University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Leeward Community College
Program: Culinary Arts

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The last comprehensive review for this program was on 2011, and can be viewed at:
http://documents.leeward.hawaii.edu:8080/docushare/dsweb/View/Collection-2899

Program Description

The Culinary Arts program mission statement:

Our program’s mission is to develop the skills, knowledge and confidence essential to prepare students for a wide range of successful employment opportunities in culinary careers.  Our faculty is committed to provide a fusion of hands-on experiences and theoretical instruction in an atmosphere reflective of our community’s diverse culinary heritage.

‘O ke kanaka ke kuleana o ka moe; ‘O ke kokua ke kuleana a moku

A person’s privilege is to dream; our duty is to help.

The program provides students with opportunities to prepare for professional careers in the food service industry as well as upgrade current skills and knowledge. Degrees include an Associate in Applied Science degree (64 credits), A Certificate of Achievement (30 credits) and three Certificates of Competence, Prep Cook (12 credits) , Baking (10 credits), and Dining Room Supervision (18 credits), that provide students with the skills and knowledge necessary for entry-level employment.

The program is nationally accredited by the American Culinary Federation Education Foundation Accrediting Commission through May 2015.

Part I. Quantitative Indicators

Overall Program Health: Healthy

Majors Included: CULN,FSER     Program CIP: 12.0500

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 320 292 520 Healthy
2 *New & Replacement Positions (County Prorated) 62 50 87
3 *Number of Majors 154.5 172.5 178.5
3a     Number of Majors Native Hawaiian 38 43 43
3b     Fall Full-Time 58% 54% 59%
3c     Fall Part-Time 42% 46% 41%
3d     Fall Part-Time who are Full-Time in System 1% 1% 1%
3e     Spring Full-Time 55% 57% 53%
3f     Spring Part-Time 45% 43% 47%
3g     Spring Part-Time who are Full-Time in System 1% 1% 1%
4 SSH Program Majors in Program Classes 1,568 1,756 1,768
5 SSH Non-Majors in Program Classes 242 252 216
6 SSH in All Program Classes 1,810 2,008 1,984
7 FTE Enrollment in Program Classes 60 67 66
8 Total Number of Classes Taught 36 40 41

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 14.7 15.1 14.0 Healthy
10 *Fill Rate 83.1% 85% 81.8%
11 FTE BOR Appointed Faculty 6 7 7
12 *Majors to FTE BOR Appointed Faculty 25.7 24.6 25.5
13 Majors to Analytic FTE Faculty 32.6 33.3 32.4
13a Analytic FTE Faculty 4.7 5.2 5.5
14 Overall Program Budget Allocation $525,247 $608,111 $616,286
14a General Funded Budget Allocation $525,247 $597,270 $569,286
14b Special/Federal Budget Allocation $0 $10,841 $0
14c Tuition and Fees $0 $0 $47,000
15 Cost per SSH $290 $303 $311
16 Number of Low-Enrolled (<10) Classes 8 8 9
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 80% 81% 83% Cautionary
18 Withdrawals (Grade = W) 17 33 21
19 *Persistence Fall to Spring 70.7% 68.3% 63.3%
19a Persistence Fall to Fall     38.4%
20 *Unduplicated Degrees/Certificates Awarded 21 49 33
20a Degrees Awarded 11 17 15
20b Certificates of Achievement Awarded 12 25 12
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 38 86 49
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 3 2 3
22a Transfers with credential from program 2 2 1
22b Transfers without credential from program 1 0 2

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 0 2 2  
24 Enrollments Distance Education Classes N/A 34 34
25 Fill Rate N/A 85% 85%
26 Successful Completion (Equivalent C or Higher) N/A 79% 71%
27 Withdrawals (Grade = W) N/A 0 0
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A 67% 37%

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 85.71 Not Met  
30 2P1 Completion 50.00 44.90 Not Met
31 3P1 Student Retention or Transfer 74.25 73.81 Not Met
32 4P1 Student Placement 60.00 52.38 Not Met
33 5P1 Nontraditional Participation 17.00 45.93 Met
34 5P2 Nontraditional Completion 15.25 56.52 Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     27  
36 Number of Degrees and Certificates Native Hawaiian     6
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     90
39 Number of Transfers to UH 4-yr     3
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

Program Analysis

DEMAND INDICATORS - Program data for the Academic Year (AY) 2012 – 2013 indicate that the program is healthy and continues to experience growth in the number of program majors.

 

EFFICIENCY INDICATORS– Program efficiency remains healthy although average class size and fill-rates declined  slightly. The program continues to offer additional sections of introductory courses including an on-line Sanitation and Safety course.

 

EFFECTIVENESS INDICATORS – Program effectiveness indicators went from cautionary in AY 2010- 11 to healthy in AY 2011-12 and back to cautionary in AY 2012 -13.

Successful completion rates continue to improve with fewer withdrawals, but persistence rates from fall to spring declined slightly.  The number of degrees and certificates awarded increased more than 100% in AY 2011-12 because of a huge push by program faculty and the counselor to “catch-up” students who had not applied for Certificates of Completion and Certificates of Achievement.  However, it declined by about 33% in 2012-2013.  The number of degrees remained fairly consistent over three years.  Again, it was the number of certificates decreasing by 50% that account for the difference.

 

Part III. Action Plan

Action Plan

Demand – With the demand indicators “New & Replacement positions” for the State and County increasing 44% and 43% respectively and an optimistic outlook on the economy, the job prospects for our industry are good.  The benchmark for culinary program majors (2.1) falls right in the middle of Healthy (1.5 – 4.0) so there is room for the program to continue to explore growth strategies to meet anticipated job demand.

Efficiency – The introductory program classes fill quickly, leaving students who are not able to get into a CULN lab class the option of taking Liberal Arts classes.  Sometimes this means a CULN major may wait two semesters before getting into a CULN lab class or get discouraged and change majors.  This delay, in turn, means that the second year classes are lower enrolled.

One strategy could be to offer more sections of introductory classes so CULN majors can enter lab classes when they want to.  For example, CULN 125, 150, and 224 fill easily since there is only one section of each class offered, while other classes such as CULN 160 and 223 offer multiple sections.  To increase the number of introductory classes, we would have to hire qualified lecturers and adjust lab usage and class schedules.

If the program can build the number of students actually taking lab classes and retain them, average class size and fill rates will improve.  Additionally, effectiveness measures will also improve as completion rates should also increase.

Effectiveness – Successful completion rates improved, up 2%, for AY 2012-13.  Successful completion rates have hovered around 80% for several years, and the program strives to improve this figure.  Faculty will continue to provide positive experiences for students including a supportive learning environment and meaningful, relevant instruction.  The program also works closely with its counselor so that students are encouraged and helped to apply for certificates and degrees.

 

The program continues its assessment activities and its work with students to ensure student success. Currently, along with other culinary programs statewide, the program is working on a new assessment project with Live Text.  The project involves the creation of an assessment system with which instructors can monitor student achievement and use iPad mobile devices to collect performance and assessment data.

PERKINS CORE INDICATORS

Perkins IV Core Indicators – Although 1P1 Technical Skill Attainment improved from 83.33 in AY 2009 -10 to 85.71 in AY 2011 -12, the goal of 90% is still not met.  The program will continue its efforts in the areas of course assessment, student success and follow-up to continually improve skill attainment.

Other Perkins Core Indicators also improved:  Completion from 33.33 in AY 2010 -11 to 44.90 in AY 2012-13 and Student Retention or Transfer from 71.97 in AY 2010 -11 to 73.81 in AY 2012 -13 although the goals were not met.  It is noted that the goal for 3P1 increased from 56 in AY 2010 -11 to 74.25 in AY 2011 – 12. In fact, all the goals increased from AY 2010 – 11.

As discussed last year, the program assessed and changed some course prerequisites and recommended preparations to help ensure that students are academically prepared for the rigors of individual courses.  Additionally,  an ACCJC recommendation specified that “the College needs to ensure that the course requirements for any AAS degree are consistent with the general education philosophy as outlined in the college catalog, and in doing so, carefully consider the rigor of the courses needed to fulfill the degree requirements.”  To answer the recommendation, the program modified degree requirements from ENG 22 to ENG 100 or equivalent and MATH 50H to MATH 100 or equivalent.

 

Part IV. Resource Implications

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Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
Demonstrate professionalism in dress and grooming, attitude, and workplace behavior that reflect standards expected of food service industry professionals.

2

Yes
Demonstrate basic principles of sanitation and safety in a foodservice operation for safe food handling and to protect the health of the consumer.

3

Yes
Apply mathematical functions related to foodservice operations.

4

Yes
Use knives, tools and equipment following established safety and sanitation practices and principles of food preparation to prepare a variety of food items, recipes, and/or products.

5

Yes
Demonstrate a variety of culinary cooking methods and techniques following established procedures to produce classical, regional and contemporary cuisines.

6

Yes
Demonstrate fundamental principles, methods, and techniques of baking to prepare a variety of baked goods.

7

Yes
Demonstrate professional hospitality and service standards to insure quality guest service.

8

No
Examine a variety of sustainable practices in the culinary industry as a means for controlling operating costs and for being good environmental stewards.

9

Yes
Explore a variety of management topics as related to the operation of a foodservice operation.

A) Evidence of Industry Validation

Renewal of accreditation by the American Culinary Federation Education Foundation

Latest Advisory Committee discussion of program competencies in fall 2012 and spring 2013

B) Expected Level Achievement

70% or higher

C) Courses Assessed

PLO 1, 2, 4, 5, 6: CULN 120, 125, 150, 160, 223, 224, 240, 269, 293E

PLO 3: CULN 115, 120, 125, 150, 160, 223, 224, 240, 269, 271, 293E, MATH 50H, 100C

PLO 7: CULN 160

PLO 9: - CULN 160, 275, 293E 

D) Assessment Strategy/Instrument

PLO 1, 2, 4, 5, 6: CULN 120, 125, 150, 160, 223, 224, 240, 269, 293E - Daily lab evaluations, practical exam, written exams.

PLO 3: CULN 115, 120, 125, 150, 160, 223, 224, 240, 269, 271, 293E, MATH 50H, 100 - written exams.

PLO 7: CULN 160 - Daily lab evaluations, practical exam, written exams.

PLO 9: - CULN 160, 275, 293E - Written exams.

E) Results of Program Assessment

The program is participating with the UHCC System-Wide Instructional Assessment and ePortfolio Project and is currently finishing the mapping of the American Culinary Federation Education Foundation "Required Knowledge and Competencies" to course SLO's, program PLO's and college ILO's. The program is working on refining its assessment process and will use Live Text and technology to continually improve the processes.
 

F) Other Comments

No content.

G) Next Steps

Continue work on assessment improvement with Instructional Assessment and ePortfolio Project; creation of an assessment system that where instructors can monitor student achievement and use iPad mobile devices to collect performance and assessment data.