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College: Hawaii Community College
Program Mission: The mission of the Culinary Arts Program is to provide students with skills specified by the American Culinary Federation as appropriate for someone in the culinary arts profession seeking employment in entry-level jobs at hotels, restaurants, institutions, and private clubs.
Program offers a Certificate of Completion (CC), Certificate of Achievement (CA), and an Associate of Applied Science (AAS) degree. The Hilo program is accredited by the American Culinary Federation.
The Hawai'i Community College Food Service program in Hilo began in 1952 with one instructor and 15 students. In 2006, the name was changed to Culinary Arts throughout the UH system.
To provide an entry-level vocational program to a diverse student population: adults in retraining mode, high school and GED students with a broad spectrum of academic skills, service men and women, and students working concurrently in industry.
We strive to provide a "real world" learning atmosphere. As a program, we serve the community at many cultural events, as does the culinary industry. As an industry, we seek to develop personal responsibility, broader cultural awareness via international menus and studies, and an understanding of quality in food service and high professional standards.
We underscore the responsibility culinary professionals bear for the health and nurture of their guests, and for the sustainability and food security of our island.
Majors Included: CULN Program CIP: 12.0500
|Demand Indicators||Program Year||Demand Health Call|
|1||New & Replacement Positions (State)||695||292||520||Healthy|
|2||*New & Replacement Positions (County Prorated)||57||36||56|
|3||*Number of Majors||127||133.5||129.5|
|3a||Number of Majors Native Hawaiian||51||55||67|
|3d||Fall Part-Time who are Full-Time in System||0%||0%||0%|
|3g||Spring Part-Time who are Full-Time in System||0%||1%||0%|
|4||SSH Program Majors in Program Classes||2,374||2,170||2,542|
|5||SSH Non-Majors in Program Classes||78||95||46|
|6||SSH in All Program Classes||2,452||2,265||2,588|
|7||FTE Enrollment in Program Classes||82||76||86|
|8||Total Number of Classes Taught||31||31||31|
|Efficiency Indicators||Program Year||Efficiency Health Call|
|9||Average Class Size||23.1||21.2||23.8||Healthy|
|11||FTE BOR Appointed Faculty||5||5||5|
|12||*Majors to FTE BOR Appointed Faculty||25.4||26.7||25.9|
|13||Majors to Analytic FTE Faculty||30.9||32.2||31.2|
|13a||Analytic FTE Faculty||4.1||4.1||4.1|
|14||Overall Program Budget Allocation||$459,761||$412,744||$553,561|
|14a||General Funded Budget Allocation||$426,527||$384,239||$381,865|
|14b||Special/Federal Budget Allocation||$33,234||$0||$1,149|
|14c||Tuition and Fees||$0||$28,505||$45,642|
|15||Cost per SSH||$188||$182||$214|
|16||Number of Low-Enrolled (<10) Classes||5||5||3|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
|Effectiveness Indicators||Program Year||Effectiveness Health Call|
|17||Successful Completion (Equivalent C or Higher)||75%||84%||80%||Healthy|
|18||Withdrawals (Grade = W)||30||24||21|
|19||*Persistence Fall to Spring||76.1%||70.5%||72.5%|
|19a||Persistence Fall to Fall||40%|
|20||*Unduplicated Degrees/Certificates Awarded||59||47||50|
|20b||Certificates of Achievement Awarded||15||17||28|
|20c||Advanced Professional Certificates Awarded||0||0||0|
|20d||Other Certificates Awarded||33||24||15|
|21||External Licensing Exams Passed||Not Reported||Not Reported|
|22||Transfers to UH 4-yr||0||2||1|
|22a||Transfers with credential from program||0||1||0|
|22b||Transfers without credential from program||0||1||1|
Completely On-line Classes
|23||Number of Distance Education Classes Taught||0||0||0|
|24||Enrollments Distance Education Classes||N/A||N/A||N/A|
|26||Successful Completion (Equivalent C or Higher)||N/A||N/A||N/A|
|27||Withdrawals (Grade = W)||N/A||N/A||N/A|
|28||Persistence (Fall to Spring Not Limited to Distance Education)||N/A||N/A||N/A|
|Perkins IV Core Indicators
|29||1P1 Technical Skills Attainment||90.00||85.37||Not Met|
|31||3P1 Student Retention or Transfer||74.25||75.38||Met|
|32||4P1 Student Placement||60.00||50.00||Not Met|
|33||5P1 Nontraditional Participation||17.00||49.17||Met|
|34||5P2 Nontraditional Completion||15.25||48.94||Met|
|Performance Funding||Program Year|
|35||Number of Degrees and Certificates||48|
|36||Number of Degrees and Certificates Native Hawaiian||16|
|37||Number of Degrees and Certificates STEM||Not STEM|
|38||Number of Pell Recipients||96|
|39||Number of Transfers to UH 4-yr||1|
|*Data element used in health call calculation||Last Updated: January 27, 2014|
Overall Health -- Healthy
Demand -- Healthy
Efficiency -- Healthy
Effectiveness -- Healthy
Significant Program Actions for 2012 - 2013
1. UHCC change: requiring English 100 for AAS
2. UHCC change: requiring Math 100 for AAS
3. Math 50H or higher - corequisite of CULN 120 & prerequisite to CULN 270
Previous Program Actions
1. New equipment
2. More distinguished Chef visits
3. Change menu to more healthy foods
Perkins IV Core Indicators
Program Action Plan
1. Sustainability in facility usage and equipment.
2. Investigation and purchase of more "Green" cleaning supplies
3. Move to increase our use of local produce and products to support farmers and improve menus.
Cost Item 1
Repainting & Wallpaper replacement of Cafeteria Facility $10,000
Cafeteria dining room is the one facility that is utilized campus wide and is in need of upgrading which has not been done since it's construction in 1970.
Cost Item 2
Refurbishment and "face-lift" of the Café dining facility Facility $7,500
Facility has not been refurbished and not painted since its original construction in 1970.
Cost Item 3
Replacement of hot food service line in main cafeteria Equipment $15,000
It also has not been replaced since its original installation in 1970 and is unrepairable and an energy hog.
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
|Program Student Learning Outcomes|
|Program Student Learning Outcomes: 1. Apply appropriate ethics for purchasing and receiving in the culinary industry. 2. Demonstrate proper work attitudes and work habits. 3. Demonstrate general knowledge of culinary departmental functions and their relationship 4. Demonstrate an understanding of the culinary industry business operations. 5. Demonstrate entry-level proficiency in technical skills required in the culinary arts according to the American Culinary Federation. 6. Choose an appropriate career path based on industry knowledge or requirements. 7. Apply appropriate etiquette, appearance, and hygiene as required by industry standards. 8. Demonstrate skills necessary for acquiring a job in the culinary field. 9. Integrate their knowledge of Hawai‘i’s culture and food into cuisine. 10. Apply nutritional concerns to the creation of menus.|
|3. Demonstrate general knowledge of culinary departmental functions and their relationship|
|4. Demonstrate an understanding of the culinary industry business operations.|
|6. Choose an appropriate career path based on industry knowledge or requirements.|
100% completion rate of the mandatory Department of Health food certification course (Fall 2013).
For sanitation, Fall 2013, we expected 85% completion. Achieved 100% completion.
For Nutrition, the follow up to our initial assessment in Spring 2013 was to evaluate students mid semester Fall 2013, and again at the semester end. We expected 70% completion.
Department of Health Sanitation class and Nutrition 185.
On a daily basis, all students are able to evaluate the nutritional content of different food categories. Instructors are able to discuss dietary guideline recommendations with all students to incorporate that in all food production decisions. Students had to report on assigned vegetables, covering culinary issues as well as nutritional and health concerns.
100% completion at an 80% grade on the Sanitation class.
80% of students demonstration of knowledge of nutritional values of 2 dozen vegetables, and the part these nutrients play in maintaining health and fighting disease. They met this target at a 75% competency. Our target was 70%.
Also supporting the increased understanding was an interest and understanding of the nutritional load of menu items on our Café and Cafeteria lines. This year, they ate their rainbow slaw!
After completion of the assessments, students were able to perform at a higher level of understanding and production.
Continue to offer the Sanitation class at the same level of delivery due to the excellent results.