secretarial support, both programs operate independently with
their own program coordinators, instructors, counselor, budget, curriculum, faculty offices,
advisory committees, and classrooms. Based upon the interdependency among programs with
the Business and Hospitality Department, the CULN Program is able to achieve its
programmatic autonomy by collaborating with the CULN Advisory Committee in actualizing its
mission which aligns with the College. The CULN Program is guided by its overall Strategic
Learning Plan and an overall programmatic assessment and review process to guarantee its
effectiveness and efficiency.
Organizational Structure
Under the broad oversight of the Chancellor, the CULN Program Coordinator, in collaboration
with the CULN Leadership Team, faculty and staff, have full responsibility to formulate and
administer the program in meeting its objectives. The CULN Program Coordinator has the
overall responsibility to formulate and administer the program’s policies and procedures in
regards to faculty selection, retention, promotion, budget, curriculum and instruction, staff
development, student services, program governance, and continuing education and training.
ACFEFAC Self-Study
Page 33
In the summer of 2011 UHMC Administration leaded by John McKee, Vice Chancellor
Academic Affairs and MCA leadership consisting of Tom Lelli, Dean Louie, Teresa Shurilla, and
Chris Speere, discussed and approved the formation of a newly structured UHMC
“Department” that would be built around the Culinary & Hospitality programs on campus. The
basis to align Culinary (CULN) and Hospitality (HOST) was based on commonality of mission,
linkages in both programs’ national accreditation standards, along with past and emerging
synergies that ultimately serve to positively enhance student learning outcomes and
programmatic goals and objectives. The new “Department” will be lead by Dr. Debra Nakama,
Articulation Coordinator for UHMC, who has over two decades of experience in the area of
Vocational Education and the development of successful programs that support the seamless
integration of Maui County Department of Education “high school graduates ” into the
University of Hawai’i Community College system. Additionally, Dr. Nakama has been a staunch
supporter of both the culinary and hospitality programs serving as a liaison in Advisory
Committee activities and through guided “mentorship” to Program Coordination.
In August of 2010, the program filled a vacated full-time tenure-track instructor position to allow
the Program to reorganize its leadership model into three distinct coordination areas: Internal,
External and Sodexo Operations. The Program reorganization has allowed the expansion of
program responsibilities to shift from one central “coordinator” to a “shared governance”
approach that utilizes individual strengths found within emerging program leaders.
ACFEFAC Self-Study
Page 34
ACFEFAC Self-Study
Page 35
Internal Program Coordinator:
Program's instructional leader in all matters relating to curriculum assessing, planning,
admissions, evaluating and implementing of changes to the program including budget and
finance. Has the overall responsibility to formulate and administer the program’s policies and
procedures in regards to faculty selection, retention, promotion, budget, curriculum and
instruction, staff development, student services, program governance, and continuing
education and training.
External Program Coordinator:
Program’s leader in economic and workforce development, industry partnerships, fundraising
activities, and new and emerging program innovations.
Instructional Design Coordinator:
Program’s leader in providing support in all areas of instruction and assessment, including
online program development strategies, methods of instruction, academic standards, and
assessment/evaluation planning to ensure student retention, advancement and graduation.
Curriculum & Assessment Coordinator:
Program lead on the redesign of curriculum focused on preparing students for greater career
success upon graduation.
The following recent curriculum advances evidence this:
Increasing the rigor of the program by modifying the CULN course student learning outcomes
to transfer level (e.g.100+ level), raising the math proficiency level required for students to exit
the program; broadening the general educational requirements to strengthen the preparation of
students to be effective in a globally-based industry and expanded methods of classroom
delivery by offering online classes via Laulima for Introduction to the Culinary Arts (CULN111)
and Sanitation & Safety (CULN 112) offered online since Spring 2010
The program’s organizational structure clearly identifies the major stakeholders and highlights
the flow of administration and governance essential for effective student retention, persistence,
graduation and advancement. The structure of the organizational chart is well defined and
supports the functions of the program as an integral part of actualizing Maui College’s mission.
The overall administration and governance structure allows the CULN Program the autonomy
to make decisions and implement innovations to effectively address the students’ needs and
the community’s economic and workforce development objectives. The overall structure of the
CULN Program allows for the empowerment of faculty to assume instructional leadership roles
within a governance hierarchy that facilitates ongoing communication, decision making at the
appropriate levels, resource allocation, and program accountability. Communication between
all parties concerned has been effective. The Business and Hospitality department chair
schedules monthly department meetings. The program coordinators meet one a month with all
department chairs, Vice Chancellor of academic affairs, assistant to the Vice Chancellor of
academic affairs and the faculty coordinator. The program coordinators meets with the CULN
faculty weekly on a formal basis and with the CULN Coordiantion team every month.
Additionally, the CULN Advisory Committee holds quarterly meetings. The CULN Advisory
Committee meeting minutes are posted on the CULN Laulima webspace.
The ongoing programmatic review process and annual program accreditation is evidence of the
effective leadership model demonstrated by the program coordinators to address the range of
ACFEFAC Self-Study
Page 36
issues and needs confronting the program. For example, the Program Review Committee
recommended “the prospect of recruiting international and out-of state students should be
examined as a means of increasing program enrollments and expanding student learning
beyond the boundaries of our islands.
As a result, in Fall 2010 and 2011 the CULN program initiated discussions with Lambton
College in Canada Otago Polytechnic and Auckland University of Technology in New Zealand
to formalizes a memorandum of agreement (MOA) between the colleges to encourage:
(1)
(2)
(3)
(4)
CULN faculty and student exchanges
Student internships and enrollments into the CULN program at UHMC
CULN sabbatical faculty teaching opportunities.
Cultural Exchange opportunities
The overall strengths of the program, in terms of administration and governance, are based on
the consistency and stability of the reorganization of program coordination, the breadth of
experience of the people involved with the overall program implementation, the commitment,
expertise and network of resources from the CULN programs advisory committee. The intuitive
leadership from UHMC administrators, that support a culture of innovation and effort deeply
embedded within the foundation of the MCA, is another major strength.
Describe this person’s qualifications
Currently, the overall Program Coordinator is a tenure track, full-time instructor –with the
following qualifications
Dean Louie, Program Coordinator & Chef Instructor (full-time tenure track) currently teaches
CULN 271 Purchasing and Cost Controls, a key component in efforts to manage fiscal
responsibility towards program changes and challenges. Chef Louie’s academic background
includes a Bachelor’s degree in Art, an American Culinary Federation Educational Institute
(ACFEI) Certification as a Culinarian (CC) through a three-year culinary apprenticeship and,
National Restaurant Association Educational Foundation (NRAEF) Instructor and Exam Proctor
for both ServSafe Food Safety and Manage First programs. In addition he is re-certifying his
Certified Hospitality Educator (CHE) status this year (2012), and has earned a Master’s degree
in Library and Information Science in summer 2011 from the University of Hawai’i at Manoa
while fully-employed.
Culinary experience with Hotel Sofitel Redwood Shores San Francisco Bay, The Sheraton
Palace Hotel, Oakland Marriott City Center Hotel, the Pacific Islands Club Resort in Saipan,
Commonwealth of the Northern Marianas Islands (CNMI), and chef/owner of two independent
restaurants lends Chef Louie professional credibility to serve as Program Coordinator.
4. Describe the advisory committee(s) for the program(s) and indicate:
a.
b.
c.
d.
e.
design of advisory committee and reason for its composition
criteria/requirements for advisory committee members
frequency of meetings
functions and responsibilities
examples of major suggestions and results
ACFEFAC Self-Study
Page 37
Culinary Arts Advisory Committee includes a cross-section of industry and Program-related
representatives. The Culinary Arts Advisory Committee meets 1-2 times every semester and
presently consists of executive chefs, sous chefs, executive pastry chefs/owners, food and
beverage directors, restaurant owners/managers, magazine publisher, food
vendors/representatives, public relation specialist, winery owner, wine & spirits distributor, a
Slow Food Maui representative, Program graduates, current students, and Program faculty.
Many members are private sector employers with expert knowledge in related culinary and
baking occupational and instructional needs. (See UHMC Catalogue p. 149)
As several advisory members are members of Slow Food Maui, The Les Amis d’ Escoffier
society of Hawai’i and the Chaine de Rotisseurs, providing an informal means to keep the
Program abreast of activities, concerns and progress and trends in our industry. Advisory
members are invited to Program functions and activities related to “Capstone” assessment and
validation of student learning outcomes and course competency attainment. Advisory members
offer students “real world” constructive critique of performance and guidelines for the rigor and
high expectation of our industry.
The advisory committee functions in an advisory capacity in all matters related to our
educational program and is officially authorized by the College, as such. It is through
participation and membership in the advisory committee that employers communicate with
Culinary and Baking faculty on a regular basis. They gain in-depth knowledge of the Program,
make recommendations or undertake activities to improve its effectiveness, and learn about
program accreditation and its importance. They hire our students and graduates and are able
to provide very effective and accurate insight into any area that may require revision to meet
ever-changing industry demands and requirements.
To enable the CULN Program to achieve its mission successfully, the CULN Advisory
Committee is an active partner in the governance of the program. In doing so the CULN
Advisory Committee focuses on the following:
• Program and resource development
• Curriculum review
• Program evaluation
• Instructor guidance
• Student recruitment, retention, and placement
• Dissemination of information
The CULN Program is responsible for:
 Developing and delivering degree and certificate programs in culinary arts, baking and
restaurant supervision
 Developing and delivering pre-baccalaureate programs in culinary education
 Overseeing the recruitment, improvement, and evaluation of faculty
 Scheduling classes, assigning faculty, assigning classroom space
 Developing and delivering student and learning support for students enrolled in the
culinary program
 Providing academic and career counseling
 Providing advisement of program requirements
 Providing learning assistance to increase course retention and programmatic
persistence (i.e. Teaching and Learning Center [TLC], individual tutoring for CULN
courses, referrals to sessions/workshops for college success and completion)
ACFEFAC Self-Study
Page 38






Providing employment options and transfer options
Providing student assessment and transfer options
Conducting sessions/workshops for college success and completion
Conducting new student orientation
Monitoring progress for high risk students
Providing retention activities.
Examples of suggestions and support from the committee include:
 The successful approval of the remapping of the programs curriculum offerings,
 Approval of the current investigation into the possibility of adding another AAS degree
specialty area in Culinology
 Support for the UHMC Food Innovation Center Project which will renovate the
Programs previous culinary facility to house a Food Innovation Center,
 Participation and support in the programs two major fundraising activities that garner
over $150,000.00 yearly in UH Foundational funds to purchase and update cooking
equipment and supplies
 Scholarship for students,
 Professional development funds for faculty improvement
 Maintenance updates for our Pa’ina Culinary a Arts Center
http://mauinow.com/2011/06/21/chef-donates-cookbook-proceeds-to-maui-culinary-academy/
5. Describe in detail funding for the program(s)
UHMC receives funding from two primary sources: state general funds, and tuition and fees.
General funds are appropriated by the State Legislature and passed down to the College
through an allotment from the State Department of Budget and Finance and the University of
Hawai’i System. When planning a new academic year, the College projects an approximate
state revenue amount based upon the amount from the previous year and legislative
commitments. Revenue from tuition and fees is also estimated based upon funding from the
previous year. Combined, these two primary sources of funding provide a financial base from
which the College develops its budget.
The college submits a biennium budget request for additional funding beyond the current
budget base to support workload increases or to establish new programs. The governor and
the state legislature review and analyze these budget requests, with consideration to the
projected revenues of the state. In developing the final state biennium budget, the legislature
initiates additions, reductions, and transfers to the current budget base.
Additionally, the CULN program has fifteen (15) various University of Hawai’i Foundation
accounts that total over $250,000.00 in Program resources. Monies from this account are from
college fundraising activities and private donations and are used to purchase equipment to
support, upgrade, and make other improvements to instruction. Funds may also be used for
approved staff development activities. Funding for the Culinary Arts Program is specifically
allotted from the College's overall budget. Besides funding all instructional positions, the
Program received $45,300 to be used on the purchase of a new customized “salad bar” for the
Pa’ina food Court.
ACFEFAC Self-Study
Page 39
a. If you receive any outside funding, (i.e. government/private industry grants) at what
point will the program be self-sufficient?
Beyond the campus and other support mentioned above, the program does not receive any
outside funding.
b. Will this program be able to continue if outside funding expires?
Evidence indicates the program has sufficient financial stability to enable it to continue to meet
its contractual obligations and achieve its educational objectives over a highly reasonable
extended future period. All financial budget documents and statements, including biennium and
supplemental budget proposals and resulting legislative appropriations, college operating
budgets and allocations, and income/expenditure and asset/liability statements, are on file at
either the office of the Vice Chancellor of Administrative Affairs or at the Business Office. These
documents can be reviewed and evaluated by various budget committees and any other
interested parties. These documents are public and are therefore subject to periodic external
and internal audits.
The University of Hawai’i Community College System has established a “Financial
Reserve Policy” to allow colleges financial stability during economic fluctuations. The reserve
policy requires the community colleges to establish a minimum un-allotted cash reserve of 4%
of the projected annual total expenditures and encumbrances for all unrestricted funds
(excluding student activities and dormitory funds). Since FY 2008, UHMC has reached its
reserve target and as of FY 2010 the college operated with a surplus of $1,029,343 above and
beyond the 4% reserve requirement. This reserve has allowed the college to manage the
recent budget reductions with minimal impact to the programs and departments. The financial
planning process is dictated by forces outside of the college’s control, including the state
legislature, the governor, the UH system, and the board of regents. There is a general sense at
the college that the college has made great progress in integrating financial planning into
institutional planning.
In appraising the program, the strength in terms of financial resources is the support of the
Chancellor, Vice Chancellor of Administrative Services, the Fiscal Officer, and the Department
Chair in providing the necessary general funds and tuition and fees in order for the department
to meet its goals and objectives. Fiscal decisions are made through the reviews of the
Program’s Plan and Program Review, thus, justifying the needs and allocations. Furthermore,
the commitment of the Program’s Advisory Committee to assuring that students receive an
exemplary education cannot be measured in monetary value. Its commitment to faculty,
students, instruction, and facilities is immeasurable. Together with its advisory committee, this
program will persevere and flourish.
c. If the program operates any income producing business (catering, cafeteria, restaurant,
vending) describe how those funds relate to the program’s operations and provides for
capital expenditures.
As the Program is an integral component of the food service operations of the College.
Revenues from this operation directly contribute to the Program's resources and the
administration is hopeful that the Program will eventually become a self-supporting one. The
Program and campus Administration is currently reviewing the 4th year financial outcomes
related to our innovative partnership with Sodexo, Inc. Detailed reporting of cash flow
strategies, projected revenue outcomes and new food delivery system to reduce operational
ACFEFAC Self-Study
Page 40
deficit, are of top priority. Universally, considered the nation’s leading integrated food and
facilities management service company, Sodexo’s primary responsibility is to provide the
Program with comprehensive service solutions and a wealth of resource systems to strengthen
the operational and facility management components of the program’s Pa’ina educational
facility. Sodexo has been charged to provide support to the program in terms of systems and
processes that incorporate energy management solutions into the facility in an effort to building
upon the MCA's strong foundation of sustainability.
The partnership with Sodexo has improved the culinary programs focus on its core mission of
educating future chefs. Sodexo’s ability to enhance learning opportunities to program students
and graduates through Program based leadership and entrepreneurial experiences have
shown encouraging results.
Under Sodexo’s leadership the day-to-day operations of the MCA has been enhanced through
the expansion of hours of operations from 7:00am to 5:00pm Monday through Thursday and
7:00am to 2:00pm on Fridays. In addition, Sodexo provides increased catered opportunities
weekly as a means to increase food revenues.
A new and key area of accomplishment for Sodexo was the creation of an Espresso
Bar/Barista Lava Rocks Café outlet in our Pa’ina Food Court. The Café provides friendly
customer service while selling program produced bake goods, breakfast “grab & go” items,
smoothies and gourmet espresso beverages.
An internal review of Sodexo’s 4th year performance will focus on their ability to deliver the
contractual outcomes and objectives listed below:
A. Enhance the delivery of instruction and the educational mission of the MCA through
improvements of efficiency and cost effective purchasing of supplies and raw materials for
instruction.
B. Enhance the quality of current menu offerings to continue to provide the highest possible
quality of product and service to all market segments while maintaining costs at a
reasonable level.
C. Improvement to current levels of service to the campus through the establishment of
operating hours which are responsive to the needs of the student, faculty, staff, and guests.
D. Improve the profitable performance of retail and catering operations.
E. Strengthen food service operations to maximize productivity.
F. Implement innovative and vibrant marketing strategies.
G. Improve financial controls and reporting systems in facility and equipment asset
management that meet the needs and expectations of the University.
It is hoped, that with Sodexo’s support, the integrity of the instructional program will be
maintained and that the for-profit operation will be restructured to support itself. The Program
will continue to work with our administration to assure that support from the College for its
instructional program, is reasonable, fair and equitable. Once the Program settles its financial
picture, faculty will be better able to focus their efforts on recruitment, retention, placement, and
ACFEFAC Self-Study
Page 41
student success. They will be asked to assert greater leadership in our program, on campus,
in the industry, and in the community.
At the time of this “Self Study” the program is making a valiant effort to master the art of
combining an instructional program with a for-profit operation. The balancing of a for-profit
managed food service operation (Sodexo) and a competency-based instructional the Program
is very delicate and complex. To our knowledge the working marriage of a managed service
provider with a community college instructional culinary arts program is unique to all other
culinary schools in our nation. The ideal scenario is to share strengths to minimize, control and
more closely monitor our laboratory expenses while assuring that students are able to practice
and master cooking and baking competencies using reasonable amounts of food and supplies.
Under Sodexo’s guidance we envision a decrease to our revolving account deficit and
modifications to our curriculum that increases student-learning outcomes in the area of cost
controls. We are developing profit/loss statements for each individual kitchen lab to gain a clear
picture on each revenue centers management of financial resources and profitability. We are
committed to the concept of mirroring the highest standards of industry in our instructional
program as a means to prepare our graduates for the fiscal challenges, physical rigor and
competitive nature of the workplace.
UHMC administration remains one of our Program’s most ardent supporters and has worked
tirelessly for years with members of our community to raise funds via the annual Chancellor’s
golf tournament, having raised more than $100,000, deposited into our Program’s Foundation
account. Funds solicited and received from the private sector are meant to enhance rather
than support the basic program requirements. Therefore, these funds are used to fund faculty
staff development activities, student awards, student competitions and other activities deemed
important to the Program, and to purchase needed supplies and equipment.
6. What are the major strengths and weaknesses of your program as it relates to this
section in comparison to the ACF Accrediting Commission Standards?
UHMC has addressed the programs continued request for clerical support by assigning
financial resources to cover release time activities to tenured and tenure track faculty. The
release time assignments are in place to support program needs in secretarial and clerical
assistance, internal and external program coordination, operations & maintenance activities,
program fund raising initiatives. It also serves to interface with the University of Hawai’i
Foundation and the programs numerous funding accounts, curriculum and program re-mapping
and faculty support services in the area of student orientations, group counseling and all
programmatic activities related to student retention and persistence. Additionally, release time
assignments are focused on Program Instructional Management systems, Program Strategic
Development, Comprehensive Program Reviews, and ACFEF Accreditation Commission
Annual Reviews and Site Visits. The Program deeply appreciates the UHMC Administration for
a creative approach in Culinary program coordination and leadership. The program, however;
realizes that release time assignments are a temporary solution and that much needed clerical
support to the programs will be an on going challenge.
Culinary Programs Proposed Budget for 2011/2012 and the monetary requirements include:
1. Program clerical/secretarial support position @ $42,000.
ACFEFAC Self-Study
Page 42
2. The program request the conversion of two (2) full time lecturer (adjunct) positions to two (2)
non-tenure track full-time (permanent) faculty positions to lend greater stability to the
culinary and front-of-the-house sections of our Program @ $30,000.
3. Casual Hire position for the development and implementation of non-credit and short-term
industry based training classes and the continuation of a highly successful “Into the Fire”
culinary skills competitions focused on increased skills attainment by Maui Department of
Education high school food service teachers and students @ $45,500.
7. What are the major strengths of your program as it relates to this section in comparison
to the ACFEF Accrediting Commission Standards, and what are areas where your
program could improve?
Strengths








UHMC Administration seeks to use current challenges we face as opportunities
for positive change
The camaraderie and outstanding work ethic of our Culinary Arts team; The
effort to sustain interpersonal relationships and highly professional levels of
interaction on campus, within the private and public sector, with industry, and in
the local community, provides our students with a “real world” role model for
success.
Offering our students a “sense of place”; Our students and graduates feel
connected and a part of the Program far after they have completed their formal
education and have embarked on their successful careers.
Our Culinary Arts Advisory Council, composed of highly committed members of
our industry and community, add another source of strength and support to our
Program.
Our Programs dedication to weekly meetings for program growth &
improvement.
The reorganization of Program Coordination into a Leadership Team approach
that offers a robust & viable means to share governance of program mission,
goals, and development.
The Programs dedication to provide effective pedagogy and determination in
“remapping” course offerings as a means to ensure highly skill and work ready
graduates
The Programs ground breaking work in student assessment. The devolpment of
assessment tools and rubrics that provide real time and meaningful evaluation of
student performance.
Weaknesses


Challenges to meet UHMC Administrations expectations to reduce our
operational deficit and operate as a profit center
The lack of UHMC funding for qualified clerical support dedicated to the needs of
the Program
ACFEFAC Self-Study
Page 43


The Programs valiant efforts to increase efficiency and fiscal accountability
throughout its operation.
The Programs requirement to provide the bulk of daily cleaning for all laboratory
and kitchen environments. A daily struggle occurs to uphold required cleaning
and sanitation standards.
1. How do you plan to use the results of this section of the Self-Study to maximize the
strengths of the program and to minimize any identified areas for improvement?
The ability of our faculty to balance instructional responsibilities, food production needs
along with embracing fiscal cost accounting to ensure Program health is often a
daunting task. The Program continues to seek and develop creative measures that will
enhance the educational experience for its students while supporting its faculty in
operating more efficiently, teaching more effectively, and maintaining cost controls. The
ability of the Program to nurture and mentor its faculty into roles of program leadership
and responsibility will be paramount to the successful continuation of the Programs
development. The plan of shared governance will strengthen the Program and lessen
responsibilities shouldered by the present cadre of the Program Leadership Team. We
envision the hiring of two new outstanding culinary leaders into the Program in Fall
2012 to facilitate our mission and goal to serve our students and industry as a model
program of excellence in the culinary and pastry arts.
Required Exhibits:





Organizational charts for the administrative structure of the institution and the program
Job descriptions for program(s) related staff and faculty
Roster of advisory committee members, which includes contact information, email
addresses, and their job titles and the meeting minutes for the past year
Financial statement for the program for the last fiscal year -- this can be the department
budget, audited or un-audited
Copies of all current instructors’ certificates or licenses
ACFEFAC Self-Study
Page 44
Faculty and Staff
ACFEFAC Self-Study
Page 45
4.0 FACULTY AND STAFF Standards 4.1 - 4.7
1. Discuss each program faculty member’s background including any professional
certifications held. Relate their backgrounds to the courses for which they are
responsible.
The preparation and qualifications of all members of the instructional staff are suited to the field
and level of their assignments. Those in conventional academic fields hold advanced academic
degrees or present evidence of scholarship or creative achievement appropriate to their
positions. Those in professional or technical fields have equally appropriate preparation and
attainments.
The faculty and instructional staff of the Culinary Program are fully qualified for their areas of
responsibility and course assignments. They have both the industry experience and academic
background to maintain the CULN program’s success.
The minimum qualifications require faculty to meet one of the following:







Master’s Degree in Professional Studies
MBA in Professional Studies
Bachelor’s degree in Professional Studies and three years related Culinary or Baking work
experience
Bachelor’s in any Field and 5 years related Culinary or Baking arts work experience
Associate degree in Culinary or Baking arts and 5 years related work experience
15 college credits in Culinary or Baking arts and 7 years related work experience
Master recognition by the Culinary Community and 10 years related work experience
Desired qualifications are:









Culinary-related work experience
Computer competency in new generation culinary programs
Teaching experience at the community college level
Familiarity with competency-based instruction and behavior objectives
Experience in distance education, including cable, skybridge, video streaming and online
course delivery
Demonstrated ability to work with diverse learners
Demonstrated ability to work cooperatively with others
Demonstrated ability in curriculum development
Demonstrated ability to communicate effectively
Faculty responsibilities are described, by rank, in the bargaining contract. Faculty workloads
are calculated by number of credits, contact hours, or a combination of both (taught). In most
cases, in the culinary arts where lecture and lab hours are combined, a workload of 24-26
combination contact hours per week is considered to be a full load, or equivalent to 15-lecture
credits workload per semester. The instructional duties include course preparation and
instruction, student advising, maintenance of office hours for student consultation, participation
in faculty and student activities as required, participation in community services as required,
and the preparation and implementation of a professional development plan. Faculty provides
academic advising, instruction, and performs college and community service as part of the
ACFEFAC Self-Study
Page 46
regular workload. Culinary Arts faculty requirements may differ somewhat from faculty in other
disciplines but are essentially the same for culinary arts faculty in all other University of Hawai'i
community colleges in that there are usually multiple extra-curricular food-related events
outside of regularly scheduled class times that culinary instructors and students are required to
execute and manage.
There are currently two tenured positions and three full time tenure leading positions in the
program. The remaining positions are lecturer, meaning temporary.
Faculty by Rank and Length of Service
Chris Speere
Teresa Shurilla
Ben Marquez
Dean Louie
Tom Lelli
Juli Umetsu
Kyle Kawakami
Dan Schulte
Jake Belmonte
Craig Omori
Associate Professor
Assistant Professor
Assistant Professor
Instructor/Tenure Track
Instructor/Tenure Track
Full –time lecturer
Full-time lecturer
Lecturer
Lecturer
Lecturer
23 years
10 years
13 years
9 years
8 years
10 years
8 years
4th year
4th year
3rd year
Faculty Qualifications or Credentials
Chris Speere
Teresa Shurilla
Ben Marquez
Dean Louie
Tom Lelli
Juli Umetsu
Kyle Kawakami
Dan Schulte
Jake Belmonte
Craig Omori
AA/ AS Culinary Arts
BA, Social Science
AOS Culinary Arts
MLIS, BA Fine Arts/AS Culinary Arts
AS Culinary Arts
MBA,Education,BS, Business & Secondary Education.
BA Business, AAS Culinary Arts
MBA, Education, BA, Biology
AS Culinary Arts
AS Culinary Arts
Faculty Areas of Expertise
Chris Speere
Teresa Shurilla
Ben Marquez
Dean Louie
Tom Lelli
Kyle Kawakami
Juli Umetsu
Dan Schulte
Jake Belmonte
Craig Omori
ACFEFAC Self-Study
Program Coordination/Food Research & Development
Curriculum / Assessment / Baking & Patisserie
Fundamental Cookery/ Short Order / Pantry / Skill Development
Program Coordination / Purchasing /Skill Development
Garde Manger/Advanced Cookery
Fundamental & Advanced Cookery/ Short Order / Pantry
F&B Management/Dining Room Service
F&B Management, Math,
Fundamental Cookery / Short Order / Pantry / Skill Development
Advanced Cookery & Garde Manger / Skill Development
Page 47
Faculty Member’s Backgrounds:
Dean Louie, Program Coordinator & Chef Instructor (full-time tenure track) has taught CULN 112
Sanitation, 121 Skills Development, 120 Fundamental Cookery, 220 Advanced Cookery, 240
Garde Manger, 293v Field Experience, and 294v Culinary Practicum. He currently teaches
CULN 271 Purchasing and Cost Controls, a key component in efforts to manage fiscal
responsibility towards program changes and challenges.
Over the last seven (9) years he has assisted developing and implementing several culinary
outreach courses serving the Maui County community at all levels of education. Projects such
as teaching fundamental cooking skill sets to participants at the Hale Kau Kau volunteer
kitchen serving the needy, offering ServSafe Sanitation certification exam courses through
UHMC’s Ed-Venture extension to industry professionals and establishing culinary outreach
Boot Camp programs to prospective college students on the islands of Lana’i and Moloka’i with
the Rural Development Project.
He imparted culinary skills classes to Maui County Correctional Center (MCCC) Being
Empowered and Safe Together (BEST) Program inmates to reduce the incidence of occurring
recidivism in the community and was invited as a guest professor to teach a Food and
Beverage Management Course at Shanghai Normal University in the People’s Republic of
China. This past year (2011), he served education professionals with an Applied Math in
Culinary Arts to invigorate relevant and practical math skills to Maui County Department of
Education teachers. This supplementary experience, apart from prioritizing UHMC instructional
tasks, has enhanced his teaching style, organizational skills and time-management for
advanced classes and leadership abilities.
Chef Louie’s academic background includes a Bachelor’s degree in Art, an American Culinary
Federation Educational Institute (ACFEI) Certification as a Culinarian (CC) through a three-year
culinary apprenticeship and, National Restaurant Association Educational Foundation (NRAEF)
Instructor and Exam Proctor for both ServSafe Food Safety and Manage First programs. In
addition he is re-certifying his Certified Hospitality Educator (CHE) status this year (2012), and
has earned a Master’s degree in Library and Information Science in summer 2011 from the
University of Hawai’i at Manoa while fully-employed.
Culinary experience with Hotel Sofitel Redwood Shores San Francisco Bay, The Sheraton
Palace Hotel, Oakland Marriott City Center Hotel, the Pacific Islands Club Resort in Saipan,
Commonwealth of the Northern Marianas Islands (CNMI), and chef/owner of two independent
restaurants lends Chef Louie professional credibility to teach a rich variety of courses within the
culinary arts program. He also utilized his skills as a restaurant consultant and artist to
contribute towards food styling a cookbook, which provides additional qualification and
experience, to share with students and faculty. He is a standing member of the Maui Chapter of
the Chaine des Rotisseurs and culinary competition judge.
Chef Louie’s program coordination duties contributed to a significant decrease of over $50,000
in the program’s deficit from $110,000 to $50,000 through the first four months of his
leadership. This accomplishment demonstrates to students that resource management can
distinctly lead to improved fiscal means in today’s costly culinary arena. Chef Louie also
supports teaching technology essential to culinary program growth by endorsing an
assessment project that utilizes mobile technology that instantly records student outcome data
for their e-portfolios. He steadily helped upgrade teaching facilities with projectors and desktop
computers to align operating platforms, which now coincide with assessment projects for the
benefit of student learning and overall improvement of culinary arts instruction. Mr. Louie is fully
qualified for his areas of responsibility and course assignments.
Chris Speere, External Program Coordinator / Associate Professor has taught CULN 111
Introduction to the Culinary Arts Industry, CULN 160 Introduction to Dining Room Service,
CULN 120 Fundamental Cookery, 220 Advanced Cookery, CULN 150 Fundamentals of
Baking, Culn 240 Garde Manger, CULN 293v Field Experience, and CULN 294v Culinary
Practicum.
Chef Speere’s culinary training began in San Francisco, California where many European
Master Chefs influenced him. He received his Associate in Arts from the City College of San
Francisco and completed an ACF Chefs Apprenticeship concurrent with his college studies.
After working in Switzerland and several small and large establishments in California, he
moved to Maui, where he worked as chef with the Maui Prince Hotel.
When the opportunity presented itself, he willingly consented to serve as a lecturer at UHMC in
1989.He quickly distinguished himself as a very hard worker with great creativity. He received
the Hawai'i State Department of Vocational Education Postsecondary Teacher of the Year
Award in 1993, was an honored recipient of the University of Hawai'i Board of Regents
Excellence in Teaching Award in 1995, the NISOD Teaching Award in 1997, the 2006 Mayors
Award for Excellence in Culinary Arts, and in 2007 was selected as a Hawai’i delegate to the
Terra Madre/Slow Food Global Conference in Turin, Italy to promote cultural food traditions,
bio-diversity in food crops, and the rediscovery of locally grown and artisan foods on Maui.
Chef Speere authored the MCA’s “Taste of Maui” cookbook in 2008, which highlights the rich
cultural diversity and food traditions of the culinary program. He has won numerous National
and local recipe contest including Rich's Whipped Topping Dessert Contest, the National Cully
Recipe Contest, the Hawai'i Seafood Contest, and Japan Rice Council contest.
In 1994, he and his wife opened their own restaurant “Pauwela Café” in Haiku, which they sold
in 2004. He has completed numerous teaching seminars and serves on the Board of the Maui
Food Technology Center to stay abreast of latest trends in the area of food manufacturing and
productive development. He works very diligently to help MCA students bridge the gap
between "book" and "reality" by creating partnerships that secure industry based learning
experiences to the Program through prominent guest speakers and practical demonstrations by
experts in the culinary field.
Chef Speere has served as president of the ACF/Maui Chefs and Cooks Association and
received its Chef of the Year award in 1995 and an ACF Presidential Medallion in 2000 from
the late ACF National President Dr. Noel Cullen. He presently serves as Bailli Honoraire of the
Chaine des Rotisseurs and is a member of the Les Amis d’Escoffier Society of Hawai’i.
He served as the MCA Program Coordinator from 2007 – 2011. Chef Speere presently serves
as the Program’s External Coordinator, working closely with industry partners, potential donors,
the County of Maui Department of Economic Development, Maui County Farm Bureau, the
Maui Food Technology Center, Hawai’i Community Educational Foundation, Maui No Ka Oi
Magazine, Maui Hotel & Lodging Association and Slow Food Maui to bring financial resources
and new and innovative instructional programming to the MCA. Chef Speere is currently
assigned to the development of UHMC’s Food Innovation Center with the core competency of
helping local farmers convert surplus and culls into value added retail food products through
student lead consultation services. Under Chef Speere’s leadership MCA’s long-term goal is to
become the first two-year institution in the state of Hawai’i to provide a degree in Culinology.
Chef Speere fully qualified for his areas of responsibility and various UHMC assignments.
ACFEFAC Self-Study
Page 49
Teresa Shurilla, Assistant Professor/Pastry Chef Instructor, has been working and teaching in the
culinary field for over thirty two years, beginning her career in the kitchen at age 19 during the
Nouvelle California Cuisine era in the early nineties. She worked as an assistant pastry chef at
Pastel restaurant and L’Orangerie in Beverly Hills, Café Jacoulet in Pasadena and later
Michaels Waterside Inn in Santa Barbara. She then continued her apprenticeship in 1985-86 at
the renowned three-star Michelin restaurant in London, Le Gavroche. She followed that with a
stage at the well-known pastry school in Plaisir, France, Ecole Lenotre. She returned back to
the States and began her Pastry Chef career in smaller bistro style restaurants, Le Chardonnay
in West Hollywood and Champagne Restaurant in Beverly Hills. In 1989 she moved to Maui to
help her parents with their restaurant the Hali’imaile General Store, she then left Hawai’i for 6
years where she worked in San Francisco and New York, and then found herself back on Maui
working once again for the family.
Chef Shurilla joined the culinary team at the MCA in spring of 2001. She has exhibited an
incredible dedication to her craft and assumed overall leadership and charge of the baking and
pastry arts component of the culinary program. Chef Shurilla has direct instructional duties for
all three baking courses offered at UHMC, that include CULN 150 (Fundamentals of Baking)
CULN 250 (Advanced Baking I) and CULN 251 (Advanced baking II). She has also taught
CULN 111 (Introduction to the Culinary Arts) and CULN 112 (Sanitation & Safety).
Chef Shurilla has work diligently in all areas of curriculum advancement for the Program and is
now a key figure in the on going advancement of our culinary programs curriculum
development, classroom assessment, and advanced professional pastry and bakery arts
training programs. In addition, Chef Shurilla has embraced life long learning as a means of
professional development attaining her pursuit of an advanced degree by gaining her
Bachelor’s Degree in Political Science through the University of West O’ahu in December of
2011. Chef Surilla earned her Certified Hospitality Educator status in 2006. Chef Shurilla is
also a member of the Les Dames d’Escoffier, Hawai’i chapter and spends every summer in
professional pastry classes and teaching seminars offered at the World Pastry Forums.
Through Chef Shurilla’s active networking skills she has enlisted numerous world-renowned
pastry chefs as “Distinguished Visiting Chefs” within our program offering professional
development opportunities to our Program’s students and baking and pastry arts professionals
across the State of Hawai’i. Chef Shurilla is fully qualified for her areas of responsibility and
course assignments.
Benjamin Marquez, Assistant Professor / Chef Instructor, has over 20 years of professional
cooking experience including twelve years as a culinary educator and chef instructor at the
MCA. Chef Marquez attained his Applied Associates of Science degree from UHMC in 1990
and a Culinary Arts Certificate “with honors” from the Western Culinary Institute in 1992. Chef
Marquez has a wide range of culinary experiences both locally and in the Oregon and
Washington areas in establishments that include family owned businesses, privately owned
restaurants, private clubs, and acclaimed international hotels. Most notably, he worked for the
Hyatt Regency Maui as Sous Chef for 5 years were he gained invaluable culinary skill
development and mid- level managerial training in all aspects of Food & Beverage leadership
before leaving to teach for the MCA in the Fall of 1999. Chef Marquez’s strengths lie in his
commitment to student learning, his keen interest in professional development along with his
networking and support of our local culinary community. He is also gifted in his ability to relate,
support and mentor our new culinary students, spending numerous hours outside the
classroom to ensure students keep on track in program registration and certificate attainment.
Chef Marquez is also very active in representing the MCA at “Student Life” sponsored events
on Maui, and Moloka’i providing support to New Student Orientations, Financial Aid
ACFEFAC Self-Study
Page 50
Workshops, and Career Exploration through guest speaking and food demonstration
engagements. Additionally, for the last five years Chef Marquez has served as the culinary
programs lead representative to the yearly Chancellor’s Golf Tournament that provides
financial resources to the culinary programs scholarship accounts. Chef Marquez has taught
numerous classes during his tenure in our program including CULN 111 (Introduction to the
Culinary Arts) CULN 112(Sanitation & Safety) CULN 120 (Fundamentals of Cookery) CULN
121 (Skill Building) CULN 131 (Short Order Cookery) CULN 140 (Cold Food Pantry) CULN
293v (Culinary Arts Field Experience) CULN 240 (Buffet Preparation / Garde Manger) and
CULN 271 (Purchasing & Controls). In an effort to continually developed instructionally and
evolve in practical skills Chef Marquez attended Great Teachers Seminar held on the Big
Island of Hawai’i in August of 2004. This week long instructional seminar pulled together
teaching faculty from across the nation and diverse disciplines to share innovative teaching and
classroom management strategies. In June of 2010, Chef Marquez attended the Culinary
Institute of America Graystone campus enrolling in Buffet Presentation course to capture the
latest trends in food preparation methods and Garde Manger techniques. His strength lies in
his Fundamental Skills and Banquet Catering abilities as well as his interpersonal relationships
with local students requiring additional support and mentorship. Chef Marquez’s professional
background, educational experience, and relationship building with industry make him well
qualified to teach the array of courses offered in the MCA’s extensive program curriculum. Chef
Marquez is fully qualified for his areas of responsibility and course assignments.
Tom Lelli, Full-Time & Tenure Track /Chef Instructor is currently assigned as the lead culinary
instructor in the MCA. Chef Lelli has over 29 years of professional cooking and kitchen
management experience. He holds an Associate’s Degree in Applied Science, Culinary Arts
from the Academy of Culinary Arts, Mays Landing, New Jersey, and received additional training
and professional development from noted ACF Master Chef Steven Jilleba.
Chef Lelli began his career in 1983 with four hotel openings, three as a sous chef at Mahogany
Run Resort, St. Thomas, US Virgin Islands, The Crown Plaza Hotel in White Plains New York
followed by Sheraton Hotel in Ventura California. His first executive chef position was opening
The Radisson Suite Hotel in Oxnard, California. He also held various executive chef positions
in the Pacific Northwest. In 1992 through 2000, Chef Lelli assumed and held the Chef &
Kitchen manager position at Maui’s famed Haliimaile General Store and later served as their
corporate chef. In 2000 Chef Lelli was an opening chef/partner of Manana Garage, a very
successful freestanding “Latin Influenced” restaurant on Maui.
Chef Lelli began his teaching career at the MCA in 2003 teaching CULN 220 Advanced
Cookery and CULN 240 Buffet Preparation/Garde Manger. His outstanding experience and
culinary-based accomplishments make him extremely well qualified to provide vision and
direction for all culinary-based instruction within our program. His expertise in all areas of
cookery along with his interest in current food preparation trends such as Sous Vide Cookery
and Molecular Gastronomy help him to relate very well to other chef instructors and students
who look to him for leadership and coaching. Chef Lelli’s extensive background enables him to
instill in his students the importance of lifelong learning with an emphasis on the mastery of
fundamentals skills for ultimate career success.
Chef Lelli re-designed the capstone course (CULN240) and all assessments while participating
in the Capstone Assessment pilot project here on campus. He introduced a rigorous skills
assessment competition that is judged by top industry professionals. He is currently working
with lead pastry instructor Chef Shurilla on re-mapping the entire culinary program and has re-
ACFEFAC Self-Study
Page 51
aligned all the ACF competencies for the cooking curriculum to match up with course student
learning outcomes and new program learning outcomes.
Chef Lelli is also the lead instructor along with Theresa Shurilla in the E-Portfolio project, which
involves the use of ipad technology, and newly developed rubrics for real time lab assessments
utilizing live text and the collection of assessment data.
Chef Lelli is currently teaching CULN 220 (Advanced Cookery). He has also taught CULN 120
(Fundamentals of Cookery) CULN 240 (Buffet Preparation / Garde Manger), CULN 111
(Introduction to Food Service) as well as CULN 112 Sanitation and Safety. He is Servsafe
certified and works closely with our local industry advisory committee to improve our program.
Chef Lelli is fully qualified for his areas of responsibility and course assignments.
Juli Umetsu, Culinary Arts Instructor and full-time lecturer, is an invaluable asset to our Program’s
teaching team. Chef Umetsu’s exceptional educational qualifications via a BS in Business
Administration from the University of Iowa in 1982, a Post-Baccalaureate Certificate in
Secondary Education from the University of Phoenix in 2010 and a MEd. Masters in
Educational Technology from the University of Hawai’i, Manoa in 201l and professional food
and beverage experience make her extremely well suited and qualified to instruct and provide
leadership in all areas of our program.
Chef Umetsu has over twenty-five years of professional culinary management experience. She
began her hospitality career in 1987 at the famed Pinehurst Resort in North Carolina as
Convention Manager. From there she moved to Maui as Director of Conventions and Catering
at the Maui Inter-Continental Wailea Resort. During this period, Chef Umetsu was afforded a
culinary training program within the Inter-Continental kitchens where she spent 8 months
working full time throughout various kitchen stations including hot and cold food lines, butchers
shop and the bake shop. Insights gained during this period by Chef Umetsu solidified her
understanding and appreciation for professional food preparation and set in motion her deep
interest in all things associated with the culinary and beverage industries. Successful positions
as Food and Beverage Director of the Maui Tropical Plantation and the Maui Sun Hotel
followed.
Chef Umetsu began her teaching career at the MCA in 2003. Having multiple degrees plus
extensive knowledge in food and beverage operations make Chef Umetsu an ideal culinary arts
educator. Her instructional, organizational and managerial skills are well suited to the courses
she is assigned to teach and often called upon for program related activities centered around
fundraising and community events. Chef Umetsu, is looked upon as a campus leader in the
on-line delivery of curriculum content having developed CULN 111 (Introduction to the Culinary
Arts) class into a “Face to Face” / “On-Line” hybrid course offering.
Throughout the years she has attended numerous teaching improvement workshops
completing and passing the rigorous testing for CHE Certified Hospitality Educator in 2006. M
Chef Umetsu keeps abreast of the newest management styles, teaching methods, and
assessment of student outcomes through attendance at college workshops. Her experiences in
business, in both front- and back-of-the-house operations and her supportive nature allow her
to relate very well with our students and dining room guest. Chef Umetsu’s academic
background enables her to instill in her students the importance of education and various
viewpoints to determine how best to follow their hearts in the selection of a profession. Without
question her strength lies in her managerial and front-of-the-house abilities as well as
ACFEFAC Self-Study
Page 52
marketing and beverage operations expertise. She keeps up to date in both the food &
beverage industry and by taking additional training offered in wine and coffee appreciation.
Additionally, Juli is an active member of the Les Dames d’Escoffier, Hawai’i chapter.
Chef Umetsu currently teaches CULN 115 (Menu Merchandizing) CULN 160 (Dining Room
Service) and Math 50H (Culinary Technical Math). She has also taught CULN 111
(Introduction to the Culinary Arts) CULN 114 (Introduction to the Beverage Industry) CULN 265
(Beverage Operations) and CULN 292v (Catering Work Practicum). Chef Umetsu has been
found to be well suited and highly qualified to teach all culinary courses assigned. Chef Umetsu
is fully qualified for her areas of responsibility and course assignments
Kyle D. Kawakami, Culinary Arts Chef Instructor and full-time lecturer, joined the MCA as a fulltime lecturer in 2004. Chef Kawakami was born and raised on Maui and attended Maui High
School. During high school he found a love of cooking, working in several local restaurants.
After graduation Chef Kawakami continued his education at the University of Michigan at Ann
Arbor, completing his Bachelor of Arts in Zoology with an emphasis in Marine Biology from the
University of Hawai’i at Manoa. While attending the University of Hawai’i, Chef Kawakami also
worked in the food service industry both in Waikiki and on the UH campus for Marriott Food
Service. Returning to Maui after graduation, Chef Kawakami worked in the hospitality and
tourism field as a Branch Manager for a rental car company before returning to UHMC to enter
the Food Service Program.
While a student at UHMC Chef Kawakami attained awards within the program such as the
ACF-Maui Chefs and Cooks Association Student of the Year, Maui Community College
Chancellor’s Award for Outstanding Business Student, and Deans List accolades for
outstanding Grade Point Average. Chef Kawakami attained his Associate of Applied Science
degree in Culinary Arts in 2003. While attending school at UHMC, he started work at the
Fairmont Kea Lani Resort in the Culinary Department and worked in a variety of areas such as
pantry, hot line, and banquets. In February of 2004 Chef Kawakami returned to UHMC as an
APT Specialist in the culinary department to do research under the Carl Perkins
Grant. Through his research he developed a template used to measure mastery of learning
outcomes of 1st semester students. During this research assignment Chef Kawakami was also
able to work closely with culinary counselors and has attained a solid grasp of student
registration and course advising skills.
Currently Chef Kawakami is teaching CULN 131 ( Short Order Cookery) & CULN 140 (Cold
Food Pantry). He has also taught CULN 121 (Skill Building I & II) CULN 120 (Fundamentals of
Cookery) CULN 220 (Advanced Cookery) CULN 240 (Buffet Preparation / Garde Manger) as
well as Culinary Special Topics 90V (Summer Exploration). As a past graduate of the program,
Chef Kawakami can truly relate with the beginning culinary students and uses this to his
advantage when addressing his students in an academic setting.
Chef Kawakami's strengths lie in his commitment to his profession and his expertise in the
culinary arts. He is a gifted teacher and has excellent relationship with students and excels in
the Culinary Programs delivery of our New Student Orientations and celebratory 1st Six
Graduation that serve to highlight student achievement and attainment of required 1st semester
core culinary classes.
Throughout the years he has attended numerous teaching improvement workshops on and off campus as well as specialized training courses at the prestigious CIA Graystone campus in
Napa, Californian to keep abreast of the newest culinary developments and teaching methods
ACFEFAC Self-Study
Page 53
as a means to measure student outcomes and academic success. Chef Kawakami is fully
qualified for his areas of responsibility and course assignments
Dan Schulte, instructor, is a recent addition to the culinary arts department beginning his teaching
assignments in August of 2009. Chef Schulte brings a wealth of food, beverage and culinary
expertise into the classroom. He has over 11 years of professional and progressive food and
beverage experience in various resort positions both nationally and locally. He has an
extensive and accomplished teaching background, including being the recipient of a national
teaching award, and a sincere interest in sharing his knowledge of the culinary industry with
students in our program. To his credit, Chef Schulte has over twenty-three years of teaching
experience in secondary education in Hawai’i including two years as a culinary instructor at the
MCA. Chef Schulte’s post-secondary education is extensive holding a Bachelor’s Degree in
Biology from the University of California, Santa Cruz, a Basic Certificate in Secondary
Education /Biology, from Chaminade University, Hawai’i and a Master’s Degree in Education,
Heritage University, Washington.
Additionally, Chef Schulte has represented the MCA in global teaching assignments serving as
a guest instructor in the summer of 2010 at Shanghai Normal University, Shanghai, China
successfully delivering our culinary programs CULN 111 (Introduction to the Culinary Arts)
curriculum over an intensive 3-week period. Chef Schulte is an avid food & wine enthusiasts
serving on the Board of Directors, of the Maui Chapter of Chaine des Rotisseurs for five years
2005-2010, and attending both Classic French Cooking School and Wine Appreciation courses
in Bordeaux, France in 2002.
Additional professional development experiences:




Range between teaching pedagogy and food and beverage content
Computer based Laulima course management trainings
iFacilitate online interactive learning facilitator workshop
National Restaurant Association ServSafe Certified Instructor & Registered ServSafe
examination proctor
 Personal meetings and training discussions with Ian McPhee (Hotel Manager, The RitzCarlton Kapalua), participation in the Moloka’i Food & Business Expo
 Food safety discussions with presentation at Valley Isle Produce Maui for staff of over 100,
discussed and served wines for paired function event planning preparation with Café Olei &
Chambers & Chambers Wine merchants
 Participated in Hawai’i State Department of Health Environmental Health & Epidemiology
Response Team workshop
Chef Schulte’s strengths lie in his commitment to student centered learning, his keen
classroom organization skills and profound interest in teaching pedagogy. He is directly
responsible for the development of our on-line web based delivery of CULN 112 (Sanitation &
Safety) and brings a fresh approach to classroom instruction exhibiting a wide range of new
teaching methodologies that serve as invaluable assets to our Program’s instructional team.
Mr. Schulte has taught a wide range of classes during his tenure in our program including
CULN 111 (Introduction to the Culinary Arts), CULN 112 (Sanitation & Safety) CULN 114
(Introduction to the Beverage Industry), CULN 160 (Dining Room Service), CULN 265
(Beverage Operations) and CULN 292v & 294v (Culinary Work Practicum). Chef Schulte’s
professional background and educational experience make him well qualified to teach the array
of courses offered in the MCA’s extensive program curriculum.
ACFEFAC Self-Study
Page 54
Additionally he is part of the instructional team at UHMC implementing a new developmental
mathematics program and remains actively engaged teaching courses in the math department
on various levels and applications. A diverse, knowledgeable and adaptable instructor, Chef
Schulte brings forth a constellation of skills, which enhance the delivery of the educational
program at MCA. Chef Schulte is fully qualified for his areas of responsibility and course
assignments
Jake Belmonte, Culinary Arts Instructor and full-time lecturer, is a recent addition to the culinary
arts department beginning his teaching assignments in August of 2009. Chef Belmonte has a
wide range of culinary experiences through the acclaimed Fairmont Kea Lani Maui Resort were
he gained invaluable culinary skill development and mid- level managerial training for sixteen
years (1993 – 2009) in all aspects of Food & Beverage leadership including the position of
resort Sous Chef from 1999 –2007 and Chef de Cuisine of the Fairmont Kea Lani’s cutting
edge restaurant Ko. Chef Belmonte has over 16 years of professional cooking experience
including two years as a culinary educator and chef instructor at the MCA. Chef Belmonte
attained his Applied Associates of Science degree from UHMC in 1997 and was instrumental in
the development of the Program’s first two ACF sponsored Junior Hot Food Cooking
Competition & Skills Challenge Teams in 1998 & 1999 that represented Hawai’i in the ACF
Western Regional competitions in Sacramento, Californian and Las Vegas Nevada. Chef
Belmonte brings numerous years of experience and currency to our program in the areas of a
la carte cookery, banquet service and special events planning.
Chef Belmonte’s strengths lie in his commitment to student learning, his profession and his
expertise in the culinary arts. He is also a gifted teacher and serves as a role model in the
Filipino community providing volunteer service and support to its yearly Maui Fil-Am Heritage
Festival. Chef Belmonte has taught numerous classes during his brief tenure in our program
including CULN 121 (Skill Building) CULN 131 (Short Order Cookery) CULN 140 (Cold Food
Pantry) CULN 120 (Fundamentals of Cookery) and CULN 240 (Buffet Preparation / Garde
Manger). Without question his strength lies in Fundamental Skills Development and Banquets
& Special Event planning as well as his unique ability to foster and support students in the
program that use English as a second language. Chef Belmonte’s professional background,
educational experience, youth and currency in industry make him extremely well qualified to
teach the array of courses offered in the MCA’s extensive program curriculum. Chef Belmonte
is fully qualified for his areas of responsibility and course assignments.
Craig Omori, Culinary Arts Instructor and full-time lecturer, is the most recent addition to the
culinary arts department beginning his teaching assignments in August of 2010. Chef Omori
has a wide range of culinary experiences locally in establishments that include family owned
businesses, privately owned restaurants, private country clubs, and acclaimed international
hotels. Chef Omori has over 18 years of professional cooking experience including six years as
a culinary educator and chef instructor in Garde Manger at the privately owned and operated
Gros Bonnet Culinary Academy in Honolulu, Hawai’i. Chef Omori attained his Applied
Associates of Science degree from UHMC in 1994. He brings a fresh approach to food
preparation, plating presentations, ice carving skills and exhibits a wide range of new teaching
methodologies that are proving as invaluable asset to our Program’s instructional team.
Chef Omori’s strengths lie in his commitment to his profession and his expertise in the culinary
arts. He is also a gifted teacher and has taught numerous classes during his brief tenure in our
program including CULN 111 (Introduction to the Culinary Arts) CULN 112(Sanitation & Safety)
CULN 120 (Fundamentals of Cookery) CULN 121 (Skill Building) CULN 131 (Short Order
Cookery) CULN 140 (Cold Food Pantry) CULN 220 (Advanced Cookery) and CULN
240 (Buffet Preparation / Garde Manger). Without question his strength lies in his Garde
ACFEFAC Self-Study
Page 55
Manger skills and Food Catering abilities as well as the use of technology in classroom
applications directed toward “just in time” assessment of student learning outcomes and
academic achievement. Chef Omori’s professional background, educational experience, youth
and currency in industry make him extremely well qualified to teach the array of courses offered
in the MCA’s extensive program curriculum. Chef Omori is fully qualified for his areas of
responsibility and course assignments.
Program Counselor
The CULN Program has a counselor that is shared with other programs in our department. The
CULN counselor has the responsibility to monitor college policies and procedures in regard to
admissions, academic standards for retention, advancement and graduation of students. The
counselor provides timely academic and career counseling to new and current culinary arts
students.
Additionally, the counselor promotes the college and programs to prospective high school
students, provides transfer information to current program students that are interested in
transferring to four-year institutions, solicits donations from industry organizations for student
scholarships, and many other related responsibilities.
The program also shares a secretary assigned to the Business and Hospitality Department.
The secretary provides basic service of clerical support to the program coordinator and to the
entire faculty in regards to organization, communications, travel planning, fiscal responsibilities,
and instructional and operational oversight of the program
2. Describe program faculty workload, including advising, teaching, and extracurricular
activities involving students. Indicate whether faculty contractual obligations or
requirements are different from any other faculty within the institution.
Faculty responsibilities are described, by rank, in the bargaining contract. Faculty workloads
are calculated by number of credits, contact hours, or a combination of both (taught.) In most
cases, in the culinary arts where lecture and lab hours are combined, a workload of 24-26
combination contact hours per week is considered to be a full load, or equivalent to 15-lecture
credits workload per semester. The instructional duties include course preparation and
instruction, student advising, maintenance of office hours for student consultation, participation
in faculty and student activities as required, participation in community services as required,
and the preparation and implementation of a professional development plan. Faculty provides
academic advising, instruction, and performs college and community service as part of the
regular workload. Culinary Arts faculty requirements may differ somewhat from faculty in other
disciplines but are essentially the same for culinary arts faculty in all other University of Hawai'i
community colleges in that there are usually multiple extra-curricular food-related events
outside of regularly scheduled class times that culinary instructors and students are required to
execute and manage. Calculating workload especially where assigned time is involved is no
easy matter. These situations are handled on a case-by-case basis with all contractual
obligations and teaching assignment policies for UHMC referred to 2009 –2015 agreement
between the University of Hawai’i Professional Assembly and the Board of regents of the
University of Hawai’i.
ACFEFAC Self-Study
Page 56
3. Describe faculty/student ratios in both lecture and lab classes. Include a description of
teaching assistants and their roles.
Faculty/student ratios vary from 1:30 in lecture classes to 1:12-18 in laboratory classes. The
ratio is determined based on the challenges associated with instructing and supervising
unseasoned students in the rigorous and high paced lab environments necessary to operate
our various production kitchens. Lecture class ratio’s vary according to program enrollment and
seating capacity in classrooms tend to fall out at a ratio of no more than 1:30.
The Program has developed an innovative Internal Internship award that provide stipends from
private UH Foundation funds to outstanding students who provide faculty with assistance on
special projects throughout the year. Currently 10 –12 students are awarded Internal
Internships in the Program per semester.
4. Describe the program for professional development of faculty. Distinguish between
professional developments that focus on technical skills versus instructional skills. Be
specific. Include the budget allocation, release time conditions, and how action plans
are developed.
Professional development for faculty on the tenure track is much more structured and
rigorously reviewed as compared for lecturer faculty. Action plans for tenure track faculty are
developed and then, contract renewal documents that provide a self-assessment and address
effectiveness are scrutinized by tenured faculty who serve on Department Personnel
Committees appointed yearly by the Department Chairperson. Action plans for tenured faculty
are the individual's professional responsibility and the Department Chairperson reviews posttenure review documents once every five years. The Culinary Arts program faculty have been
the fortunate receivers of significant private funding each year for instructional and staff
improvement. Faculty most often attend staff improvement activities over the summer months
while they are not in class. However, for special opportunities, release time is given to attend
training, provided that the Program and College approve. Every Professional Development
activity is applied for before being funded. ACF criteria distinguishing between technical and
instructional activities is used to determine most appropriate learning opportunities for program
faculty . The College Teaching Improvement Committee sponsors staff development activities
monthly. Professional development activity choices are left to the discretion of each instructor.
Over the last two years our instructors have participated in a broad range of activities that serve
as an advancement in food preparation techniques in Pastry Arts and the delivery of in-house
and off-site caterings that incorporate Buffet Preparation/Garde Manger skills and their current
application in modern cooking, were there is a need to constantly re-tool and train our chef
faculty to keep current with industry trends and emerging cuisines.
Given these facts $31,000 of program funds have been spent and allocated in 2011 to provide
faculty with:

Attendance at the World Pastry Forum in Las Vegas, Nevada. Two-chef faculty learned the
latest techniques in chocolate production, sugar work, gelato manufacturing and plate
presentations. Additionally, networking opportunities with leaders of industry secured
advanced training opportunities for MCA students via a guest chef visit and demonstration
by Chocolates a la carte Corporate Pastry Stanton Ho. $8,000
ACFEFAC Self-Study
Page 57

Professional training in Modern Buffet Preparation. Chef faculty attended an intensive 5-day
workshop at the Greystone Campus of the CIA to expanding program teaching methods
and food delivery systems in Garde Manger and Buffet preparation. $5,000

The program has purchased over $18,000 in catering, baking, and culinary equipment
supplies.

The program spent an additional $8,000 for two IMAC PC’s and 3 video projectors with
stands for program instructional development.
Additional significant equipment purchases and upgrades in 2011 include:


One Ice Machine at $6,500
One high end custom made “salad bar” at $45,000
In 2010 $21,000 of program funds were spent and allocated to provide faculty with:

Attendance at the World Pastry Forum in Phoenix, Arizona. Chef faculty learned the latest
techniques in chocolate production, sugar work, gelato manufacturing and plate
presentations. Additionally, networking opportunities with leaders of industry secured
advanced training opportunists for MCA students via a guest chef visit and demonstration
by Guittard Corporate Pastry Chef Donald Wressell. $5,000

Professional training in Modern Buffet Preparation. Chef faculty attended an intensive 5-day
workshop at the Greystone Campus of the CIA to expanding program teaching methods
and food delivery systems in Sous Vide cookery. $5,000

The program has purchased over $21,000 in catering, sous vide, and video equipment
supplies such as FLIP IT video cameras, digital camera, IMAC PC’s, vacuum sealers,
blenders, and heat circulators as high priority purchases for program instructional
development.
Additional equipment purchases and upgrades in 2010 included:














One Ice Machine
$8,000 in Kitchen small wares, food storage containers and pots & pans
2 S/S 20 gal. Stock Pots
One Floor model potato ricer
Up grades to POSI TOUCH point of sales system
One ACME Juicer
One Commercial Blender
2 IMAC PC’s for instructional faculty
8 FLIP IT Cameras
6 Cannon Digital Cameras
One Floor Model Bag Sealer
2 Heat Circulators
4 each immersion blenders
150 high quality Lacquer Bento Boxes for caterings
ACFEFAC Self-Study
Page 58


150 logo “Charger” plates for Class Act dining room
Re-finishing of 30 Class Act dining room tables
5. Describe faculty meetings and other situations where the faculty actively participates in
policy formation, program planning and priority setting.
Program faculty meetings are formally conducted each Monday afternoon during regular
semesters. Meeting agendas are outlined by the Program Coordinator based on past, current
and future issues to offer information, discussion and collaboration. This is an opportunity for
leadership, faculty, lecturers and support staff to participate in priorities that affect all areas of
program planning. All program personnel are encouraged to actively discuss course progress,
teaching challenges and solutions, campus issues, external events, fiscal updates and
professional development.
6. Describe how adjuncts, teaching assistants, part-time faculty is kept informed, are
evaluated, participate in program planning, etc.
Lecturers are invited but not required to attend program meetings. Minutes are circulated to
lecturers to keep abreast the program proceedings and they are invited to participate through
email announcements concerning meeting agendas. Because the program interacts in an
intimate manner, part-time lecturers are in close proximity to full-time faculty and are
encouraged to meet informally with all faculty members as the need arises. The program
coordinator under the direction of the business direction chair provides evaluations of program
lecturers.
7. Describe the administrative/clerical and support services available to the program.
The Business and Hospitality Department has one full-time secretary who performs secretarial
services for eleven culinary arts instructors. Major responsibilities include performing course
schedules in banner, ordering supplies, taking departmental hiring requests, processing travel
requests, and completion reports, ordering books, processing student evaluations, preparing
work orders for Information Technology repair maintenance, handling personnel paperwork,
hiring paperwork, and assisting with the myriad of details involved in the coordination and
administration of the culinary arts program. At the time the college is in the process of recuiting
for dedicated secretaial support for the the culinary program. This position will be highly
beneficial to support program coordination in management of its financial duties, control of
budgetary revenue, expenses and profits, help to create and manage courses and events, and
organization of student files. Support services that are available to the entire campus and the
culinary arts program include the UHMC foundation, library, media center, The Learning Center
(TLC), and operations and maintenance.
8. What are the major strengths of your program as it relates to this section in comparison
to the ACFEF Accrediting Commission Standards, and what are areas where your
program could improve?
Strengths
The culinary program has a well-prepared full-time faculty and an exceptionally skilled staff with
extensive supervisory experience who understand the culinary climate of our island community.
ACFEFAC Self-Study
Page 59
Full-time faculty teach the majority of our program’s courses with considerable support from
current lecturers. UHMC is EEO/affirmative approved and has all adequate policies in place to
ensure that discrimination is not allowed. Program meetings are held each week and is
common practice to distribute minutes to all program members, including lecturers, the
business and division hospitality chair, campus administrators, and any guest that may have
participated in a given meeting.
Weaknesses
Because of the numerous campus commitments, student centered events, fundraising
activities, and community requests, culinary arts instructors find it difficult to make time for
professional development and technical development especially for activities offered
throughout the year. Instructors and lecturers are asked to be diligent in seeking development
activities and keeping close records of their participation in professional development activities.
The culinary program continues to need at least part-time secretarial support to be housed in
the programs offices to help with the ever-growing paperwork load associated with instructional
and operational responsibilities for the program. Duties required of this position would involve
facilitating programmatic internal communications, including weekly program minutes,
maintenance work orders, fundraising communications, assisting with inventory accountability,
assisting with tracking program scholarships and awards, monitoring current student
progression through program courses, evaluating student retention and persistence, surveying
program graduates, correspondence with program advisory committee members and industry
partners.
9. How do you plan to use the results of this section of the Self-Study to maximize the
strengths of the program and to minimize any identified areas for improvement?
The program will continue to pursue faculty participation and professional development
activities pedagogy. Additionally, the program will use the results of this self-study to update the
program’s annual program review, which is directly linked to campus budgetary concerns and
the program’s pursuit to secure secretarial support for its program.
Required Exhibits:

Program Faculty meeting minutes from the last year

Personnel data sheets/IPD’s or Personnel development plans for all full and part time
program faculty (use Faculty Professional Development report forms provided by the
Commission; do not include resumes);

Teaching schedule in effect for time of the on-site visit.
ACFEFAC Self-Study
Page 60
Curriculum
ACFEFAC Self-Study
Page 61
5.0 CURRICULUM Standards 5.1 - 5.11
1. Summarize the manner in which the curriculum:
a. Fulfills the stated objectives of the program
The curriculum has been carefully constructed to not only meet, but exceed standards of the
American Culinary Federation and the University of Hawai’i Community College System. It
also addresses the special needs and concerns of our students and hospitality industry, which
provide the economic base for Maui and the multicultural State of Hawai'i. The program’s
curriculum, specifically subject-matter content, learning activities, and output evaluation, is
designed to meet the program’s mission and objectives.
The UHMC mission statement, along with the culinary programs mission, envision play a major
influence on the curriculum and the basis for its design. Course level SLOs are based upon the
ACFEF knowledge areas and competencies for the culinary and baking programs. Course level
SLOs work in tandem with industry needs and student outcomes, which are the foundation
upon which each course is based. The college does not require each course to address every
course level SLO, however, all program SLOs must be covered in the culinary arts AAS and
baking degrees.
b. Provides opportunities for students to become familiar with the profession of culinary
arts and the relationship of culinary arts to other professions.
The Culinary Arts curriculum provides opportunities for its students to become familiar with their
profession and its relationship to other professions by requiring Culinary Arts students to take
courses from professionals in other occupational and academic areas. Flexibility is planned for
in the curriculum to allow instructors opportunity to bring in guest speakers, demonstrators and
to undertake field trips and make visits to culinary arts-related sites and operations. Culinary
students interact with culinary industry professionals at program related events such as the
annual Noble Chef fundraiser, the annual Chancellor’s golf tournament, the annual Maui No Ka
Oi magazine sponsored Ai’pono gala awards and the bi-quarterly Ai’pono food and wine dinner
series. Students learn about the culinary arts through participation in field trips, guest
speaking, monthly workshops offered by Slow Food Maui within the culinary arts Pa’ina facility.
The program and its students are highly involved in the operation of the Pa’ina Food Court and
Leis Family Class Act restaurant. Students capture a great understanding of the rigor of the
culinary profession through the operation of these food production units.
Of additional educational value to program students is the programs very flexible, CULN 294v,
Work Practicum & Seminar in the Culinary Arts, which provides individualized, broad-based
exposure to the principles and practices of the culinary arts via supervised work experiences in
various operational capacities to strengthen identified weaknesses, provide incentive and
motivation, or to hone outstanding skills. The course utilizes seminars to enhance application
and relevance of principles and required competencies necessary for industry success along
with encouraging cooperative and collaborative skills for developmental, professional and
personal growth. The CULN 294v, Work Practicum & Seminar in the Culinary Arts course is
required of all students who have completed the first semester of culinary courses. The
programs CULN 292V, course provides individualized, broad-based exposure to the principles
and practices of the fundamentals of Catering within the culinary arts industry. The course
utilizes hands-on experiences to teach the facets of sales, planning, preparation, and service of
catered on and off premise affairs covering: theme, receptions, buffets, and banquets. This
ACFEFAC Self-Study
Page 62
course also provides a means for experiencing a diversity of industry related standards through
educational filed trips and volunteer experiences. Many students take this course to build
competence in fundamental laboratory skills, practice teambuilding skills, and gain exposure to
the production of a greater variety of special catered events.
2. Describe how the curriculum develops competence in communication, problem solving,
leadership, and ability to interact with individuals from varying backgrounds.
The Culinary Arts Associate in Applied Science Degree requires six credits of written and oral
communication. The curriculum is carefully planned to nurture and encourage communication,
problem solving and leadership skills. Specific learning outcomes directed at written and oral
communication, and required, as outcomes for all students by UHMC and must be infused into
the teaching of all classes on campus. Faculty are encouraged to use teaching methods which
provide practice in communication and which integrate general education into leadership and
problem solving skills. Class assignments will almost always involve critical thinking skills
development. Case studies and small group discussions are extensively used in the
management oriented courses. All students who earn the AAS degree must use computer
technology and the Internet extensively via UHMC’s Laulima learning & collaborative server.
Interaction between individuals of different backgrounds is practiced continuously in Hawai'i, a
true melting pot of the world. Individual students and faculty are blends of many cultures.
Multiculturalism is our everyday way of life.
The following are examples of ways the curriculum develops the competence in the areas listed
above. Students develop highly specific verbal communication skills in the operation of the
Pa’ina food court, Farm to Table (CUL140), Paniolo Grill (CUL131), and World Plate (CUL120)
outlets as they are required to greet, explain menu offerings, take orders, and serve guests
from various backgrounds and age demographics in this highly dynamic exhibition kitchen
environment.
Written communication skills, problem solving, and the ability to interact through the
collaborative nature are developed through the entire program. In the operation of the Leis
Family Class Act (CUL 160, 220) where its prefix menu is prepared and served to the public,
students learn teamwork, develop leadership skills, interaction with guests from diverse social
economic backgrounds, practice communication skills, and professionalism. Within every class
in the program culinary instructors are encouraged to develop and design assignments and
activities that are shaped around the ACFEF required and knowledge for their assigned class.
Instructors are tasked to inspire learning with students to enable them to acquire the
appropriate level of skills and knowledge. Beginning students are asked to, increasingly,
demonstrate their competencies and basic fundamental skills with the expectation that as
students increase their abilities through practice they will move from basic to more advanced
classes. As required skill and knowledge is developed it is reinforced through faculty
mentorship and coaching of students, practical exams, capstone experiences, assignments,
and test, designed and planned for objective assessment and evaluation. External review,
through industry validation, is provided to students through program capstone experiences that
are open to the public, industry partners, and advisory committee members.
3. Describe the program’s use of community resources, including field trips and guest
speakers. Be specific.
One of the program's greatest strengths are its partnerships with its industry and community
leaders. Program faculty will, in nearly every class, utilize the abundance of resources and
expertise available to make instruction more realistic. Guest speakers, lab demonstrations by
ACFEFAC Self-Study
Page 63
experts, and field trips are used regularly. Guest speakers are selected and carefully prepped
to ensure that course objectives are taught. Demonstrations are used to offer students insights
into new and innovative preparation and cooking methods. Field trips are used to bring the
classroom to the industry, to open our students' eyes, and to help them to better relate what is
taught in the classroom to what is being done in industry. Faculty members discuss and seek
approval to assure that field trips are taken in appropriate classes, they meet learning
outcomes, and to avoid duplication of lessons.
The entire program including lecturers and instructors are well connected to the local culinary
community and the resources that it generously provides to the program in support of
instruction, program enrichment, enhanced student learning opportunities, that all served to
provide that helps students gain a relevant picture of the scope and breath of our culinary
industry. In addition to organizing field trips and participation in culinary related community
events instructors invite a variety of guest chefs, vendors, to demonstrate and speak about and
their area of expertise and specialty.
The following illustrates ways community and industry resources including guest chefs and
vendors enable students to interact with culinary industry professionals. On September 29,
2011, HFM Foodservice presented “Can We Talk Story?” a comprehensive sharing current
industry perspectives covering the following topic areas:










Whole Wheat, Gluten Free Pasta – Reality of Good Intentions Truth to the Myths
Grant Bowes, Medallion Foods
Consumer Demands Drive Natural and Organic Food Service Solutions
David Gelber
The Gluten Free Market – Valuable Insights and Updates
Yvonne Williams, Storehouse Foods
Deconstructing the Myths of our Seafood Sustainable World
Todd Post, Aqua Star
From Field to Fork
Steven Mulryan, Compart Family Farms
Portion Control – How does it benefit your bottom line?
Tom Andersen, Ameristar Meats
Ancient Grains: 5,000 Year Comeback
Linda Young, American Roland
The Art and Science of Sous Vide Cooking & Sauce Making
Gabriel Chatten, Bonewerks
Utilizing in Season Produce - Fall, Legumes & Squashes
Chris King, Tristin’s Brokerage, Inc.
Baking with Flour – How to Raise the Bar
Bill Main, Hawaiian Flour Mills
Additionally, in this day long celebration of activities related to 20 years of Hawai’i Regional
cuisine, students were offered the opportunity to attend hour long guest speaking appearances
by four of the founding members of the Hawai’i Regional cuisine movement. These
presentations provided students with insight and inspiration from Hawai’i’s most prominent
leading chefs. Chefs in attendance were Peter Merriman, Bev Gannon, Roger Dikon & Mark
Ellman.
Illustrations of guest chef resources that have provided industry interaction are as follows:
ACFEFAC Self-Study
Page 64
Master Sommelier Chuck Furuya, shared his expertise and knowledge about the wine
industry, projected food and wine trends for 2011, and the necessary self-confidence and
persistence required of students in today’s foodservice industry.
Chef Ed Kinney of Town and Downtown restaurants provided a workshop titled “Snout to Tail”
providing demonstration on total utilization of fresh pork.
Chef Mavro of Mavro restaurant, demonstrated preparation of various island fish available in
local restaurants prepared in classical style. Chef Mavro demonstrated various types of heat
used and innovated sauces that are flavorful and healthy.
Chef Eric Tucker of Millennium restaurant, provided demonstration into the intricacies,
techniques, and the preparation of extraordinary vegetarian cuisine. Students were provided
with tasting samples to further their knowledge.
Chef Alan Wong of Alan Wong’s restaurant and the Pineapple Room, a founding member of
Hawai’i Regional Cuisine, James Beard award winner, instructed students in flavor
enhancement techniques that are used to influence the taste, aroma, and balance of a well
constructed recipe.
Chef Roy Yamaguchi of Roy’s restaurants, talked to students on how to work, how to reach
goals, and how to survive in today’s workplace. Chef Roy conducted a simulating cooking
exercise where students were allowed to taste and sample Chef Roy’s cuisine according to
standard operating procedures and typical restaurant time constraints.
Chef Scott McGill of TS restaurants, provided an in-depth PowerPoint presentation covering
the essential aspects of food costing and purchasing controls.
Additionally, the HFM annual food show hosted by MCA serves today’s culinary student with
news and information about the latest trends and food innovations in the restaurant industry.
Students assist various vendors with the preparation of tasting samples and become familiar
about numerous food products and services used in purchasing and wholesale operations.
The following are examples of ways community resources such as guest speakers and field
trips enable students to learn about the relationship of culinary arts to other professions:
In CUL111, the following guest speakers provided students with an overview and introduction
to the culinary industry:
Vince DeRosa, owner operator of Picasso’s Café and Bakery and catering company, shared
background information on independent restaurant operations, café menu selection, food
costing, marketing and public relations, and a demonstration of specialty salads utilized in
catering menus.
John Holder, of Precision Sharpening Company, provided students with historical information
concerning knife manufacturing, how to evaluate quality knives, and proper sharpening
techniques.
ACFEFAC Self-Study
Page 65
Chef Lyndon Honda, of Maui Brewing Company, provided students with background
information on career advancement, discussed the current trends in the beer industry, and the
marriage between fine food and artisan beers.
Eric Mitchell, owner of Outrigger Pizza Company, provided information concerning off-site
catering and the regulations associated with owning a food truck. He also provided a
demonstration of wood fire pizza making along with tasting samples.
Charlene Kauhane, of Kauhane Communications, provided an overview of work associated
with the promotion and marketing of the chef community insights into the farm to table activities
and educational skills necessary to become a food writer, food publicist, or public relations.
Chef Roger Stetler, of Four Seasons Resort Wailea, provided a back-of-house tour of kitchen
outlets, bakery, and catering departments.
CUL112 students gained the knowledge of sanitation regulations and day-to-day operations
from certified Hawai’i Board of Health director John Nakamoto. CUL112 students learned about
fire safety issues and were trained in the use of fire extinguishers by members of the Maui fire
department.
CUL240 students were introduced to various varieties of international cheeses by Ann
Temecula tasting and evaluation samples were provided.
CUL271 students visited Valley Isle Produce to tour dry refrigeration and freezer storage units
and gain a greater understanding of the scope and breath of the food purveyor industry.
CUL114 and 265 students received and overview of county and state regulations concerning
alcohol spirit and beer consumption in the county of Maui.
4. What is the rationale for the organization and sequencing of courses in the program(s)?
As we move to the new Program map we wanted students to have the best chance to succeed.
A good cook or chef relies on their fundamental skills every day. Each class is designed to be a
foundation for the next. It was imperative that the students learn the basic fundamental skills in
a non-production environment. In the new structure, first semester students will take three skill
based classes along with sanitation and introduction to food service to become sound in their
fundamental skills.
In the second semester they move on to production based classes that run the food court
where they practice their basic cutting, cooking, pantry and short order skills. In the last two
semesters students refine their skills in Garde Manger, advanced baking and advanced
cooking classes and eventually run the fine dining restaurant as a way to showcase all their
skill and knowledge in a real restaurant environment.
The Culinary Arts curriculum is organized to prepare students with the skills necessary for
successful entry into an accelerated advancement in all aspects of the culinary profession. The
fundamental purpose and design of the Program are to provide students with the education and
training needed to meet these goals. Industry requirements are continually analyzed to
determine the latest skills and knowledge essential to performing effectively.
ACFEFAC Self-Study
Page 66
The specific methods used to update the curriculum include: analyses by faculty based on their
experiences; interactions, partnerships with industry; consultant assistance by curricular and
industry resources; review of Culinary Arts curricular developments across the nation; surveys;
and student input and advisory committee suggestions.
A career ladder curricular strategy applies basic building blocks of knowledge and skills that
form the foundation for more complex learning. This approach organizes courses into three
levels. The course groupings begin with Certificates of Competence, followed with Certificates
of Completion, a Certificate of Achievement, and the Associate in Applied Science Degree.
In the last year, the alignment and articulation of all courses taught in the University of Hawai’i
systems Community College’s culinary programs have been finalized to facilitate the
matriculation of students and the transfer of culinary students across the University system.
Further changes include all culinary courses changing from the old alpha of Food Service
(FSER) to Culinary (CULN), as well as having all current culinary classes brought to the 100
level and numbered within an agreement put forth by the system wide Program Coordinating
Councils for culinary arts.
Additionally, curricular changes finalized in the Spring of 2012 have created a total program remapping. This monumental task has required much discussion and faculty leadership. The
Program Re-Mapping was prioritized to efficiently reorganize class schedules for a Fall 2012
roll out. The process has included identifying re-mapping priorities, selection of re-mapping
Team and the establishment of a working timeline that clearly assigns a continuance of duties,
re-mapping structure and a finalized outcome for all re-mapping activities. The re-Mapping
Team prepared documentation for the campus Curriculum Committee to shift existing classes
into the new model, while communicating these changes with students, faculty and campus
administration to ensure a smooth transition.
Previous course sequencing
Full-time Culinary Arts or Baking students would take courses in this sequence:
First Semester (Fall) 16 Credits
CULN 111 Introduction to the Culinary
Industry 2
CULN 112 Sanitation and Safety 2
CULN 121Skillbuilding I, II 4
CULN 131 Short Order Cookery 2
CULN 140 Cold Food Pantry 2
CULN 120 Foundations of Cookery 4
Second Semester (Spring) 16 Credits
CULN 160Introduction to Dining Room
Service 3
CULN 220 Advanced Cookery 5
CULN 294v Work Practicum & Seminar in
Culinary Arts 1
ENG 22, 55, 100, or 106 3
MATH 50H, 100, or 135 3
ACFEFAC Self-Study
Third Semester (Fall) 17 Credits
CULN 271 Purchasing and Controls 4
CULN 150 Fundamentals of Baking 4
MGT 118 Introduction to Supervision 3
BUS/COM 130, COM 145, SP 151, ENG 100, or
LSK 110 3
Humanities elective 3
Fourth Semester (Spring) 16-17 Credits
CULN 293v Culinary Arts Field Experiences 3
FSHN 185 Food Science & Human Nutrition 3
CULN 115 Menu Merchandising (2)
CULN 114 Introduction Beverage Dept (1)
CULN 240 Buffet Preparation (4),
OR
CULN 250 Advanced Baking I (4)
CULN 251Advanced Baking II (4)
Page 67
New Course Sequence
Full-time Culinary Arts or Baking students would take these courses in sequence:
First Semester
**CULN 111 Introduction to the Culinary Industry
(2)
**CULN 112 Sanitation and Safety (2)
**CULN 121 Culinary Skill Building (3)
**CULN 122 Culinary Skill Development
(3)
**CULN 150 Fundamentals of Baking (4)
**ENG 22/100 or Math 50H/100/103
Second Semester
**CULN 130 Fundamentals of Cookery (4)
**CULN 131 Short Order Cookery (3)
**CULN 140 Cold Food Pantry (3)
**CULN 294v/CULN 292V (1)
Social Science Elective (3)
**ENG 22/100 or Math 50H/100/103 (3)
Third Semester
***CULN 240 Garde Manger (4)
Humanities Elective (3)
BUS/COM 130, COM 145, SP 151, ENG 100*
(3)
CULN 293V Culinary Arts Field Experience (1)
CULN 271 Purchasing and Cost Control
(4)
***CULN 115 Menu Merchandising (2)
Fourth Semester
CULN 220 Advanced Cookery (5)
CULN 160 Dining Room Service
(4)
CULN 293V Culinary Field Experience (2)
MGT 118 Introduction to Supervision (3)
FSHN 185/FSHN 285 (3)
*Note: English 100 are requirements for both AAS in Culinary and Baking Specialty
**Note: Courses required for CA in Culinary Arts Specialty
***Note: AAS Culinary Arts Specialty Program Requirements: CULN 115 (2), CULN 240 ($4)
****Note: AAS Baking Specialty Program requirements: CULN 250 (5), CULN 251 (5)
Full-Time Restaurant Supervision students would take courses in this sequence:
First Semester:
*CULN 111 Introduction to the Culinary Industry
(2)
*CULN 112 Sanitation and Safety (2)
*CULN 121 Culinary Skill Building (3)
*CULN 122 Culinary Skill Development (3)
*CULN 150 Fundamentals of Baking (4)
*ENG 100 or Math 100/103 (3)
Third Semester
CULN 115 Menu Merchandising (2)
CULN 293V Culinary Arts Field Experience (1)
CULN 271 Purchasing and Cost Control (4)
BUS/COM 130/ COM 145/SP 151 (3)
ACC 201 Introduction to Financial Accounting
(3)
MGT 118 Introduction to Supervision (3)
Second Semester
*ENG 100 or Math 100/ 103 (3)
*BUSN 150 Introduction to Business Computing
(3)
*CULN 294v or CULN 292V (1)
*CULN 131 Short Order Cookery (3)
*CULN 120 Fundamentals of Cookery (4)
*CULN 140 Cold Food Pantry (3)
Fourth Semester
ACC 202 Introduction to Managerial ACC (3)
CULN 265 Beverage Operations (3)
CULN 293V Culinary Arts Field Experience (2)
CULN 160 Dining Room Service (4)
CULN 220 Advanced Cookery (5)
Fifth Semester
FSHN 185 or FSHN 285 (3)
MGT 122/ 124 or HOST 270 (3)
Humanities Elective (3)
Social Science Elective (3)
English 100* (3)
*Note: English 100 are requirements for both AAS in Culinary Arts and Restaurant Supervision and
Math 100/103 are required for AAS in Restaurant Supervision.
** The following minimum competencies are required of students entering the Culinary program:
a) CULN 112 with grade C or better; b) ENG 19 with grade C or better, or placement at ENG 22, c)
MATH 50H with grade C or better.
*** ACC 124 and 125 can be taken in lieu of ACC 201 (only 3 credits will count towards the degree
requirements).
The program continues to actively encourage and assists program students to apply for
national sanitation and safety certification through the National Restaurant Association’s
ServSafe® Training and Certification program. The program currently averages an 80%
success rate in student completion and attainment of the ServSafe certification. This
certification provides our culinary students with nationally recognized industry validation of their
ability to practice the highest standards of food sanitation and safety.
The redesign of course assignments have been critical to improvements to make appropriate
and effective use of technology to increase active learning while providing highly individualized
assistance and support. Such a redesign project required the willingness of instructors to
rethink how courses and course sequences are organized and delivered.
MCA has access to Laulima (Sakai), the open source learning management system maintained
by the University of Hawai’i system, and the use of this learning management system is
increasing. MCA faculty is already using state-of-the-art learning software in their courses, and
has expanded the use of these technology tools to improve student success in basic skills
courses.
In the Spring of 2010 the program received $12,620 in Perkins funding to purchase technology,
centered a round the use of Netbooks in the Culinary Arts, as a means to increased Technical
Skill Attainment for our students. The project also received funding for trainer stipends and
MCA faculty for professional development in the use and application of eight (8) FLIP Share
technology video cameras, six (6) Cannon digital cameras, two (2) video projectors and two (2)
I MAC personal computers. The interest in FLIP Share technology will allow the uploading of “in
time” videos for classroom instruction and streaming opportunities into course management
systems i.e., Laulima thus allowing students independent learning opportunities for review of
key course core competencies. Instructors using FLIP Share technology find it easy to record a
variety of instructional activities, which students can view to reinforce learning objectives. The
spontaneity of use, due to the size, cost, and ease has inspired video production activities
throughout the MCA faculty creating a thread of common instructional practices.
The creation of video libraries will support independent learning opportunities for students in
need of review and allow faculty additional “real time” to cover on going daily assessment of
SLO’s and PLO’s. The program envisions increased student preparation for skills testing and
self-assessment and skills acquisition, as it relates to meeting or exceeding industry standards
through the video review process. FLIP Share technology has broadened the teaching methods
currently available to faculty. Assessment of this new learning tool, as well as student feedback
is on going and critical in the formation of future instructional and program remapping activities.
Training faculty in the use of FLIP Share video and providing constructive analysis and
evaluation of data that supports new student skills attainment has been the primary outcome
for this project.
Building on past success and maintaining momentum in the area of infusing technology in our
culinary classroom and lab environments the program receive additional Perkins Grant funding
to deliver a student centered “Culinary Arts High Tech-High Touch EPortfolio Assessment
Project” as a formal assessment tool to monitor student’s achievement in standard ACF
competencies and attainment of skills needed to be successful in workplace.
The High Tech-High Touch EPortfolio Assessment Project is a culinary assistance and lab
assessment program that will allow MCA Faculty to maintain individual student EPortfolios that
record completion of course competencies and program SLO requirements in “real-time”
applications, using technology in a consistent manner to assess overall student performance
prior to graduation and employment.
This project will improve retention and graduation rates and tie directly into industry standards.
The High Tech-High Touch EPortfolio Assessment Project will show a direct map of how the
ACF competencies point to course Student Learning Outcomes (SLO’s) and up to Program
Learning Outcomes (PLO’s) that are essential to systemic program evaluation and success.
Recording and monitoring will be facilitated on a technology platform that ensures efficiency
and clarity.
EPortfolio assessment tools can be shared and utilized to improve verification of program SLO
attainment, quantify areas of program effectiveness and deficiency and validate student
learning that meets or exceeds current industry standards. This project is designed to serve as
a model for competency assessment across all areas of the UHCC system and ultimately will
serve culinary arts educational programs throughout the nation. Key educational components
to the project include the following:

EPortfolios broaden the delivery base of technology in culinary and pastry production
laboratories, allowing faculty greater freedom in administering competency testing and
monitoring of student assessment results via technology.

The EPortfolio system requires students to take an active role in their educational goals by selfmonitoring learning outcomes and attainment of program competencies through the use of
technology. Students will learn how to access and monitor their progress as their instructors
review and assess. By creating a student-centered learning environment, students will receive
individual attention based on areas in need and are more likely to have the confidence and
skill-set to continue in their studies and into successful careers.

EPortfolios will include an assessment grid that tracks competencies, administered through a
technology-based software application Filemaker Pro. Teachers will be provided IPads to work
with the application to record student performance.
It is noted that the MCA is up for ACF accreditation in the Spring of 2012. The High Tech-High
Touch EPortfolio Assessment Project will better ensure the alignment of ACF
competencies/industry standard to instructional methodologies of program and that this project
will be highly favorable to the re-accreditation process. ACF Accrediting Commission reaccreditation will signify to the Culinary Arts industry in Maui County and the State of Hawai'i
and to present and prospective students that the UHMC Culinary Arts Program is committed to
upholding nationally accepted industry standards. In so doing, the College simultaneously
seeks to improve prospective employees preparing for the industry, to strengthen services to
clients in the food service industry, and to provide a strong base for professional Culinary and
Pastry Arts careers. By providing better instruction based on ACF competencies, students will
ACFEFAC Self-Study
Page 70
graduate with a greater skill-set and be able to compete better in the marketplace. Reaccreditation will foster, in our students, greater pride and self-confidence. It will provide an
incentive for students and graduates to enter the culinary profession knowing that they are a
vital part of a Program and also, faculty whom hold their students' interests and needs above
everything else. Re-accreditation signifies to them that they are able to compete, shoulder to
shoulder, with any Culinary Arts graduate in the country and beyond.
Due to the addition of three Baccalaureate degrees (Applied Business in Information
Technology, Sustainable Science Management and Engineering Technology), Maui
Community College has transitioned to the University of Hawai’i Maui College. With this
increased stature all programs will be evaluated at a higher level of student assessment and
academic accountability. This rigor presents the culinary program an opportunity to develop
higher levels of instruction where student retention is paramount. MCA instructor’s earned one
Bachelor’s degree and two Master’s degrees within the past year, providing the program with
resources to offer classes higher levels of student achievement leading to advanced degrees
within the UH system.
The following degree and certificate programs are available:
Certificate of Completion Pasrty Cook (CC, 12 credits)
Culinary 111(2), 112(2), 120(4), 121(4, 131(2), 140(2), 160(3), 220(5), 294v (1)
Certificate of Achievement Culinary Arts (CA, 31 credits)
Culinary 111(2), 112(2), 120(4), 121(4, 131(2), 140(2), 160(3), 220(5), 294v (1)
Communication: English 22, 55, 100, or 106(3)* Mathematics 50H, 100, or 135(3)
Associate in Applied Science Degree Culinary Arts (AAS, 64 credits)
All Culinary Arts CA courses (31) plus:
Culinary 114(1), 115(2), 150(4), 240(4), 271(4), 293v (3) Business/Communication 130,
Communication 145, Speech 151, English 100, or Learning Skills 110(3)
Management 118(3) Food Science & Human Nutrition 185(3) - Natural Science Humanities
elective (3) Social Science elective (3)
Associate in Applied Science Degree Baking Arts (AAS, 65 credits)
All Culinary Arts CA courses (30) plus:
Culinary 150(4), 250(4), 251(4), 271(4), 293v (3) Business/Communication 130,
Communication 145, Speech 151, English 100, or Learning Skills 110(3)
Management 118(3) Food Science & Human Nutrition 185(3) - Natural Science Humanities
elective (3) Social Science elective (3)
This career ladder program enables students to enter and exit with credentialing at
strategic points based on their career goals. The curriculum provides students not only with a
common body of knowledge in culinary and baking arts, but also with the opportunity for
students to receive a broad education and awareness of values, skills, and attitudes that will
prepare them for imaginative and responsible citizenship roles in business and society. It
ACFEFAC Self-Study
Page 71
enables them to understand and apply the concepts of problem solving in general,
organizational, and industry-related issues. This common body includes the following:
(a) General education
 Studies in areas of human achievement other than the purely professional are important
in the education of hospitality administrators.
 Students shall have an opportunity for study in the
o Natural and Physical Sciences
o Social Sciences
o Communication
o Arts and Jumanities
 General education courses in the following areas are required for the AAS degree:
o Quantitative reasoning
o English/communication
o Humanities
o Natural Science
o Social Science
The Culinary & Baking AAS degree requires general education courses as outlined below:
Business/Communication 130, Communication 145, Speech 151, English 100, or Learning
Skills 110(3)
Management 118(3) Food Science & Human Nutrition 185(3) - Natural Science Humanities
elective (3) Social Science elective (3)
5. Are there any areas of the ACFEFAC “Required Knowledge and Competencies” which
are not completely met by your program? NO If yes, describe.
The Program meets all areas of the “Required Knowledge and Competencies”
All requirements are met in classes required by students completing either the AAS in Culinary
Arts or Baking. Faculty have all reviewed ACF standards and Required Knowledge and
Competencies and are very comfortable in certifying that all requirements are met,
(Attachments for Culinary and Baking “Required Knowledge and Competencies” check lists
embeddded at the end of this document)
6. What are the general requirements for the certificate or degree from the institution
offering the program?
The Culinary Arts career ladder Program is based on four levels of competencies offered in two
specialty areas: Culinary Arts and Baking. The competency-based instruction focuses on the
skills, knowledge, and attitudes needed for success in the hospitality industry. In addition, the
Culinary Arts Program provides industry personnel the opportunity to upgrade their skills and
techniques and provides instruction to interested community members in food production skills
and techniques for personal self-advancement.
Lab requirements include basic hand tools, knives, safety shoes, books, appropriate uniform,
proof of current negative TB test, and compliance with Culinary Arts personal hygiene code
requirements. It is strongly recommended that students delay entry into Culinary Arts courses
until they have reached minimum placement test levels of English 22/55 or higher and
Mathematics 50 or higher, or have met with Culinary Arts faculty or counselors.
ACFEFAC Self-Study
Page 72
a. What are the specific requirements for graduation from the program?
To meet graduation requirements students maintain a grade of “C” or higher for all CULN
courses, and a grade point average of 2.0 or higher for all courses applicable toward the
certificate or degree they seek to attain.
b. If program credit or hour requirements exceed those required by the state or
institutional accrediting body, what is the rationale?
The Culinary Program’s credit hour components are in compliance with requirements as stated
in the UHMC catalog for all certificates and degrees offered.
7. Describe how your courses correlate theory and actual practice in the lab.
Each course has specific skill sets to be learned based on the ACFEFAC “Required Knowledge
and Competencies” template. The instructor introduces the theory in lecture using varied
instructional techniques, and then demonstrates these skills to the students. The students
practice the skills in the lab usually accompanied by an organized and structured exercise that
is assessed with a standardized rubric. The students taste and assess themselves and the
instructor reviews the lesson to tie it all together.
Each lab class produces some food products that are usually sold in the facility to offset the
cost of the class. For example, skills class produces stocks and soups and also demonstrates
some basic cooking techniques by preparing food for one function a week. The menu is built
around the course competencies. The pantry class runs the “Farm to Table" outlet and will take
over the salad bar next semester. The advanced cooking class produces food for the fine
dining restaurant.
The ideal learning situation for culinary students involves the giving of information and the
provision of hands on opportunities to learn the skills under the close guidance an oversight of
highly trained instructors. The breakdown of instructional time into a lecture/lab structure is an
administrative tool that looks at major pedagogical approaches in a class while facilitating
faculty workload calculations. In order to provide the mix of pedagogies needed for real world
practice and application where students prepare fast casual menu offerings for the Pa’ina food
court and upscale prefix menu items for the Leis Family Class Act a number of courses will use
a combination of lecture/lab and/or purely lecture or purely lab designs. The traditional
breakdown of credits in relation to hours spent in class is used:



One credit of lecture equals one class hour with students. In this mode, culinary instructors
provide an overview of the weeks theories and related assignments.
One credit of lab equals 3 class hours with students. This pedagogical style enables hands
on learning by allowing time during lab hours for students to become competent in applying
and/or mirroring introduced or demonstrated theories, skills, and/or practices under the
guidance of and instructor’s supervision. It is in this model that program students learn to
practice and produce food production items introduced in lecture settings.
One credit of lecture/lab equals 2 class hours. This pedagogical style is a combination of
the modes described above. In this mode, program students are introduced to food pre-
ACFEFAC Self-Study
Page 73
preparation and demonstration activities.
8. How does the program provide flexibility to adapt to individual differences among
students (e.g., honors programs, remedial instruction, peer tutoring, etc.)?
To provide flexibility in adapting to individual differences, diverse opportunities are provided
through the culinary program and through the college. Class attendance and participation
maybe either prescribed or voluntary depending on the situation. The program also does the
following to provide flexibility in adapting to individual differences among students:
The program offers certificates of competence as provided below:
These certificates are designed to address short-term training needs as ascertained with
collaboration with the State of Hawai’i Department of Labor Workforce Development.
Requirements for Certificate of Competence: Culinary Arts
Pantry Cook – CULN 140 Cold Food Pantry (2)
Waiter/ress – CULN 160 Introduction to Dining Room Service (3)
Preparation Cook – CULN 120 Fundamentals of Cookery (4)
Sanitation – CULN 112 Sanitation and Safety (2)
Short Order Cook – CULN 131 Short Order Cookery (2)
Storeroom Clerk – Purchasing and Control (4)
Additional examples of programs offered by the culinary program to meet individual needs of
current and perspective culinary students are listed below:



Culinary boot camps for secondary students have been held on the islands of Maui, Moloka’i,
and Lana’i to introduce students to basic culinary skills and an introduction to the culinary
industry.
Program faculty have created open lab sessions for students needing additional time and
practice to hone fundamental culinary skills. These open lab practice activities are scheduled
on an as needed basis as a means to accommodate acquisition of needed skills and
knowledge to attain class competencies.
The program has created an innovative student fellowship program that offers select students
enhanced learning experiences in leadership capacity in various culinary lab classes.
Campus wide programs offered by the college to meet individual needs include:


Qualifying students can participate in Phi Theta Kappa an international honor society whose
purpose is to recognize and encourage scholarships among two-year students.
Student services/disability services for students in need of disability related accommodations
are provided on campus to ensure equal access or accommodation in all program offerings.
ACFEFAC Self-Study
Page 74

Special services are provided to assist in recruitment and retention of native Hawaiian
students through the Liko A’e program, Napua No’eau program, Pai Kamana program to
assist low income, first generation and disabled program participants, and the Maui county
upward bound program.
9. Discuss instructional techniques and/or strategies used in the program.
We are focusing on a student centered active learning approach to improve student
engagement. We feel getting students engaged and taking the initiative to learn is our most
powerful tool in the classroom and will lead to improved student learning outcomes. We are
also incorporating new technologies using the ipad, computers and software to bring more
dynamic content to the classroom and to do real time assessments.
Instructors use a wide-variety of instructional techniques and strategies within the culinary arts
program. Many use hands-on examples and step-by-step demonstrations in kitchen labs as
well as kitchen exam practicum’s at regularly timed intervals to access student skill sets. Other
educational strategies are use of media presentations, mobile technology, the Laulima course
management system, interactive “Smartboard” technology, “Game Show formats” (Jeopardy,
The Price is Right, Wheel of Fortune) that pairs course content in a festive interaction and
certification exams that measure student progress and knowledge through rigorous national
standards. The program regularly invites industry professionals as guest speakers into the
facility, and visits farms, caterers, hotel properties and restaurants to connect tangible “real
world” examples within higher education.
10. Discuss grading procedures in both lab and lecture courses. Include a description of
how students are kept informed of their progress.
Instructors follow grading procedures as stated in the UHMC catalog, pages 76-77.

Program expectations and student responsibilities regarding dress code and personal
grooming standards, student conduct and practices, unsafe practices, and disciplinary
procedures for handling violations to standards and policies are detailed in the program’s
mandatory new student orientation session that is held just prior to the start of every new
semester.

In each course outline and on the first day of each course program instructors clearly
explain letter grade criteria unique to their courses including attendance, class participation,
assignments, homework, tests, and program standards. Additionally, instructors reiterate
program expectations and policies, with each student required to sign off that they have
received and agreed to uphold stated policies.

Instructors maintain industry standards for documenting inadequate performance by using
program incident report logs and when necessary, UHMC procedures for disciplinary
action.

Instructors keep detailed grade sheets that are generally computerized, and consist of daily
lab assessments to keep students informed of their progress. While students are reminded
that much of a grade comes at the end of class the program recognizes that daily
assessments of daily work provides students with a more rigorous and relevant learning
environment. The program has taken on considerable focus and emphasis in the area of
assessment which will be discussed in this document. In some classes, periodic student
conferences are held to discuss student progress and in all classes students are
ACFEFAC Self-Study
Page 75
encouraged to check progress with instructors regularly throughout the duration of the
semester.
11. Discuss how high standards of professional practice are taught, emphasized and
evaluated in the kitchen laboratories in regard to sanitation and safety. Include a
description of the program’s use of Material Safety Data Sheets (MSDS)/ Chemical
information sheets and its compliance to state and federal regulations.
The students are introduced to the importance of safety and sanitation from day one. All
students adhere to a strict professional uniform and hygiene code set forth and demonstrated
by their instructors. Safety and sanitation is taught as a stand-alone course but is also
emphasized in every kitchen lab class. All kitchen daily labs and assessments include a safety
and sanitation component. We also introduced Servsafe certification for all students and
instructors.
Sodexo monitors temperature logs for all refrigeration and posts Material Safety Data Sheets
(MSDS)/ Chemical information sheets in compliance with state and federal regulations and
reviews them with all employees and students. The safe use of all equipment is demonstrated
throughout the program.
The local fire department comes in every semester to demonstrate fire safety.
The program’s CULN112 Safety and Sanitation course introduces students to and discusses
the importance of MSDS including their location and proper use. To graduate from the program
students need to pass CUL112 with a C or better grade. Additionally, program has infused
ServSafe certification testing as a means to reinforce and validate student’s proficiency and the
understanding of proper safety and sanitation practices. Safety and sanitation practices are
reinforced, practiced, and evaluated in all lab classes and hold special significance during
practical exams and capstone experiences provided in all lab classes. The program coordinator
in conjunction with Sodexo operation management is responsible for collecting and compiling
MSDS sheets and updating MSDS binders. One MSDS binder is housed in each lab and each
storage area.
12. Describe how audio-visuals and other resources are used to support the teaching
program.
All our classrooms have recently all been equipped with Apple computers, projectors and smart
screens for use with power points, videos and other instructional content. We are also
incorporating the use of iPads to deliver student centered active lessons and streaming content
of digital books and other available materials. In some classes the students present the
material to be learned and take notes for review on the smart board for the whole class to use.
The Pa’ina culinary arts facility offers a variety of audio-visual resources to its students and
faculty to support instruction within the program. In addition to the traditional chalkboards and
video screens in classrooms a multitude of resources are available to support culinary
instruction.

Each classroom is equipped with multimedia systems and wireless data capabilities that
enable using the internet, email, and computer software for presentations and
demonstrations associated with classroom assignments.
ACFEFAC Self-Study
Page 76

Four IMac computer systems are available for instruction in the department including the
CULN271 course allowing students to access online purchasing software systems.

All faculty members have access to their own individual PCs.

To document student work the program has purchased for each individual instructor FLIP
video cameras along with digital cameras. To support the area of assessment each faculty
member has been provided with an iPad and EPortfolio assessment project.

Through annual UHMC Student Tech Fee funds, CULN has been approved to purchase 25
MacBook Pro laptop computers: 15 laptops in Spring 2012 and 10 in Fall 2012, with a
mobile cart management system. The $36,000.00 total investment will replace defunct Dell
desktop systems currently in a single lecture classroom. The rationale for a cart system as
opposed to a desktop system, is to provide wireless technology tools between three or
more learning centers within the CULN Pa'ina Building.
This technology purchase will assist all CULN instructors to engage students with creative
media content, online testing, certification examinations within the convenience of the
Pa''ina Culinary Building and ensure student progress and interaction employing current
sophisticated wireless technology on the Maui campus. The Apple MacBook laptops offer
full versatility with dual operation systems inclusive of Mac OSX and MS Windows platforms
for all users. Scheduling of the laptops will be managed by the CULN 271 Purchasing and
Cost Controls class.
13. (If applicable) Describe how career related employment and/or experience (e.g. on-thejob training, externships, fellowships, cooperative training) provide the opportunity to
practice at the professional level and how the experience is monitored so as to provide a
valuable part of the curriculum.
The Program is continually devising methods to ensure that faculty, students, and industry
partnerships work together to bridge the gap between school and work. In the second third
semesters, students take Internal practicum courses (CULN 294v & CULN 292V) which help
them apply what they learn in their 1st & 2nd semester core culinary classes via 40 hours of
faculty monitored practical experiences as “lab assistants” in our various fast casual food
outlets, catering activities and other meaningful instructional areas of the program. Instructors
complete performance evaluation for students assigned to their workstations. Students
complete daily journals for assessment purposes. This data is shared and used to help
students improve in technical skill performance.
The Programs innovative “Fellowship Award” program has been an essential tool for enhanced
student learning and achievement. Select “Fellows” serve as lab interns for one semester
under the direct guidance of MCA instructors. “Fellows” are assigned a “special topic”
requirement that are designed to hone practical skills, managerial capabilities, and time
management behaviors and allow for research into the latest trends in our industry. The
“Fellows” received a $500 stipend to rewarded their efforts and assistance in instructional areas
of our program. On average, 10 – 12 “Fellowship” awards are granted per semester.
Faculty continually enlist students to volunteer at special events with Maui’s top chefs at our
islands world class resorts. These volunteer experiences broaden student perspectives
concerning the rigor of our industry and the relevance of an educational degree. Facultystudent teams also support our Noble Chef Event, Noble Chef Silent and Live Auction
ACFEFAC Self-Study
Page 77
activities, the yearly Ai’pono Gala Awards and bi-monthly Ai’pono Wine Dinner series. In all
instances, MCA students gain invaluable “real world” experience to support the advancement
of their professional skill attainment.
In 2011 the program initiated the Noble Chef Mentorship program. The program is a mentored
career shadowing experience organized for 16 select MCA 1st semester students that have
exhibited exemplary academic and skill based leadership within the Program. The program is
designed for career exploration and workplace success. The program is based on working
partnerships between leading Maui Chefs that participate in MCA program related events and
educational activities. The program links MCA’s learning environment with a “real world” chef
to student-mentored experience within Maui’s leading kitchens. Information gathered in the
mentorship experience is reinforced through educational and practical learning assignments at
the Program. Noble Chef Mentorship students learn the essentials of workplace readiness and
become acquainted with career opportunities through organized mentorship activities.



Noble Chef Mentorship Program Participants:
Receive mentorship and guidance concerning the exciting, rewarding, and long-term benefits
associated with restaurant and culinary arts careers.
Gain motivation and be better informed concerning the performance expectations of our
industry
Understand the connection between exemplary educational performance at MCA and how this
relates to future success in the culinary industry.
The Program works very closely with its industry partners in an exchange of information that
helps to support and improve MCA student work performance. Work performance data is
received from employer evaluations taken from instruments used in the Programs 293v Field
Experience course. The Culinary Field Experience instructor meets with supervising chefs 2-3
times every semester. They provide regular and ongoing feedback about student performance
from employers in the business and industry. Students also complete journals and portfolios of
their work experiences. The portfolios, journals, employer evaluations and instructor site visit
evaluations are all discussed and used to help students identify areas of strength and
weakness. Recognizing the need for expanded relationships with industry and more immediate
opportunities to capture information regarding student competence, the Culinary Field
Experiences course continues to expand learning opportunities. This was done via the 2010
established paid & non-paid Summer Internship experiences with Starwood Resorts on Maui.
In the Program's “capstone” Garde Manger & Advanced Baking courses all students are
required to complete practical finals using ACF Competition guidelines and standards. Program
faculty and industry chefs are invited to "judge" student offerings and validate student
achievement. Consistent industry validation of student performance is captured. Evaluation and
assessment sheets are completed during these activities along with direct critique of student
performance which allows Maui’s top chefs the opportunity to mentor and advise our students
on current food trends, levels of professional food preparation, sanitation and safety, and
essential culinary skills and competencies necessary for successful employment. Industry
validation of student learning outcomes and skills attainment is received every semester and
utilized as important data for student growth and program development. In the majority of
instances industry chefs are highly satisfied with MCA student skill performance. Students
receive high praise for work ethic, reliability, teamwork, attitude and professionalism. It goes
without saying that Maui’s chefs prefer hiring program graduates above all other culinary
applicants.
ACFEFAC Self-Study
Page 78
Job Placement data is received from the Perkins Assessment Report, which is completed
yearly. This data helps faculty institute changes to curriculum and make improvements to
pedagogy as industry needs expand and contract.
Program Graduate surveys are completed yearly. Survey results are reviewed and changes are
implemented. Surveys indicate that, for the most part, graduates are using the skills they
developed in our Program and are working full-time, mainly in culinary related positions, and
are satisfied with their education. Not surprisingly, scores in the area of adequacy of facilities
and equipment have soared since we moved into Pa’ina. Program graduates have reviewed
and fully support the content and remap sequencing of courses, which ensure that students
have both lecture and laboratory courses in every semester of the Program. The Program
continues to assure that all ACF required knowledge, skills and competencies are attained by
our students.
14. What are the major strengths of your program as it relates to this section in comparison
to the ACFEF Accrediting Commission Standards, and what are areas where your
program could improve?
Strengths

A major strength of the program is that the curriculum has been designed and linked with
ACFEF competencies to provide skilled, entry-level employees to the work force. The
career ladder program has two certificate level components and one degree level
component that provide different skill sets of trained employees to the work place.

The program enjoys tremendous community support in all of its educational endeavors
demonstrated by the following activities:
o
o
o
o
Industry and community support for the program’s major fundraisers such as the Noble
Chef event, Ai’pono Gala awards, the Chancellor’s golf tournament, the Leis Family
Class Act final dinners, and daily support of our Pa’ina food court.
Numerous business and community service donors provide over 20 scholarships and
awards specifically targeted for culinary students.
Various and numerous community resources offer instructional support through a
donation of supplies and materials, which invariably enrich our student’s educational
experiences.
Consistent guest attendance and favorable remarks on all program related special
events including comment cards generated in the program’s operation of the Leis
Family Class Act restaurant.
Weaknesses
The culinary program is an intricate part of Maui’s culinary industry. The generous support
received by the program is evident in the numerous funds in which we have encumbered in our
UH Foundation accounts. It is understandable that as support is given, request to reciprocate at
community events and activities will be requested. As a result, the culinary program, its
students and faculty are frequently called upon to provide support in community event and
activities. The culinary program has devised criteria for determining event participation based
on endeavors that will be beneficial to student learning outcomes, course competencies, and
enhanced student learning. Other criteria include opportunities for student awards,
ACFEFAC Self-Study
Page 79
scholarships, internships, and long standing program partnerships.
15. How do you plan to use the results of this section of the Self-Study to maximize the
strengths of the program and to minimize any identified areas for improvement?
In line with the college’s requirement to provide a five-year review of all courses, the culinary
program has reviewed one hundred percent of its course offerings during the last year. The
Program has modified, incorporated, aligned and validated that new student learning outcomes
and ACF competencies are indeed taught and linked throughout the Programs curriculum. The
entire re-mapping of Program course sequencing will allow students / graduates to keep
current with industry changes. Culinary Advisory Council input and industry validation of
student performance are incorporated into Program “milestones” via monitored practical exam
experiences in all major culinary classes. The Programs efforts in the development of objective
“just in time” assessment tools, standardized scoring rubrics, and its comprehensive focus to
incorporate effective teaching methodologies and emerging instructional technologies into the
classroom enable the Program to maintain the needed currency to ensure compliance with
ACFEF accreditation standards.
Required Exhibits:
 Completed ACFEFAC “Required Knowledge and Competencies” template specific to each
program being reviewed, with referenced course syllabi attached. (If applicable, Baking and
Pastry programs have a separate set of competencies which are available from the ACFEF
Accreditation office);
 Sample of all required documents used in the supervised work experience portion of the
curriculum (if applicable);
 Sample of daily lab evaluations.
 Sample of a completed Equipment Safety Check Sheet
 Documented schedule of the last two year’s guest lectures and student field trips.
ACFEFAC Self-Study
Page 80
Facilities
ACFEFAC Self-Study
Page 81
6.0 FACILITIES Standards 6.1 - 6.4
1. Describe how the facilities support the educational needs of the program. Your
description should include:
a.
b.
c.
d.
e.
f.
g.
equipment
classroom space
lab space
resources (including the library)
faculty offices
cafeteria/dining room
other
The program continues to require capital for repair and maintenance of kitchen equipment,
refrigeration units, furniture, floors, walls, light fixtures, point of sales systems, classroom
computers, and numerous other miscellaneous cost associated with the Pa’ina facility and the
nature of its high use and high demand. Preventive maintenance of all Pa’ina refrigeration and
freezer units is of major concern. The program has initiated an “In-House” Safety & Sanitation
Committee, made up of both tenure, tenure track, and lecturer positions to systematically
provide facilities “walk-through” audits to track necessary repairs and maintenance concerns.
An active “sustainability program” is embedded in the program to encourage students’
understanding of social, environmental and fiscal responsibility in all culinary related activities.
The program continues to provide a fair share of R&M costs through its University of Hawai’i
Foundation accounts. Currently, the program supports yearly cost of approximately $55,000 to
support R&M activities. Under the leadership of newly established Internal Program
Coordinator, Dean Louie, the culinary program is working to establish budgetary systems that
clearly define R&M cost over the next five (5) years to project and identify funding sources to
carry out the continual repair, maintenance, and upgrading of Pa’ina. Major efforts are in place
to complete an energy audit analysis for exhaust hoods, refrigeration units, lighting and A/C to
decrease electrical consumption and energy cost. Request for a budgetary commitment for
R&M is currently under review by campus administration along with long term program
sustainability issues. These issues are centered on the growing deficit concerns associated in
large part with limited tuition revenues available to cover the cost of instruction in the culinary
and pastry arts programs.
It is hoped that recent conversations between the Program, UHMC Vice Chancellor of
Academic Affairs and the President of the University of Hawai’i Community Colleges
concerning the institution of culinary arts based “lab fees” and increased fiscal responsibility
measures in kitchen lab environments by our chef instructors will assist in deficit reduction and
produce revenues to offset the escalating cost of operating a dynamic culinary program with
213 student majors.
2. Describe procedures for maintenance and replacement of equipment.
UHMC has an operating budget to cover the cost of maintenance for the air conditioning plant,
refrigeration, elevators, pest control, gas, related to the Pa’ina culinary arts facility. For capital
improvement projects that are beyond UHMC’s available funding the Vice Chancellor for
administrative services with input from the faculty senate prioritizes funding requests for new
projects. Major repairs are funded through capital improvements funds, allocated through a
consensus driven process managed by the UHCC system office. In the culinary program,
ACFEFAC Self-Study
Page 82
standard maintenance requests are processed though online work orders and handled by
campus operations and maintenance staff within their scope of capabilities and expertise.
Specialized work such as refrigeration repair, exhaust maintenance and cleaning, and ansil
system maintenance and repair, LP gas repairs, grease trap maintenance, fire suppression,
warewashing equipment and other major repairs are outsourced and provided on an as needed
basis.
3. Describe how the facilities are maintained in a safe and sanitary manner.
The culinary program continues to place health and safety issues as a high priority.
Demonstration of this focus is noted by the installation of hand sanitizing units installed within
the facility and throughout campus to curb the spread of infectious disease and virus. All
culinary labs are equipped with fully equipped and maintained first aid kits. The facility’s ansil
system is annually inspected and certified along with annual fire inspections from the Maui
county department of health and fire inspections from the Maui county fire department. All
students within the program are required to pass CUL112 Safety and Sanitation concurrently or
before taking introductory culinary courses within the program. Fire extinguisher training is
provided to all students enrolled in the CUL112 course. The facility’s fire suppressions system
is maintained and certified through private contract service along with maintenance contracts
for hood and duct cleaning, gas, calibration and maintenance, pest control, and refrigeration.
All culinary classes include a safety/sanitation overview in the first week of class, which allow
the program to maintain consistently high sanitation practices. The college has instituted an
emergency response plan that provides procedures and guidelines for responding to various
natural and man caused emergencies at UHMC.
Well-equipped and maintained first aid kits are easily accessible in each kitchen. Signage in
every kitchen and restroom encourages hand washing. MSDS binders are prominently posted
in all major kitchens with students introduced to the MSDS sheets during safety and sanitation
courses. Daily kitchen maintenance and cleaning is supervised by faculty and completed by
students in all lab classes. All public facilities and general areas including restrooms,
classrooms, general hallways, and elevators associated with the operation of the Pa’ina facility
are regularly cleaned and maintained by operations and maintenance staff.
4. What are the major strengths of your program as it relates to this section in comparison
to the ACFEF Accrediting Commission Standards, and what are areas where your
program could improve?
o
o
o
o
The Program has worked diligently to upgrade and equip classrooms available to support
instructional objectives. Each classroom is fully equipped with a multimedia platform to
support enhanced instruction including iMac computers, video projectors, projector screens,
and smartboard technology.
The campus library continually procures resources to adequately support culinary program
objectives.
The Program has instituted a preventative maintenance plan that supports the continual
improvement of the replacement, maintenance, and upgrading of equipment. In addition
and annual review of contract services for equipment maintenance, facilities cleaning,
refrigeration, gas service, and pest control.
The Program enjoys a supportive relationship with the operations and maintenance
department and appreciates their assistance in maintaining the Pa’ina facility and facilitating
numerous requests for repair and services.
ACFEFAC Self-Study
Page 83
5. How do you plan to use the results of this section of the Self-Study to maximize the
strengths of the program and to minimize any identified areas for improvement?
The Program, working in collaboration with Sodexo management and UHMC’s facility and
maintenance department, and with implementation of a preventative maintenance plan, has
greatly reduced repair and replacement costs for major equipment. Working with select and
high performance outside contractors, the preventative maintenance plan ensures the
programs commitment to provide an optimal, safe, and sanitary learning environment for its
students.
Required Exhibits:



List of major equipment used in the program;
Diagram/floor plan of kitchen and/or lab facilities;
Most recent sanitation inspection.
ACFEFAC Self-Study
Page 84
Student Services
ACFEFAC Self-Study
Page 85
7.0 STUDENT SERVICES Standards 7.1 - 7.5
7.1 State the criteria and policies established for admission to the program.
MCA orientation sessions and academic advising sessions are avenues in which students are
informed about program requirements, college regulations, campus services, and registration.
MCA faculty members also make a concerted effort to discuss policies and procedures with
students during the first week of classes.
Information related to academic policies (i.e. admission, progression, and graduation
requirements) is outlined in the UHMC catalog (pp. 67 – 74, 64 – 74, 60, 78, 152) The catalog
is available to students in print and disc format in the Admissions & Records and Counseling
offices, and the UH Bookstore. The catalog is also available in electronic format on the UHMC
website: (http://maui.Hawai’i.edu).
Information about admission is also contained in the University of Hawai’i application packet,
which includes a letter from the registrar that outlines the admissions process. Additionally,
information about admissions can be found on the UH Maui College website
(http://maui.Hawai’i.edu/apply/applyNow.php) and in the “Getting Started” checklist available in
the Counseling Department (Ho`okipa Building) or on the Counseling Department website
(http://maui.Hawai’i.edu/student/counsel.php).
Information related to progression and graduation rates is reported in the printed Schedule of
Classes that is published every semester. In addition, prospective students can find
persistence and graduation rates of all the University of Hawai’i campuses on the system’s
main website. Information on MCA retention rates is available in the annual program review on
UHMC’s website:
http://maui.Hawai’i.edu/faculty/program_review/2010/CULN%20Prog%20Review_2010.pdf.
The Culinary programs graduation requirements are outlined in the UHMC catalog (p.46). A
program worksheet is also available in the Counseling
Department office. The Culinary Program map is located in the UHMC catalog (p. 47). Also, the
Culinary Program course descriptions are in the catalog (pp. 105-107). Additionally, the College
has a policy for life experience via credit by examination (p. 80). UHMC has implemented an
academic probation policy that includes academic dismissal effective Fall 2010. It is
communicated to students through the UHMC catalog (p. 77 - 78), the printed Schedule of
Classes (p. 23), flyers and posters on campus, and course syllabi.
1. What is the program’s policy on accepting transfer credits?
Transfer credit is granted for all articulated courses taken at culinary programs within the
University of Hawai’i Community College system. Students attempting to transfer credits from
another institution to the culinary program must comply with the same policies and procedures
as any other student seeking transfer of credits to UHMC. Exhibit College Catalogue p. 57, 60,
79. Once college transfer requirements are met, courses and credits are evaluated by the
culinary counselor and/or program coordinator on a course by course basis.
2. Does your program give advanced standing or credit by exam? If so, based on what
criteria?
ACFEFAC Self-Study
Page 86
All students officially registered in a course who present evidence to the instructor that through
experience or training they have had the equivalent of the course, but have not received
college credit for it, may apply for credit by examination. Upon application by students and
approval by the appropriate instructor and department chair, a comprehensive test shall be
administered and evaluated by the instructor. Students are encouraged to apply for and take
the exam prior to the end of the late registration period. An examination may not be repeated.
No special fee is charged. Only Credit/ No Credit grades are given. A CR grade will not be
computed in the GPR, but credits earned can be counted toward graduation. Credits earned by
examination are not eligible for financial aid.
3. Discuss the attrition and retention of students for the last five years or since the
inception of the program, whichever is less.
Over the past five years:
Academic Year
2006 – 2007
2007 – 2008
2008 – 2009
2009 – 2010
2010 – 2011



Persistence Rate
74.56%
78.01%
77.93%
81.43%
69.46%
Retention Rate
73.23%
69.23%
75.00%
68.06%
76.00%
Persistence of majors range from a low of 69% in Academic Year 2010 – 2011 to 81% in
academic year 2009 – 2010.
AAS completers have ranged from 37% to 39% with the most recent graduating cohort at
42%.
Percent of total completers (those completing CC, CA, AAS degrees) fluctuates less
ranging from 74% to 76% in 2011.
a. What are the trends?
Between Fall of 2007 and Spring of 2012 the number of students who have enrolled at the
MCA have trended upward due to the programs high profile in the community, instructional
environment offered through its Pa’ina facility, and concerted efforts to promote the program
through numerous educational and training programs. These programs are targeted at local
high schools, community service activities, special outreach to the islands of Moloka’i and
Lana’i. The programs are through the offering of two week intensive culinary boot camps for
high school students, and supportive collaboration with the department of corrections.
Continued positive enrollment into the program is envisioned based on low employment
opportunities within the culinary and hospitality industries on Maui. National economic trends,
which encourage low cost education options, offered at UHMC in comparison with mainland
institutions. Additionally, interest in the culinary arts and in food in general is at an all time high
inspiring perspective culinarians to seek skills and training in the culinary and baking arts
through the MCA. Other factors leading to growth in the program include innovative recruiting
methods such as the programs Into the Fire culinary competition for Maui high school food
service students, the programs MCA career shadowing program, and the numerous tours and
field trips offered to all segments of our community allowing opportunities to visit the Program
and spark career interests. Continued program growth will be supported through the program
ACFEFAC Self-Study
Page 87
via scholarship programs offered to outstanding high school food service students. These
scholarship funds are generated and earmarked from fundraising efforts at the programs yearly
Noble Chef event. Once students enter the program persistence as measured in PROGRAM
HEALTH INDICATORS requires attention as does retention, which at the current time are not
as robust as the program would prefer. Although, retention and persistence in the program for
those completing CC, CA requirements is at satisfactory levels. Student retention in attaining
AAS degree requirements is below the program expectations. The trend appears to be that
students continue to have difficulty trying to balance both work and program demands which
require high numbers of contact hours within the programs culinary and baking lab courses.
The program envisions greater retention toward degree, attainment based on the remapping of
the program which places high paced, high stress, high contact hour requirements in the third
and fourth semesters of the program. This is in comparison with the current map which
requires first and second semester students to carry the bulk of food preparation and service
within the programs operational food outlets. The program expects to see student attrition due
to normal factors such as career change and personal circumstances. It is also understandable
that some students find college life and the attainment of an AAS degree daunting based on
previous educational experiences. The program is investigating the establishment of a
Certificate of Competence (CoC) program for student applicants who require remedial support
in completing the necessary reading, writing, and/or math prerequisites that are now necessary
for successful completion of the programs current certificate of achievement and associate of
science degrees. Allowing this option to students provides learning opportunities to explore the
culinary field through short term certificate training that can be utilized to transition from school
to work in a much more timely manner than what is required of students seeking CA and AAS
degrees.
b. What methods are utilized to increase retention?
The CULN program continues to develop effective procedures to assure the reasonable
progress of students toward meeting stated graduation requirements. Policies and procedures
for developing and maintaining satisfactory records for each student in the program are of
major focus. Providing secure, permanent, and well-maintained student records, financial
information, transcripts, faculty information, test scores, and records of graduates are areas of
need.
Currently, student records are maintained in two different formats. The primary format in which
student records are maintained is electronic. The University ofHawai’i uses the Banner System
to maintain student records including directory information (e.g. address), financial aid awards,
placement test scores, course registration history, grades, transferred credits, business office
transactions, and admissions information. Course records are also maintained in Banner
(enrollment and grades). Banner access is obtained by permission from the Vice Chancellor of
Student Affairs. The authorization is sent to Banner Central located on the University of Manoa
campus, which then sends the user a password allowing access. The permission granted
allows users to either view or modify student information (i.e. counselors can modify course
overrides, but can only view financial aid information). Generally, access to Banner is tied to
the users’ position. Banner screens are tailored depending on whether the person is in
admissions & records, counseling, the business office, teaching faculty financial aid, etc. As an
example, financial aid has twelve levels of access. The access someone has in the financial aid
office depends on his/her role and responsibilities such as student help, clerk, financial aid
officer or financial aid director.
The STAR advising system was developed by the University of Hawai’i and is used for viewing
student transcripts, student progress toward their educational goal (i.e. degree audit),
ACFEFAC Self-Study
Page 88
projections of student progress if they should change their major, and students’ academic
standing. Additionally, a variety of reports can be accessed via the STAR system that allows for
each campus to track student enrollment retention and persistence. STAR pulls information
directly from the Banner system. STAR access is granted in a similar manner to Banner. Unlike
Banner, STAR can only be accessed from computers located on campus. Additionally, STAR
allows viewing of records from all campuses within the University of Hawai’i system. Records
are available at varying levels to instructional faculty and student services personnel. Students
have limited access to STAR. They are able to view their own unofficial transcripts as well as
complete a degree audit. Records are maintained in these systems indefinitely. At the time of
this “Self Study,” MCA Leadership is devising systems and delegation of duties to ensure
consistent faculty oversight of Banner System information and STAR advising systems to stay
current and track students successful matriculation through the program up to graduation.
To assure student satisfaction the CULN Program is devising regularly administered online
student satisfaction surveys to provide feedback on how to increase their course retention,
graduation, and advancement. The results of the surveys will be part of the programs UHMC
Annual review and ACF Annual report data to be utilized as feedback in the overall planning
and review process of the CULN Program. A similar evaluative mechanisms will be devised
and used via SURVEY MONKEY to determine student satisfaction with the program, including
analysis and follow-through on stop out and retention rates, graduates and contacts with
employers.
Effectiveness indicators (UHCC Annual Reports of Program Data – Perkins IV Core
Indicators) also provide information on student retention or transfer. Data from the
2010-2011 academic year indicate that the CULN program met its student retention
or transfer goal. The CULN Program recognizes its current delinquency for follow-through on
stop outs and graduates and forecasts much better results in this area via the tracking system,
which are under development.
The CULN Program External Coordinator maintains regular contact with industry partners
regarding internship placements and feedback on students’ performance on site. Employers’
evaluations provide insight on whether the student is able to meet workplace and industry
standards. The College has a variety of services to assist and support students throughout their
academic journey. Some of the services include:
Educational Opportunity Center
The Educational Opportunity Center (EOC) provides access to post secondary education for all
Maui County residents with emphasis on assisting people from low-income families and those
whose parents did not graduate from college. EOC services include career assessment and
educational information, college catalog information for Hawai’i and mainland schools, financial
aid, information, and application assistance for grants, loans, and scholarships.
Pre-Admission Counseling
Counseling is available to help prospective students make appropriate educational decisions by
assessing their educational needs, career interests, and academic qualifications.
Counseling
The College offers counseling services throughout the academic year and summer months. A
comprehensive program of individual and group counseling is provided for students to enable
each individual to develop to his or her fullest potential while realizing educational and career
goals.
ACFEFAC Self-Study
Page 89
Academic Counseling
Counselors assist students in planning their program of study and selecting courses.
Information is provided about transfer, course sequence placement, prerequisites, and
registration.
Student Support Services Program (Pai Ka Mana)
This program assists low-income, first generation, and disabled program participants in
obtaining the knowledge and skills necessary to successfully complete an associate and/or
baccalaureate degree.
Services for Students with Disabilities
Students with disabilities, either permanent or temporary, may be provided with academic
accommodations after completing the intake process. Accommodations may include alternative
text, note taker, interpreter, and/or other academic support services, campus accessibility map,
and specifically designed auxiliary equipment to meet the needs of students with disabilities.
Services for Hearing Impaired
Deaf and hard of hearing individuals may contact the disabilities coordinator or call the
College’s TDI number for information about available services.
Student Life & Campus Activities
The Office of Student Life and the Associated Students of UHMC (ASUHMC) Student
Governance Council are an integral part of the College’s educational and co-curricular
program. It supports a wide spectrum of activities, workshops, and forums that promote
students’ involvement in college governance and provide opportunities for students to enhance
their personal, cultural, social, recreational, and leadership skills.
Campus Services
The College also has a variety of campus services to assist and support students in their
academic journey. Some of the services include:
The Library
The Library provides a diverse collection of materials in support of the college curriculum as
well as a place of study to use these materials.
Computing Services
Computing Services coordinates and supports instructional (microcomputer classrooms and
labs) and administrative computing on the main campus and at all of five outreach centers.
Bookstore
The Bookstore provides students with the textbooks, workbooks, and a variety of required
supplies integral to their academic growth and achievement. The Bookstore also provides an
Internet Café where students are able to access the Internet at their leisure.
The Learning Center
The Learning Center provides academic support for students. Services center around five
distinct areas: tutorial support, study skills presentations, computer services, testing services,
and distance learning services.
Ka Lama Computer Lab
ACFEFAC Self-Study
Page 90
The Ka Lama Computer Lab is a supervised study area where students may use the
computers and business machines to complete their classroom assignments. Personal
assistance in the use of computer applications is available at all times.
Food Court
The UHMC Culinary Arts program, together with a partnership with Sodexo, operate the Pa’ina
Food Court. Six quick-serve outlets offer a broad selection of local and international foods. The
Leis Family Class Act Restaurant offers a fine dining experience.
Campus Health Center
The Campus Health Center provides affordable and accessible health care to UHMC students,
faculty, and staff.
UHMC MEO Head Start
The College and Head Start of the Maui Economic Opportunity are partners in the UHMC –
MEO Head Start, a preschool for 3-5 year olds on the west end of the Kahului campus.
Several methods are used to improve retention of students in the culinary program. These
include the following:
o
o
o
o
o
o
o
o
o
o
o
Mandatory orientation from new students accepted both in the fall and spring semesters
just prior to the opening of each semester.
Mandatory new, and continuing student academic advising each semester.
Five-week modules in the culinary program’s first semester enable students to move
expediously through entry-level course competencies. Successful completion of first
semester core classes reinforces student’s perception of achievement and progress; this
reinforces industry standards of the necessity to gain new knowledge quickly, work with
multiple chefs in new environments, adapt to management styles and change.
Culinary boot camps for secondary students offered on Maui, Moloka’i, and Lana’i introduce
students participating in these ten-day programs to the fundamentals of cookery, safety and
sanitation, and career exploration.
Culinary boot camp targeting individuals in the department of corrections introduced
fundamentals of cookery, career exploration, safety and sanitation practices.
Compass math and writing courses are offered by the UHMC Learning Center to assist
students in meeting placement test requirements.
Early alert system is administered on campus as a means whereby these students status
as needing services is communicated to counselors who then refer students for tutoring,
counseling, mentoring, or developmental programs. The intent is to identify under prepared
students early in the semester before they become academically lost and discouraged.
Achieving the dream is a nationwide initiative whose effort is supported by the office of
Hawaiian affairs and Kamehameha schools. It is a multi year project that is aimed at
minority students who encounter significant barriers to their success. Native Hawaiian
students are the primary focus of this UHCC initiative
A special needs counselor is available to assist all students with disabilities.
A personal support counselor is available to assist students with personal related issues.
The program’s First Six Celebration takes place each spring semester as a means to
highlight students’ successful completion of the program’s core fundamental classes.
Students along with family and friends are invited to a celebratory evening based on their
academic achievement. Students receive specially embroidered chef jackets, certificates of
successful completion of the first six courses, acknowledgement of ServSafe certification,
ACFEFAC Self-Study
Page 91
o
o
and a specially prepared buffet event courtesy of the program’s CUL240 garde manger
class.
Culinary boot camps for high school students in remote locations such as Lana’i, Moloka’i,
and Hana.
Specialized training programs in collaboration with the department of corrections offering
culinary boot camp training skill attainment and employment preparation to inmates
transitioning into the community as a means to reduce redicism.
4. Include all publications having to do with the program, including brochures,
advertisements, etc., and the institution’s website address.
The website for the UHMC is http://maui.Hawai’i.edu/. The culinary program website is
http://mauiculinary-campusdining.com/. The following publications have information concerning
the culinary program:
o
o
o
o
o
o
o
o
o
UHMC 2011-2012 general catalogue
UHMC website
Spring and Summer 2012 schedule of classes UHMC
UHMC, University of Hawai’i viewbook
Maui County Apec report 2011
Various news articles
Noble Chef 2011 program
Ai’pono awards gala 2011 program
The Maui News, The Maui Times, Maui Weekly articles
5. Describe the procedures of the program regarding student grievances.
Program faculty make every effort to resolve student complaints through conferencing and
consultation with students. At times a quad conference is held with the faculty member, the
student, program leadership, and the program counselor. If the issue cannot be resolved at this
level, the student will be given a copy of the academic grievance procedure and referred to the
business hospitality chairperson who will recommend further action.
6. Describe the advising services available to students.
There are a variety of student support services available to students including those targeted to
non-traditional students. Programs that serve non-traditional students include Kuina (serves atrisk youth), Pai Ka Mana (serves first generation, low income, and disabled students), and Mu’o
A’e (serves Native Hawaiian students). Services for students with special needs are available
on campus. Since the population has grown over the past two years and the level of services
needed for these students has increased, services have been expanded.
Two years ago, the counseling department added a counselor to serve the distance education
students on Moloka’i and Lana’i. Counselors located on the Kahului campus make regular trips
to other outreach sites (Lahaina and Hana) to serve students.
Students in the culinary program have access to the same services that are available to all
UHMC students including the wellness center, career planning, career link, computer labs,
distance learning, internet access, financial aid, learning assistance, disability related
accommodations, and personal issue support. Counseling and guidance at UHMC provides a
personal quality to student support efforts to obtain a formal degree. Counseling services are
based on individual interests, abilities, aptitudes, and needs. Students are introduced to the
ACFEFAC Self-Study
Page 92
culinary program counselor during new student orientation and mandatory advising sessions.
Students are encouraged to see the program counselor to resolve personal issues that may
interfere with program progression. Culinary students are required to meet with the program
counselor every semester to review their career goals and discuss success strategies.
The Counseling department provides students with academic counseling, personal counseling,
graduation application assistance, transcript evaluation, and college transfer information. This
department also offers special needs counseling services for students with disabilities.
Students schedule individual appointments with the Culinary Arts counselor whose office is
located in Ka Lama 216. The counselor is also available for quick meetings during the
Counseling Department’s “Walk-in-Wednesday” (hours are from 12:30-5:30 p.m.).
Students also have the option to receive academic advising from the program coordinator
throughout the semester. Academic advising can also be done via email or phone, with the
counselor or CULN Program Coordinator. The CULN counselor, along with the program
coordinator and college transition specialist, also provide group advising sessions in the
Culinary Arts classes during the week before registration begins for each semester. In addition,
there are group advising and registration sessions conducted in the Internship and Workforce
Readiness office for Culinary Arts, Hospitality and Tourism, Accounting, Business
Technology,Business Careers and Applied Business & Information Technology majors during
the first two weeks of the registration period.
Beginning in the 2008-09 academic year, UHMC instituted a mandatory New Student
Orientation for all incoming graduates of Maui County high schools. Academic advising and
registration is included in these orientation sessions. In Fall 2010, the College piloted a Frosh
Camp 2-day experience for selected incoming 2010 Maui high school graduates. These
students obtained knowledge about campus services, gained classroom experience, and were
able to build relationships with peers and instructors. Frosh Camp participants will be tracked
for persistence throughout the academic year.
The institution also recruits and admits diverse students who are able to benefit from special
programs consistent with its mission. These student support services address the identified
needs of students and enhance a supportive learning environment. The CULN Program has
had ongoing partnerships with the following programs Student Support Services and Program:
Ku`ina and Student Life.
The CULN program takes great pride in its ability to enable students to develop an
understanding and appreciation of the dynamics, values, and norms of the Culinary industry
environment. The CULN Program curriculum is aligned with the highest industry standards.
Moreover, the CULN faculty utilize their industry knowledge and skills to incorporate activities
and projects that enable students to connect the relevance and application of the content and
theories in real-work settings.
Additionally, participation in various volunteer opportunities such as the CULN Programs Noble
Chef event, Ai’pono Gala Awards Dinner, Chancellor’s Golf Tournament, Maui Visitor Industry
Charity Walk, Kapalua Wine & Food Festival, Maui Ag Festival, and the Maui Onion Festival is
encouraged in order to provide students’ exposure to the hotel industry community.
It also affords students an opportunity to develop their network with culinary industry leaders.
ACFEFAC Self-Study
Page 93
UHMC has an Internship and Workforce Readiness Office (IWoRC) that organizes career fairs.
The career fairs are publicized in a variety of ways including signs around campus, general
announcements via the University of Hawai’i e-mail system, and postings on the college’s
website. The IWoRC Office also provides job placement services for students and graduates of
UHMC. All students in the CULN program are required to complete two levels of internships
(CULN 293v and CULN 294v) for the Associate in Applied Science Degree. The internships
allow students to gain hands-on experience in the culinary industry and apply the knowledge
gained in the classroom in a workplace setting. In addition to classroom instruction, students
develop an understanding of the Culinary industry environment through various guest speakers
who are invited every semester to lecture-based CULN classes. Speakers provide information
about the dynamics of the culinary industry and skills needed to succeed in the work place.
Students also learn about culinary careers through site visitations and career shadowing
opportunities. Additionally, the Program has recently developed a strong working relationship
with the Starwood Corporation that allows students to secure Internships on island during the
peak Winter and Summer seasons in their various Maui island resorts.
The CULN Program’s 292v work practicum course, provides additional co-curricular activities
for students to gain exposure to the responsibilities of managed catered events in Hawai’i.
Through these activities, students are able to learn more about the complexity of off-site
cooking by observing how this growing segment of our industry functions in a real-world setting.
7. Describe any scholarship programs available to students in this program(s). (Include
industry scholarships)
Culinary students can apply for scholarships including financial aid, available to all UH students
as listed in the UHMC catalogue. Various industry partners and community service groups
including associated culinary businesses make possible a generous scholarship offering
targeted specifically to culinary students. Many community organizations recognize and
generously support the education and training of UHMC culinary arts students. Through annual
donations, the college and the program is able to provide culinary students with scholarships
ranging from $500-$3000 per year. The following are among the many awards and
scholarships that are offered the MCA:
o
o
o
o
o
o
o
o
o
o
o
A & B Foundation
Maui Hotel and Lodging Associtation
Hawai’i Restaurant Association
Hawai’i Hotel and Lodging Association
Leis Family Class Act
Escoffier Society of Hawai’i
Rotary Club of Kapaa
The Gas Company
Maui No Ka Oi Magazine
VIP Foodservice
HFM Foodservice
Dominant criteria for selection is typically based on enrollment in UHMC’s culinary arts program
and evidence of potential for success. Other qualities that may be important for specific
scholarships include: UHMC cumulative grade point average of 3.0, exhibited evidence of
potential for success through faculty recommendations, exhibited evidence of voluntary
participation in program sponsored events.
ACFEFAC Self-Study
Page 94
8. What are the major strengths of your program as it relates to this section in comparison
to the ACFEF Accrediting Commission Standards, and what are areas where your
program could improve?
The strength of the CULN program in the area of student services is the effectiveness of the
Counseling Department to provide personal academic advising and counseling services to all
students and the recent implementation of an early warning system to alert students of their
academic standing. We are hopeful that these extra efforts will increase student success. The
program supports numerous UHMC marketing efforts in providing facility tours and
demonstrations on and off campus. The program continues to establish a highly favorable
presence in the community based on its advocacy in support of various community events and
needs. The program’s ability to extend itself in support of numerous community nonprofits and
service agencies is reciprocated in the numerous scholarships and awards specifically geared
to culinary students. The program continually receives numerous news articles and supportive
publicity coverage in the local press at no cost. The program’s ability to work collaboratively
and its strong interpersonal relationships among faculty, staff, program counselor, and students
are considered the hallmark and strength of its daily activities. The program’s emphasis on
assessment through the use of assessment tools and iPad technology ensures current
students access to graded performance on a daily basis. Students also have access to
transcripts through their My UH portal.
Areas where your program could improve?
The primary concern identified is the lack of data tracking in regard to stop outs and retention
rates. Additionally, the program needs to collect more comprehensive alumni student data so
that graduates can be tracked and their input and recommendations about the program can be
obtained, assessed, and improvements implemented.
As a plan of action, the CULN program coordinators will work with the Transition Specialist to
develop a mechanism to track stop outs, monitor retention rates, and follow through on
graduates. The program will work with the Institutional Research Office at UHMC to determine
what information they are able to provide and to work toward creating an effective and easily
administered evaluative instrument.
9. How do you plan to use the results of this section of the Self-Study to maximize the
strengths of the program and to minimize any identified areas for improvement?
The faculty are in the process of finalizing the MCA student handbook and MCA faculty
handbook to ensure consistency in standards across all areas of instruction in professional
interaction. These are clearly articulated and maintained to ensure positive relationships
between students, faculty/staff, and counselors in order to meet the overall goals and needs of
the programs students. The program will continue to build on its numerous community
partnerships to encourage ongoing collaboration and support of funding activities related to
program scholarships and student awards. The program will continue to focus on methods and
procedures to capture student data that can be used to strengthen program persistence,
retention, and graduation rates. The program will work closely with the college’s University of
Hawai’i Foundation in ongoing efforts to secure acknowledge and foster potential donors to the
program in a positive manner. Program marketing and recruitment strategies will be embedded
ACFEFAC Self-Study
Page 95
into all external program coordination activities to highlight a tremendous support the program
receives from numerous community and industry partners.
Required Exhibits:
 Retention statistics for the last two years;
 Address of the school’s web page.
ACFEFAC Self-Study
Page 96
Program Assessment
ACFEFAC Self-Study
Page 97
8.0 PROGRAM ASSESSMENT Standards 8.1 - 8.5
1. Describe the system used, provide dates, sample forms and results for assessment of:
a. Program faculty
Faculty members are evaluated periodically in accordance with section 9/15 of the Board of
Regents policies. All assessments are in accordance in terms prescribed in the college’s
departmental vision procedures, in the UHMC procedures, and/or in the 2009 to 2015
agreement between the University of Hawai’i Professional Assembly and the Board of Regents
of the University of Hawai’i.

Probationary instructors are evaluated every two years. This includes self-evaluation,
classroom visits, and written evaluations by professional peers, department committee
evaluations, and division chair classroom visits and written evaluation. Accumulated written
evaluations with recommendations are forwarded to the Vice Chancellor of Academic
Affairs and Chancellor for appropriate action.

Applicants for tenure and/or promotion are reviewed by division personnel committees, the
division chair, a statewide tenor and promotion review committee, the Vice Chancellor of
Academic Affairs and ultimately the Chancellor for recommendation to the Board of
Regents.

Lecturers (full-time and part-time) are evaluated by the division chair along with the Vice
Chancellor of Academic Affairs.

Tenured faculty are required to submit post-tenure review documents every five years
unless they are candidates for promotion, in which case they are evaluated at that time.
Student evaluations of probationary faculty are required. All other faculty members are
encouraged to regularly conduct student evaluations of their respective courses. The
culinary program requires instructors to conduct student evaluations every semester at the
end of each course or course module. Student evaluations for all MCA faculty are available
in this self study document. The evaluations are summarized and as expected faculty
strengths and weaknesses occur as evidence of performance.

MCA Lecturers meet with and are evaluated by the Program Coordination Leadership
Team or their peers at least once, each semester. Each lecturer is appointed a Culinary
Arts faculty mentor who is responsible for helping the junior faculty member become a
contributing member of the Program. Post-tenure faculty complete an assessment form
that is reviewed by the Department Chairperson or administration at least once every five
years.
The student evaluations that are included in this study are of our lecturers and full-time faculty.
Peer evaluations are also conducted but have not been included in this self-study. Tenured
faculty, by Union agreement, keep their reviews and implement changes on their own, except
when they are specifically undergoing review for promotion or other post tenure situations and
are required to include student and peer reviews in their dossiers. Student evaluations of MCA
instructors indicate across the board that faculty is performing exceptionally well in both
classroom and laboratory settings. Students consistently rate faculty at the highest levels used
in the survey. The Program Coordination Leadership Team review results with the lecturer
and, especially, review comments made by students regarding the finer points of teaching.
ACFEFAC Self-Study
Page 98
Faculty institute modifications to teaching over the following semester to assure that
instructional pedogogy and teaching constantly improve. Faculty then meet with the Program
Leadership Team at the end of the next semester to discuss results of modifications and to
assure that the improvement process continues.
b. Program curriculum
The UHMC has a clearly defined process for design, approval, implementation, revisions and
review of its curriculum in which faculty have major responsibility. The Charter of the UHMC
Academic Senate clearly defines the composition of the Curriculum Committee. A Curriculum
Handbook of policies and procedures is utilized by all faculty along with access of all curricular
forms via the UHMC's homepage. All curricular proposals are available for review and
discussion prior to final discussion and voting at scheduled Academic Senate meetings.
Policies and procedures for additions and/or deletions of, and modifications to programs or
courses are clearly explained in the Curriculum Handbook. Faculty and administration work
together, throughout the process. Institutionally collected data is analyzed and evaluated, and
resources, faculty capabilities, and student, community and industry input and needs are
considered prior to final curricular decisions are made.The most recent review of the MCA
curriculum took place over the past academic year. The Culinary Arts Program, with input from
its advisory committee, completed its own assessment and completely updated its curriculum
and program map.
The UHMC Program Review Model, completed by all programs every five years, has been
updated and a new UHMC Self-Study Guide for Annual Assessment and Comprehensive
Program Reviews is now completed yearly, under the leadership of the MCA Program
Coordination Leadership Team. Trends are noted, results of surveys (leavers and graduates)
discussed, suggested changes reviewed, and actions are taken by the entire faculty and staff
as needed to assure that Program objectives and curricular relevancy and effectiveness
continue to drive the Program. Upon discussion and consualtion with the Vice Chancellor of
Academic Affairs, it is agreed that the Culinary programs ACFEF Annual Review & Self Study
will suffice and serve as the program’s yearly Annual Assessment and Program Review
document.
Assessment of Student Learning The program learning outcomes for the Culinary Arts
Program are the following with each SLO adressed throughout the program map along with
College Wide Intended Student Learning Outcomes as described in the tables below:
MCA Student Learning Outcomes:
1. Apply principles and concepts of quality food purchasing, food and baking preparation,
service, and proper use of tools and equipment to produce and serve a variety of
professional food items.
2. Apply the basic principles of culinary service, organization, sanitation and safety in a
foodservice operation to maintain the optimum health of the consumer.
3. Demonstrate skills in various areas of the culinary hierarchy: human relations, leadership
and personnel management, ethical decision making.
4. Discuss the standards of restaurant regulations involving liquor protocol and health and
safety regulations.
ACFEFAC Self-Study
Page 99
5. Practice standards in behavior, grooming and dress appropriate to culinary industry
professionals.
All MCA Program courses have been aligned to address Program Learning Outcomes, Student
Learning Outcomes and ultimately College Wide Intended Student Learning Outcomes as
reinfoerced in the rubric on following pages.
ACFEFAC Self-Study
Page 100
Assessment of Intended Student Learning Outcomes Standards
Key:
3 = Major Emphasis: The student is actively involved (uses, reinforces, applies, and evaluated) in the student learning outcomes. The learner outcome is the focus of the class.
2 = Moderate Emphasis: The student uses, reinforces, applies and is evaluated by this learner outcome, but it is not the focus of the class
1 = Minor Emphasis: The student is provided an opportunity to use, reinforce, and apply this learner outcome but does not get evaluated on this learner outcome
0 = No Emphasis: The student does not address this learner outcome
ALPHA CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN
NUMBER
111
112
115
120
121
122
131
140
150
160
220
240
250
251
265
271
280
281 292V
CULN
CULN
293V
294V
Standard 1 - Written
Communication
Write effectively to convey ideas that
meet the needs of specific audiences
and purposes.
Outcome 1.1 - Use writing to discover and
articulate ideas.
2
2
3
2
2
2
2
2
3
2
2
2
2
2
2
2
2
2
0
2
1
Outcome 1.2 - Identify and analyze the
audience and purpose for any intended
communication.
2
2
2
2
2
2
2
2
2
3
3
3
3
3
2
2
2
2
1
2
1
Outcome 1.3 - Choose language, style,
and organization appropriate to particular
purposes and audiences.
2
2
2
2
2
2
2
2
2
3
2
3
3
3
3
3
2
2
1
2
1
Outcome 1.4 - Gather information and
document sources appropriately.
2
2
1
2
2
2
2
2
2
2
2
2
3
3
2
3
2
2
1
2
1
Outcome 1.5 - Express a main idea as a
thesis, hypothesis, or other appropriate
statement.
1
1
1
1
2
2
2
2
3
2
2
2
2
2
2
1
2
2
1
2
1
Outcome 1.6 - Develop a main idea clearly
and concisely with appropriate content.
1
1
1
1
1
2
2
2
3
2
2
2
3
3
2
1
2
2
1
1
1
Outcome 1.7 - Demonstrate a mastery of
the conventions of writing, including
grammar, spelling, and mechanics.
1
1
2
1
1
2
2
2
2
2
2
2
2
2
2
1
1
1
1
1
1
Outcome 1.8 - Demonstrate proficiency in
revision and editing.
1
1
2
1
1
1
1
2
2
2
1
1
2
2
2
1
1
1
1
1
1
1
Outcome 1.9 - Develop a personal voice in
written communication.
2
2
1
2
1
2
2
2
2
2
1
1
2
2
1
1
1
1
1
2
1
ALPHA CULN
Standard 2 - Quantitative
Reasoning
NUMBER
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
281 292V
293V
294V
111
112
115
120
121
122
131
140
150
160
220
240
250
251
265
271
280
Outcome 2.1 - Apply numeric, graphic, and
symbolic skills and other forms of
quantitative reasoning accurately and
appropriately.
1
1
1
1
1
2
2
2
3
2
2
2
3
3
2
3
2
2
2
2
1
Outcome 2.2 - Demonstrate mastery of
mathematical concepts, skills, and
applications, using technology when
appropriate.
0
0
1
0
1
3
3
3
3
1
2
3
3
3
2
3
2
2
2
2
1
Outcome 2.3 - Communicate clearly and
concisely the methods and results of
quantitative problem solving.
0
0
2
1
2
3
3
3
2
2
3
2
2
2
2
2
2
2
2
1
Outcome 2.4 - Formulate and test
hypotheses using numerical
experimentation.
0
0
1
0
1
2
2
2
2
1
1
2
3
3
1
2
2
2
1
1
1
Outcome 2.5 - Define quantitative issues
and problems, gather relevant information,
analyze that information, and present
results.
1
1
2
1
2
2
2
2
3
2
2
2
2
3
1
2
2
2
1
1
1
Outcome 2.6 - Assess the validity of
statistical conclusions.
0
0
1
0
1
1
1
1
2
1
2
2
2
2
2
2
2
2
1
1
1
Synthesize and articulate information
using appropriate mathematical
methods to solve problems of
quantative reasoning accurately and
appropriately.
ACFEFAC Self-Study
Page 102
Standard 3 - Information
Retrieval and Technology
ALPHA
Access, evaluate, and utilize
information effectively, ethically, and
responsibly.
NUMBER
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
281 292V
293V
294V
111
112
115
120
121
122
131
140
150
160
220
240
250
251
265
271
280
Outcome 3.1 - Use print and electronic
information technology ethically and
responsibly.
1
1
2
1
1
1
1
1
2
2
2
2
3
3
3
2
2
2
1
2
2
Outcome 3.2 - Demonstrate knowledge of
basic vocabulary, concepts, and operations
of information retrieval and technology.
1
1
2
1
2
2
2
2
2
2
2
2
3
3
3
2
2
2
2
2
1
Outcome 3.3 - Recognize, identify, and
define an information need.
1
1
1
1
1
2
2
2
2
3
1
2
2
2
2
2
1
1
2
2
1
Outcome 3.4 - Access and retrieve
information through print and electronic
media, evaluating the accuracy and
authenticity of that information.
1
1
2
1
2
2
2
2
2
2
1
1
3
3
2
3
1
1
1
2
1
Outcome 3.5 - Create, manage, organize,
and communicate information through
electronic media.
1
1
1
1
2
1
1
1
2
2
2
2
2
2
2
2
2
2
1
2
1
Outcome 3.6 - Recognize changing
technologies and make informed choices
about their appropriateness and use.
1
1
1
1
2
2
2
2
2
2
2
2
2
2
2
3
2
2
1
2
1
ACFEFAC Self-Study
Page 103
Standard 4 - Oral
Communication
Practice ethical and responsible oral
communications appropriately to a
variety of audiences and purposes.
ALPHA CULN
NUMBER
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
281 292V
293V
294V
111
112
115
120
121
122
131
140
150
160
220
240
250
251
265
271
280
Outcome 4.1 - Identify and analyze the
audience and purpose of any intended
communication.
1
2
2
2
2
3
3
3
2
3
2
2
2
2
2
2
2
2
2
2
1
Outcome 4.2 - Gather, evaluate, select,
and organize information for the
communication.
1
2
2
2
2
2
2
2
2
2
1
2
2
2
2
2
2
2
2
2
1
Outcome 4.3 - Use language, techniques,
and strategies appropriate to the audience
and occasion.
2
2
2
2
1
3
3
3
2
3
2
2
2
2
3
2
2
2
2
2
1
Outcome 4.4 - Speak clearly and
confidently, using the voice, volume, tone,
and articulation appropriate to the audience
and occasion.
2
2
1
2
2
3
3
3
2
3
1
2
2
2
2
2
1
1
2
2
1
Outcome 4.5 - Summarize, analyze, and
evaluate oral communications and ask
coherent questions as needed.
1
1
1
2
1
2
2
2
2
3
1
2
3
3
1
2
2
2
1
2
1
Outcome 4.6 - Use competent oral
expression to initiate and sustain
discussions.
1
1
1
1
1
2
2
2
3
2
2
1
3
3
1
1
1
1
1
2
1
ACFEFAC Self-Study
Page 104
Standard 5 - Critical Thinking
Apply critical thinking skills to
effectively address the challenges
and solve problems.
ALPHA CULN
NUMBER
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
CULN
281 292V
293V
294V
111
112
115
120
121
122
131
140
150
160
220
240
250
251
265
271
280
Outcome 5.1 - Identify and state problems,
issues, arguments, and questions
contained in a body of information.
2
2
2
3
1
3
3
3
3
2
2
2
3
3
2
2
2
2
1
2
1
Outcome 5.2 - Identify and analyze
assumptions and underlying points of view
relating to an issue or problem.
2
2
2
2
1
3
3
3
2
3
3
2
3
3
2
2
2
2
1
2
1
Outcome 5.3 - Formulate research
questions that require descriptive and
explanatory analyses.
1
1
2
1
1
2
2
2
3
2
2
2
2
2
2
3
2
2
1
2
1
Outcome 5.4 - Recognize and understand
multiple modes of inquiry, including
investigative methods based on
observation and analysis.
1
1
2
1
1
2
2
2
2
2
2
2
2
2
1
2
2
2
2
2
1
Outcome 5.5 - Evaluate a problem,
distinguishing between relevant and
irrelevant facts, opinions, assumptions,
issues, values, and biases through the use
of appropriate evidence.
2
2
2
2
2
2
2
2
2
3
3
2
3
3
2
3
2
2
2
3
1
Outcome 5.6 - Apply problem-solving
techniques and skills, including the rules of
logic and logical sequence.
1
1
1
2
2
2
2
2
2
2
2
3
2
2
2
2
3
3
2
3
1
Outcome 5.7 - Synthesize information from
various sources, drawing appropriate
conclusions.
2
1
2
2
3
3
3
2
2
2
3
3
3
2
2
2
2
1
2
1
Outcome 5.8 - Communicate clearly and
concisely the methods and results of logical
reasoning.
2
2
1
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
2
1
Outcome 5.9 - Reflect upon and evaluate
their thought processes, value system, and
world views in comparison to those of
others.
1
1
1
1
2
2
2
2
2
2
1
1
2
2
2
3
3
3
1
2
1
ACFEFAC Self-Study
Page 105
Standard 6 - Creativity
Able to express originality through
a variety of forms
ALPHA CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN CULN
NUMBER
111
112
114
115
120
121
122
131
140
150
160
220
240
250
251
271
280
Outcome 6.1: Generate responses to
problems and challenges through
intuition and non-linear thinking
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
2
2
2
1
2
1
Outcome 6.2: Explore diverse
approaches to solving a problem
or addressing a challenge
1
1
1
1
2
2
2
2
2
2
3
2
2
2
2
2
2
2
2
2
2
Outcome 6.3: Susutain engagement
in activities without a
preconceived purpose
2
1
2
2
2
2
2
2
2
2
1
2
2
3
3
2
2
2
2
2
2
Outcome 6.4: Apply creative
principles to discover
and express new idea
2
1
1
2
2
2
2
2
2
2
1
2
2
3
3
1
2
2
1
2
1
Outcome 6.5: Demostrate the
ability to trust and follow one's
instincts in the absense of
external direction
1
1
1
1
2
2
2
2
2
2
2
2
2
3
3
2
2
2
2
2
1
Outcome 6.6: Build upon or
adapt ideas of others to
create novel expressions or
new solutions
1
1
2
2
2
2
2
2
2
2
2
2
2
3
3
1
2
2
1
2
1
ACFEFAC Self-Study
Page 106
281 292V 293V 294V
c.
Program effectiveness
Culinary Program effectiveness is assessed as part of the UHMC Annual and Five Year
Comprehensive Program Review process. As of 2011, UHMC Administration recognizes and
accepts the external accreditation reports generated by the program for ACFEF Annual Review
and Self Study as sufficient for internal and external program assessment. As such the Culinary
Programs effectiveness is now measured as follows:










ACFEF Annual Reviews
ACFEF Periodic Self Studies
UHMC Yearly Program Assessment
UHMC Assessment Project to identify and validate attainment of Student Learning
Outcomes, Program Learning Outcomes and College Wide Learning Outcomes in 2-3
classes per academic year per Academic Program
Program Leadership Annual Review of faculty evaluations
Program Leadership Annual Review of employer surveys
Program Leadership Annual Review of graduate surveys
Program Leadership Annual Review of Program Advisory Council recommendations
Program Leadership Annual Review of Perkins Performance Indicators especially in the
areas of student Retention & Persistence
Program Leadership Review of ACEFE reaccreditation reports
2. What were the results of the most recent overall evaluation of the program?
Recent evaluation of the Program has resulted in several new calls to action:

Program instructors meet on a weekly basis to discuss issues regarding student
assessment. Strengths and weaknesses are identified, and weak areas are rectified.

As a result of the E-Portfolio and iPad projects teaching methods are now reformatted to
bring about a stronger learning experience. It has become clear that re-emphasizing
specific skill sets in cooking and baking require an increase in hands-on experience. The
results of these changes have emphasized the need for more individual practice, and
repetition of that practice.

Formal assessment tools to monitor students’ achievement in standard ACF competencies
and attainment of skills are continually updated. Assessment rubrics are under design for all
Program “Milestone” practical exams.

Lab assessment programs that record completion of course competencies and program
SLO in “real-time” applications, using iPads are now utilized in pilot courses to assess
overall student performance.

A direct map of how the ACF competencies point to course Student Learning Outcomes
(SLO’s) and up to Program Learning Outcomes (PLO’s) have been designed to provide
systemic program evaluation and success. Recording and monitoring will be facilitated on
the LiveText technology platform to ensure efficiency and clarity.

The Program is creating a student-centered learning environment. Students receive
individual attention based on areas in need and are more likely to have the confidence and
skill-set to continue in their studies now and beyond and into successful careers.
a. What changes were effected as a result?

The Program includes UHMC Instructional Design discussions is each weekly program
meeting.

The Program has reinvested energy into its Advisory Council Meetings through greater
attention to meeting minutes, selection of active members, and adherence to no less than
four meetings per year.

The Program now offers CULN 111 & CULN 112 in an on-line format.

The Program has embraced and increased continuing education opportunities and
advanced degree attainment for its faculty. Fifty percent of the faculty hold Bachelor’s
degrees or higher.

The Program has initiated a Safety & Sanitation Committee to increase compliance to
ACFEF and industry standards in food handling, HACCP practices, facilities maintenance
and preventive maintenance programming.

The Program has embraced SERVSAFE certification for all its students. See recent Result
below:
NRA SERVSAFE FOOD SAFETY CERTIFICATION
Semester
Pass
Fail
Total
Passing Rate
FA 2009
TL
16
3
19
84%
DL
21
4
25
84%
DL
8
4
12
67%
DL
11
1
12
92%
DL
7
1
8
88%
SP 2010
DL
9
11
20
45%
DS
34
24
58
59%
DS
26
8
34
76%
FA 2010
DS
20
12
32
63%
DS
12
20
32
38%
SP 2011
CO
7
4
11
64%
CO
8
6
12
67%
DS
6
12
18
33%
DL
5
0
5
100%
AVE%
68%
ACFEFAC Self-Study
Page 108
TOTAL
DL
DS
CO
TL
190
Dean Louie
Dan Schulte
Craig Omori
Tom Lelli
92
298
64%

The Program continues to support and develop active partnerships with Maui County
Department of Education through delivery of educational programs for local high school
food service instructors and culinary-based competitions for its students.

The Program continues to respond to Program demand and growth and will hire a full-time
tenure track position and two new full-time instructors in Fall of 2012
3. Provide dates, sample forms, and results from the most recent:
a.
b.
c.
d.
graduate surveys
employer surveys
job placement surveys
student evaluations of courses and faculty
4. What are the major strengths of your program as it relates to this section in comparison
to the ACFEF Accrediting Commission Standards, and what are areas where your
program could improve?
We believe that the program is in accordance and compliance with ACF Accreditation
Standards. Self-assessment from leadership and faculty, feedback from Department Chair,
Vice Chancellor of Academic Affairs, our Program Advisory Committee and student evaluations
help us determine the strengths and weaknesses of the program.
Strengths:
We enjoy a modern, properly equipped facility which has been granted operational support
through our working partnership with Sodexo. We enjoy a dedicated leadership team that
places the needs of our students and program above self-interest. We have worked diligently to
re-map our curriculum, initiate and then fully increase student attainment of ServSave
certification. We embraced accreditation opportunities and fully appreciate the tremendous
community and industry partnerships we have established that serve to strengthen and develop
our Program. We are investing time and faculty expertise to develop International Exchange
experiences for our students and faculty in New Zealand, Shanghai, and Canada.
Areas of Improvement
We continue to face the challenge of fiscal stability. We optimistically seek administrative
support in understanding the daily complexity of our program. We seek to expand
faculty/lecturer leadership in the areas of delegation of duties, program organization, and
facilities maintenance and lab sanitation practices. We require increased attention by students
ACFEFAC Self-Study
Page 109
and faculty to meet the academic rigor required within our degree offerings. We continue to
seek additional professional development opportunities for our faculty in an effort to ensure
currency in our instructional delivery and highly qualified instructors.
4. How do you plan to use the results of this section of the Self-Study to maximize the
strengths of the program(s) and to minimize any identified areas for improvement?

The Program will continue to work with UHMC Administration to balance its running deficit
in a manner that is respectful to the demands and complexities of the overall operation of
the college

The Program will continue it’s pioneering work in the area of student assessment

The Program is committed to change in an effort to ensure continued health, currency and
effectiveness in its pedagogy and the development of its faculty

The Program will continue to seek secretarial support to assist with the various areas of
data collection, administrative reporting, UH Foundation management and programmatic
day to day activities that require additional oversight
Required Exhibits:
 Graduate placement statistics for the last two years;
 Summary of recent assessment data and surveys: e.g., employer surveys, graduate follow-up
studies, student evaluations, placement statistics, state reviews, etc. Blank forms are only a
portion of this exhibit.
 Evidence that the physical facility meets fire and safety standards (copy of certificate (s) of
insurance showing all coverage carried by the school/institution e.g. title page of insurance
certificate
ACFEFAC Self-Study
Page 110
Sustainability Practices
ACFEFAC Self-Study
Page 111
9.0 SUSTAINABILITY PRACTICES
What is the current sustainability practices currently implemented in your program(s)?
MCA is recognized for exemplary efforts in ecology and environmental awareness in its culinary
operations. The Program has created an innovative environmental approach to its instructional
and operational responsibilities that has improved the environmental standards and conditions of
the college campus and serves as a model of sustainability to the community as a whole. “Going
Green” is a commitment to building a ‘sustainable culture’ in every facet of our program—from
farm to table. We strive to weave a respect for sustainability across the entire spectrum of our
approach to food purchasing and preparation and graduate individuals who will lead similar
initiatives in their prospective places of employment. Our goal is to serve as a catalyst for
renewable change, to help motivate and encourage even greater efforts toward environmentally
conscious sustainability on our campus and our island. Environmental and Ecological
Sustainability initiatives include:

Shifted from environmentally unfriendly items to sustainable, recyclable products

Utilizing local farmers produce and products in our menu offerings

Eliminating the use of trans-fats throughout our recipe development and food preparation

Providing Food Research & Development services to local Agri-Business to create new and
value added food products

Initiating the use of recyclable and reusable bags on campus

Entirely eliminating poly propylene containers and plastic bags in our Pa'ina culinary arts
facility

Supporting and utilizing small and large-scale hydroponics farming and garden grown fresh
produce

Offering "water by request" in our Leis Family Class Act Restaurant

Utilizing reusable melamine plates and stainless steel flatware in the Pa'ina Food Court

Providing kitchen green waste to local farmers

Recycling of all glass, plastic and cardboard food and beverage containers

Conversion to and utilization of biodegradable containers and beverage cups

Capturing cooking oils and fats for collection by local Biodiesel producers

Implementation of a composting program where students learn and practice separating
compostable matter in our kitchens labs
ACFEFAC Self-Study
Page 112

Utilizing Biodegradable bags in all garbage and compost bins

Discontinue use of plastic tasting spoons and cups in all kitchen labs

Introduction of a sustainability curriculum in the food purchasing and controls class

The culinary program maintains a highly visible herb garden on campus and hydroponics
gardens in kitchen labs that are designed for educational purposes and recipe development

The culinary program has established faculty and student membership and participation on a
campus-wide “Green Committee”
Sustainable & Innovative Programming
The MCA Research and Development Center (MCARD), incorporated into Sodexo Operation
Management at UHMC, provides education and on the job training resources in Food Product
Research, Development and Manufacturing to help students, entrepreneurs and local
agribusiness achieve greater employment opportunities, business growth and financial
success.
While participating in our program, students receive a variety of training, education, and skills in
food product research and development, food manufacturing, process management, food
product marketing and sales, entrepreneurship and business management. We wish to
continue to serve as a community-based resource in food product research and development
to a variety of local farmers through the devolvement of the UHMC Food Innovations Center.
The core competency of the UHMC Food Innovation Center is helping local farmers convert
surplus and culls into value added retail food products through our consultation services.
MCA’s long-term goal is to become the first two-year institution in the state of Hawai’i to provide
a degree in Culinology. Partnership with the non-profit Maui Food Technology Center, Maui Ag
Foundation, Hawai’i Farm Bureau, Hawai’i State Department Agriculture will provide needed
resources, internship and long-term employment opportunities for our students as an integral
part to bring this Sustainable & Innovative Program project to fruition.
Project Impact:



$500,000 in total gross revenue generated from R&D activities.
Currently negotiating large scale purchasing agreement w/ Costco Maui Store to include
pallets of 120 Large Gift Packs & 240 Small Gift Packs of MCA R&D value added food
products total per month.
Continued to support educational and job training opportunities for MCA students interested
in careers in Food Science, Research and Development, and Food Product Manufacturing.
o Fifty-five students trained and employed in our facilities through the course of the
project.
o 90% of R&D students have successfully obtained employment in the food industry
including bakeshops, restaurant and hotel cooks, chocolate and ice cream
manufacturing, food product entrepreneurship and interns at the emerging Maui
Food Technology Center.
ACFEFAC Self-Study
Page 113
o



Diabetic student who assisted in the formulated our sugar-free pastry line employed
by local restaurateur.
o R&D program recognized as one of thirty five-food manufacturing businesses state
wide to merit Hawai’i Seal of Quality status.
Partnered with local food producers and various non-profit organizations to support the
sustainability and growth of Hawai’i based agribusiness.
o Core Sponsor of Aloha Friday Farmer’s Market
o Partnered with Haliimaile Pineapple Company, Tedeschi Vineyards/Maui’s Winery,
and HC&S, to develop recipes highlighting local ingredients at community events
o Developed and implemented value added food products for a variety of producers
including Yee’s Orchard, Hana Farms, Scott’s Country Cookie, Maui Lavender, Oils
of Aloha, Sandwich Island Distillers and Surfing Goat Dairy
o Member of Made in Maui Coalition, Board of Directors and Steering Committee of
Maui Food Technology Center,
o Founding member of Hawai’i Seal of Quality Program.
Developed a formal advertising campaign, increased market awareness and sales through
participation at Made in Hawai’i, Made In Maui, Maui Agricultural Festival, Kapulua Food
and Wine Festival, Kapulua Lifefest, Maui Swap Meet, and Hawai’i Hospitality Trade Show.
Expanded e-commerce capabilities through development of MCARD web page and on-line
purchasing.
Visit us @:http://Hawai’i.gov/hdoa/add/soq/companies/mauiculinary/view or
www.mauiculinary-campusdining.com
Maui Culinary Program Information 703.7 kB
Maui Culinary New Products 191.5 kB
Maui Culinary Jams & Jellies 282.9 kB
1. Do you have plans to implement additional sustainability practices in your program(s)? If
so, please describe.
The State has released $1.255 million to the University of Hawai'i for design, planning and a
portion of the construction cost to transform our programs & UHMC’s former cafeteria into the
new UH Food Innovation Center. The state funds will also be used to leverage federal and
other project-related funding.
The Center will serve as a research and development production facility to help local farmers
turn their fresh produce into value-added food products, such as frozen foods and dried,
preserved or canned goods. Examples of food-based products currently produced on Maui
include Maui Jelly Factory Sweet Onion Jelly, Pau Vodka (which uses pineapple), Surfing Goat
cheeses, and Ali'i Lavender Honey.
The Food Innovation Center will create opportunity for research and development on Maui – an
opportunity that does not currently exist on the Neighbor Islands. The Center will ultimately help
local farmers and entrepreneurs turn excess crops into profitable value-added food products,
creating jobs in the process and giving residents more options to buy local goods. The Food
Innovation Center will also support the development of curriculum for advanced studies in the
emerging knowledge field of Culinology. The Center is perceived as an important part in
addressing Hawai'i’s food security by supporting on-island operations that cultivate homegrown
expertise in the preservation of food, which can be essential should outside sources become
temporarily cut off after natural disasters.
ACFEFAC Self-Study
Page 114
Developing food products requires both the necessary facilities and the expertise and programs
to provide recipe and product development, food safety, nutritional analysis, packaging design,
and support for marketing, business development, distribution and storage. The Food
Innovation Center will act as a business incubator for local farmers and entrepreneurs,
providing the space and equipment for research, development and small-scale production of
value-added food products. It will also create new opportunities for MCA graduates seeking
education in Culinology and such areas as product design, nutrition, food safety, and retail food
sales and marketing.
ACFEFAC Self-Study
Page 115
SUMMARY
1. Summarize the major strengths of your program(s), as well as identified areas for
improvement, in comparison to the ACFEF Accrediting Commission Standards
identified through this Self-Study.
Strengths
a. The programs Pa’ina facility is well maintained and equipped providing an optimal
environment for real world hands on instruction with the basic skills and knowledge required
in our industry.
b. Culinary faculty along with Sodexo operational management, meet each week to address
program development, challenges, and new methods of positive collaboration. An overall
strengthening of program professionalism, maturity, and mutually supported communication
provides positive synergy to the programs continual development.
c. Culinary faculty has reviewed curriculum and updated all program student learning
outcomes identified their respective areas of attainment within our course offerings to
ensure that national standards and accreditation standards are met or exceeded.
d. The Program, through its curriculum work, has ensured that course offerings are up to date
and organized in a sequential and logical manner. Program faculty are at the cutting edge
in instructional techniques and assessment strategies that are designed to reach all
learning styles within the diverse group of learners we support.
e. Program faculty has embraced the use of technology and the delivery of course curriculum
and assessment practices at the highest levels achievable. The programs work with
Eportfolio and iPad assessment using “Live Text” provides real time evaluation of student
performance, which helps us assess student learning and the strength of our curriculum.
f.
The Program continues to appreciate the support of UHMC administration. The Vice
Chancellor of Academic Affairs along with the Chancellor show and exhibit a vested interest
in the ongoing progress and development of the MCA in a manner that is both nurturing and
driven towards excellence.
g. External program assessment, especially that of Advisory Committee input on ongoing
feedback from employer surveys of student workplace performance interaction within the
culinary industry via community related events all provide helpful and useful information
required for upgrading of program educational offerings to ensure student career success.
The program continues to build competent faculty with diverse industry experience and
educational backgrounds that are required in today’s highly competitive classroom
environment.
h. A new generation of faculty in leadership roles exhibits the ability to work in a nurturing,
transparent, and supportive manner that focuses its attention on student success and
program betterment.
i.
Safety and sanitation practices have been improved and given high priority as exhibited in
ServSafe certification requirements for all teaching faculty, operational staff, and culinary
student. Tremendous support from our community partners allows students numerous
ACFEFAC Self-Study
Page 116
specialized learning activities that enrich their educational experience and provide
enhanced educational opportunities. Financial support through numerous donors, industry
partners, hotels, resorts, restaurateurs, magazines, wine merchants, and food purveyors
provide increasing and substantial funding to the programs UH Foundation accounts in
excess of $300,000. Innovative practices and curriculum offerings continue to be driven by
community need and educational opportunities for students based on programs
development of an innovation kitchen and degree offering in the field of culinology.
Weaknesses
a. The program continues to seek a dedicated clerical support position housed within the
program as a support mechanism to track important student information and data, keep
student files up to date, interact with University of Hawai’i Foundation, complete operation
and maintenance requests, document needed equipment purchases, support the purchase
of necessary program supplies, track ever-growing amounts of paperwork associated with
the operation of the instructional components of the MCA, including travel requests, travel
completion, mileage claim forms, professional development requests, Pa’ina tour requests,
external program requests, employment opportunity requests, graduate surveys, program
minutes, and the timely submission of UHMC program reviews and American Culinary
Federation Educational Foundation annual reports and self study documents.
2. How do you plan to use the results of the Self-Study to maximize the strengths of the
program(s) and to minimize any identified areas for improvement?
The following lists describe methods the program will use as a result of the Self-Study to
maximize instructional strengths and minimize programmatic weaknesses.
a. Instructional focus will continue to incorporate latest advancements in technology to assure
consistent assessment of student learning outcomes, program learning outcomes, and
ACFEF required knowledge and competencies in the culinary and baking programs.
b. Professional development for faculty will be highly encouraged and promoted to ensure
instructional delivery of course competencies is aligned to the latest standards of industry
and leading trends in the culinary profession.
c. Operational and instructional standard operating procedures will continue to be developed
and reviewed in collaboration with Sodexo partners to ensure well managed and consistent
practices for the overall management of the Pa’ina facility, operation and maintenance,
accurate and timely financial accounting, student and faculty handbook and manuals, as
well as long-term strategic planning to ensure overall program sustainability and
instructional excellence.
3. Describe the process by which this Self-Study was prepared.
In the Summer of 2010, discussion concerning reorganization of the culinary programs
leadership was initiated. In the Fall of 2010, program coordination was designed into three
major components including internal coordination, external coordination, and instructional
design duties. In the Spring of 2011, assignment of responsibilities for program coordination
were reappointed. It was at this time that the External Program Coordinator was assigned
oversight of the preparation of the Self-Study. Beginning in Spring 2011, the External Program
Coordinator along with the Program Coordinator, Instructional Design & Assessment CoCoordinator, Curriculum & Assessment Co-Coordinator, met to review Self-Study expectations.
ACFEFAC Self-Study
Page 117
Standard assignments were distributed for completion of questions along with the necessary
exhibits to support document responses. In the Fall of 2011, updates on Self-Study review
were discussed at each program meeting involving culinary faculty, program counselor,
institutional design team to ensure standards, questions, and necessary responses were
adequately reviewed and discussed. Drafts of the Self-Study were compiled by the External
Program Coordinator and then reviewed and discussed by the program leadership team. This
process was repeated until a final document was determined. Upon completion the document
was reviewed by the Vice-Chancellor for academic affairs, the culinary program advisory
council, MCA Program Coordinators and the MCA faculty. At this time, briefings with campus
administrators, advisory council members, department chair, and culinary faculty are ongoing
to prepare for the site visit by the accreditation team in April of 2012.
a. Who was involved in reviewing the program(s) in preparation for this Self-Study?
The Program Coordinator, the External Coordinator, Instructional Design & Assessment CoCoordinator, Curriculum & Assessment Co-Coordinator along with input from culinary faculty
and key members of UHMC’s instructional design team were involved in reviewing the
programs in preparation for this Self-Study. Other campus resources were called upon as
needed to provide institutional data and essential program input.
b. Who compiled the document and identified strengths and areas for improvement?
The document was compiled by the Program Coordinator, the External Coordinator,
Instructional Design & Assessment Co- Coordinator, Curriculum & Assessment Co-Coordinator
along with input from culinary faculty and key members of UHMC’s instructional design team.
The entire group worked collaboratively to review the document and to identify program
strengths and weaknesses.
c. Who reviewed the Self-Study once it was completed prior to submission to the ACFEF
Accrediting Commission?
The Vice-Chancellor for academic affairs, the culinary program Advisory Committee, MCA
Program Coordinators and the MCA faculty reviewed the self-study prior to submission to the
ACFEF Accrediting Commission.
4. What does accreditation by the Accrediting Commission of ACFEF mean to your
program(s)?
Re-accreditation by the ACF Accrediting Commission will permit the College's Culinary Arts
program to continue to move systematically to fulfilling its goal of excellence. It will begin to
address the educational needs of students interested in the Culinary Arts beyond Maui County
and the State of Hawai’i. Reviewing the Culinary Arts Program's status and progress by
addressing each of the Accrediting Commission standards will permit the faculty, program
leadership, and the College as a whole to assess the Program's performance. Within the
broader context of a professional association's expectations of "excellence," the College will
look to the ACF Accrediting Commission's report to further assess where future needs and
priorities for Program improvement might emerge.
Re-accreditation will foster, in our students, greater pride and self-confidence. It will provide
incentive for students and graduates to enter the culinary profession knowing that they are a
vital part of a Program and faculty that hold its students' interests and needs as paramount.
ACFEFAC Self-Study
Page 118
Re-accreditation signifies to our students that upon graduation they have attained the
necessary skills and knowledge to compete, side by side, with their peers in all instances.
Finally, ACF Accrediting Commission re-accreditation will signify to the Culinary Arts industry in
Maui County and the State of Hawai'i and to present and prospective students that the UHMC
Culinary Arts Program is committed to upholding nationally accepted industry standards. In so
doing, the College simultaneously seeks to improve prospective employees preparing for the
industry, to strengthen services to clients in the food service industry, and to provide a strong
base for professional Culinary and Pastry Arts careers.
ACFEFAC Self-Study
Page 119