ACICS Application for Accreditation PART II

Transcription

1 ACICS Application for Accreditation PART II Self Study Narrative All supporting documentation and exhibits referenced in this Self-Study Narrative must be maintained at the campus location for review by the accreditation visit team - Do not submit your supporting documentation with this application. INSTITUTIONAL PROFILE INSTITUTIONAL INFORMATION Name: Louisiana Culinary Institute Address: Airline Highway, Baton Rouge, LA ACICS ID Code: Campus Classification: Main Additional Location If an additional location, please provide the following information: Main Campus Name: Main Campus Address Main Campus ID Code: History of accreditation with ACICS and with other agencies: ACICS - In June 2104, Louisiana Culinary Institute (LCI) sent a representative to the ACICS Initial Accreditation Workshop in Seattle, WA. Since that date, LCI has been working to complete the requirements for Initial Accreditation through ACICS. COE - Since June 2006, LCI's programs have been accredited with the Council on Occupational Education (COE). Beginning with offering only a diploma, in 2009 LCI began offering an Associate of Occupational Studies (AOS) in Culinary Arts degree. In 2012, LCI successfully hosted a COE re-accreditation visit and received a commendation. Finally, in 2014, LCI added an additional program - AOS in Hospitality and Culinary Management degree. ACFEF - In 2013, the AOS in Culinary Arts degree was professionally accredited by the American Culinary Federation Education Foundation (ACFEF). This programmatic accreditation affords graduates within the AOS in Culinary Arts degree program the ability to receive either a Certified Culinarian or Certified Pastry Culinarian certification through the American Culinary Federation after successful completion of the student's coursework. Brief history of the institution: LCI was founded and organized as Louisiana Culinary Institute, LLC on October 28, 2002 by KBS Holdings, LLC as a for-profit proprietary educational institution. On March 27, 2003, LCI was licensed by the Board of Regents as a proprietary school. LCI enrolled its first students in June 2003 and graduated its first class on July 6, LCI was founded with the purpose of educating its students to become highly trained professionals in food service operations. With this in mind, LCI initially developed an intense, comprehensive diploma program in Professional Cooking and Culinary Arts. In order to provide students with an accredited completion document and allow students access to federal student aid, LCI sought and achieved initial accreditation through COE effective June 9, Since that time, LCI has hosted a reaccreditation visit by COE in 2012 and received a commendation during this visit. Reaffirmation of LCI's accreditation for an additional six (6) years, the longest period offered, was granted after the visit. After several successful years of educating students within the diploma program, LCI sought to supplement the existing diploma program with an associate degree program. Eventually, in April 2009, LCI began phasing out the diploma program and only admitted students into its intensive AOS in Culinary Arts program.

2 Page 2 of 70 Additionally, in April 2009, LCI moved into our current, custom built facility. Initially built at 28,500 square feet, LCI added a Baking and Pastry wing and a Project Kitchen/Classroom wing in This addition brings LCI's space to approximately 40,000 square feet. In 2012, LCI sought and achieved programmatic accreditation though the ACFEF. Chef Instructions receive certifications through the American Culinary Federation (ACF), and now graduates can receive either a Certified Culinarian or Certified Pastry Culinarian after completing the required coursework and written and practical final exams. Finally, in 2014, made modifications to its current AOS in Culinary Arts degree program and added an AOS in Hospitality Management degree program. Specifically, the modifications were to require an internship component to its program, beginning with the January 2015 enrollment. List of recent (past three years) complaints or adverse actions and current status: None List of contracts or agreements with other institutions or entities: (consortium agreements, articulation agreements, etc.) None List of international activities: None Description and scope of distance education activities: Hybrid Fully Online Not Applicable Participation in Federal Financial Aid Programs: Yes No INSTIUTIONAL CHANGES Description of major changes since the last institutional review in the following areas: Management: Change of Ownership: Program offerings: Curriculum: Institutional delivery: Other changes: Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable Not Applicable

3 Page 3 of MISSION, OBJECTIVES, AND INSTITUTIONAL EFFECTIVENESS Every educational institution should have a mission, which is its specific purpose for existing. The mission of the institution must be stated in the school's catalog and in other publications readily available to the public. The mission must be completely, clearly, and simply stated in terms readily understandable by a prospective student, parents, the public, and other educational institutions. The mission should be devoted substantially to career-related education and should be reasonable for the program of instruction and facilities of the institution. Each institution should be capable of demonstrating its educational effectiveness through assessment and documentation of student outcomes. This assessment must include evidence that the institution's annual retention and placement rates are in keeping with its mission. The institution's mission statement should be consistent with educational and employment outcomes of its students. In responding to the questions below, please consult Sections through of the Accreditation Criteria. MISSION AND OBJECTIVES 1.1 How was the mission developed? The mission statement was developed by the founding Governing Board members when Louisiana Culinary Institute (LCI) was organized in 2003 to align with both the intent and outcomes of LCI. No changes have been made to the Mission Statement since its initial development, and the mission statement is re-affirmed in Advisory Committee meetings during discussions on the strategic plan. This review ensures that the mission statement stays at both the foundation and forefront of all that LCI seeks to accomplish. 1.2 State the institution s mission and supporting objectives. LCI's mission statement is as follows: The Louisiana Culinary Institute's purpose is to educate its students to become highly trained professionals in food service operations. Its intent is to provide its students with the appropriate knowledge and skills in professional cooking techniques, sanitation, nutrition and day-to-day business operations to successfully operate and manage a food service facility. By doing so the Institute's goal is to fulfill the ever-growing need for culinary professionals in the food service industry Cite where it is found in the catalog. The Mission Statement can be found on page 1 of the General Catalog Explain how the supporting objectives are devoted substantially to career-related education? The chief educational objectives of the programs (and concentrations within a program) are: ASSOCIATE OF OCCUPATIONAL STUDIES IN CULINARY ARTS The educational objective of the Associate of Occupational Studies (AOS) in Culinary Arts degree program is to provide high quality training and a conceptual understanding of Professional Cooking and Culinary Arts, and to prepare students for entrance or advancement in one or more culinary occupations requiring manual, manipulative, technical, and management competence or skills. While enrolled, students are required to complete an internship, with special focus on the student s concentration choice. Additionally, in order to graduate, students are required to successfully complete a final written exam and a final practical exam in their concentration choice. Upon successful completion of the program, the graduate will be able to: ADVANCED CULINARY ARTS CONCENTRATION Develop an understanding of the principles involved in the preparation of food using all of the cooking procedures available in commercial kitchens; Acquire an ability to prepare breads, pastries, desserts, appetizers, soups, sauces, garde manger, charcuterie items and entrees; Acquire the ability to identify, fabricate, and portion meats, poultry and fish; Gain experience in using small and large commercial kitchen and bakery equipment;

4 Page 4 of 70 Learn and implement appropriate sanitation, hygiene and safety procedures while preparing, cooking and handling foodstuffs; Demonstrate the ability to convert recipes and accurately weigh and measure ingredients for recipes; Develop an understanding of the principles of nutrition, and be able to plan and prepare nutritionally balanced menus; Demonstrate an ability to organize cost control in a food service operation; Develop knowledge of the opportunities for employment in the field of Culinary Arts; Keep accurate records of purchases and inventory and learn the principles of food and beverage purchasing; Execute various types and styles of tableside service techniques; Develop table service skills and dining room service management skills; Understand the history, evolution and international diversity of the Culinary Arts; Develop a personal sense of professionalism necessary for working successfully in a professional food service facility in a supervisory capacity; and Demonstrate an ability to properly plan a menu and appropriately design a food service facility with the proper space, equipment and work flow to serve the menu. ADVANCED BAKING AND PASTRY CONCENTRATION Develop an understanding of the principles involved in the preparation of relevant foods using all of the cooking/baking procedures available in commercial kitchens and bakeshops; Acquire an ability to prepare breads, pastries, desserts, sauces, cookies, chocolates, candies, cakes, icings and decorative sugarwork; Learn and implement basic principles of art and design; Learn and implement basic art techniques and apply them to pastry items and projects; Gain experience in using small and large commercial kitchen and bakery equipment; Learn and implement appropriate sanitation, hygiene and safety procedures while preparing, baking and handling foodstuffs; Demonstrate the ability to convert recipes and accurately weigh and measure ingredients for recipes; Develop an understanding of the principles of nutrition, and be able to plan and prepare nutritionally balanced menus; Demonstrate an ability to organize cost control in a food service operation; Develop knowledge of the opportunities for employment in the field of Culinary Arts; Keep accurate records of purchases and inventory and learn the principles of food and beverage purchasing; Understand the history, evolution and international diversity of the Culinary Arts; and Develop a personal sense of professionalism necessary for working successfully in a professional food service facility in a supervisory capacity. ASSOCIATE OF OCCUPATIONAL STUDIES IN HOSPITALITY AND CULINARY MANGEMENT The educational objective of the AOS in Hospitality and Culinary Management degree program is to provide high quality training and a conceptual understanding of management skills within the hospitality and culinary industry; to prepare students for entry into mid to upper-level positions in the hospitality industry; and to equip students with the skills necessary for advancement and new enterprise during a hospitality and/or culinary management career. While enrolled, students are required to complete an internship, with a management focus. Upon successful completion of the program, the graduate will be able to:

5 Page 5 of 70 Develop an understanding of the basic principles involved in the preparation of food and understanding all of the cooking procedures utilized in commercial kitchens; Learn and implement appropriate sanitation, hygiene and safety procedures while working in the hospitality industry; Demonstrate the ability to convert recipes and accurately weigh and measure ingredients for recipes; Develop an understanding of the principles of nutrition, and be able to plan and prepare nutritionally balanced menus; Understand the importance of organizing and implementing cost control protocol, financial analysis systems, and marketing programs in the hospitality industry; Learn the history of and fundamentals associated with properly managing wine and beverage programs in the hospitality industry; Understand proper etiquette, table service skills, and dining room service management skills; Understand the history, evolution, culinary trends, and cultural diversity of food across cultural boundaries; Understand the importance of travel and tourism as they relate to the field of hospitality management; Learn the skills necessary to utilize commonly found technology and information systems within the hospitality industry; Understand the philosophies and procedures associated with the entrepreneurial and small business processes; Learn the techniques necessary to be a respected supervisor while understanding the importance of managing human resources; and Complete a multi-semester long professional seminar project prior to program completion. LCI also prepares the students in all of its programs for the workforce by offering certification with the National Restaurant Association Educational Foundation s (NRAEF) ManageFirst Program in ServSafe Food Safety and Sanitation, Hospitality and Restaurant Management, Nutrition, Inventory and Purchasing, and Controlling Foodservice Costs, as well as comprehensive education in Catering and Volume Foodservice. Students in the AOS in Culinary Arts Advanced Culinary Arts concentration and in the AOS in Hospitality and Culinary Management programs also are offered certification in the NRAEF ManageFirst Program in Customer Service, as well as studying about Wine. Students in the AOS in Hospitality and Culinary Management program also are afforded certification in the NRAEF ManageFirst Program in Hospitality Accounting; Bar and Beverage Management; Human Resource Management and Supervision; and ServSafe Alcohol Explain how the supporting objectives are reasonable for the program(s) of instruction, mode of delivery, and facilities of the campus? LCI is a state-of-the-art, approximately 40,000 square foot facility, which consists of up-to-date classrooms, including 3 demonstration labs, 3 general education classrooms, a bakery demonstration lab and 2 baking labs; a full service restaurant kitchen; 2 project kitchens; a restaurant dining room; an Amphitheatre with a residential kitchen; and a media center. Students are instructed both in the classroom as well as in realistic kitchen atmospheres. Because LCI provides high quality training for students seeking professional culinary careers it provides instruction and training in multiple formats including: classroom instruction, dining room service, kitchen production, off site event participation and field visits to best provide a complete platform of learning in preparation for a career in the culinary industry. 1.3 Explain how the faculty, financial resources, physical plant, administration, management, and educational activities contribute to the implementation of the institution s mission.

6 Page 6 of 70 FACULTY: Faculty are carefully selected with the help of the Director, Chief Executive Officer and other faculty staff members to help create a skill-diverse pool of LCI instruction. Faculty members cumulatively have over 200 diverse years of practical work experience and educational training in the classroom. FINANCIAL RESOURCES: LCI financial resources are carefully directed towards improving the quality of instruction delivered and to those activities that support the LCI mission statement. Classrooms and labs are outfitted with current equipment and technology to expose students to new emerging trends in the culinary industry. LCI has an ongoing process of upgrading equipment and re-evaluating curriculum to continue to enhance the student experience. Financial resources are also set aside to assist students with ProStart Excellence Scholarships and donated to the LCI Foundation, a non-profit that awards need-based scholarships and financial awards for culinary excellence and perfect attendance upon graduation from LCI. PHYSICAL PLANT: LCI is a state-of-the-art, approximately 40,000 square foot facility, which consists of upto-date classrooms, including 3 demonstration labs, 3 general education classrooms, a bakery demonstration lab and 2 baking labs; a full service restaurant kitchen; 2 project kitchens; a restaurant dining room; an Amphitheater with a residential kitchen; and a media center. The facility was designed to house all types of equipment and that would be found in commercial kitchens of all types to promote familiarity in any new culinary atmosphere. Student culinary work is hung throughout the campus to showcase student talent and to encourage academic excellence. Pictures and awards from successful graduates and guest chefs are also on display throughout the campus. Student of the month, graduation pictures, job placement boards, internship information and scholarship postings are all a part of the physical plant that highlights and encourages student success and employment-directed vocational training. ADMINISTRATION/MANAGEMENT: LCI administration and staff maintain an open door policy for all students. Administration and management consistently strive to place the student first. LCI creates an atmosphere of support with its offering of support through student and career service and with the individualized attention of chef mentors. Management at every level, including the Chief Executive Officer, is available daily for student assistance. EDUCATIONAL ACTIVITIES: Educational activities are designed to meet the goals of each degree program. Learning outcomes and objectives are considered when selecting educational activities. Educational activities are also designed based on the needs and demands of employers with understanding in mind that employers drive the necessary skills and training demanded for the positions that they chose to fill. There is also a constant evaluation to ensure that the educational activities remain aligned with the mission of LCI. 1.4 What are the provisions for ensuring that the mission is subjected periodically to critical review by the administration and faculty to determine if the campus is fulfilling its educational mission and meeting the needs of the community? LCI utilizes a system of checks and balances to ensure that LCI is still on the path of striving towards meeting the goals of its mission statement. In order to remain on path, the mission and the day to day operations of LCI are reviewed by multiple parties including; Employer Input: LCI values employer feedback to ensure that the instruction and training provided at LCI prepares students for current trends and demands of the industry. In order to do this LCI communicates frequently with the employers of both current students and graduates to evaluate student preparation. Employers complete employment surveys for students to share and rate preparation in all areas, as well as personal characteristics of dependability. This information is used to guide modifications to instruction and training and well as to enhance techniques for preparation in the career services department. Faculty Meetings: Scheduled faculty meetings are held regularly to discuss curriculum enhancement, instruction improvement, concerns, implementation of new procedures, processes, skill requirements, continued education and recertification. Faculty members are required to attend these meetings and meeting notes are retained for reference and stored on the S:\Drive.

7 Page 7 of 70 Governing Board Committee Meetings: T he members of the Governing Board are vested in the success in LCI. Meetings of the Governing Board are held twice a year to review significant decisions that need to me made as well to the overall state of LCI. It is the Governing Board s priority to ensure that LCI is always making decisions that are in alignment with its mission and that the mission is still relevant. 1.5 How do degree programs emphasize both the achievement of vocational objectives and general education? Every program offered by LCI has a vocational learning objective that is designated in the general catalog. Additionally, each course has learning objectives that are designated in the course syllabus that support the overall degree program vocational learning objective. All current degree programs include 6 general education courses (ART 101, ENG 101, MAT 101, MAT 102, NUT 201, PSY 201) for a total of 17 semester credit hours. Degree program courses are designed to have course objectives remain in alignment with the degree program objectives. However, the general education courses, while complimentary of LCI s programs, are designed to meet the common general needs of any educational program. Courses are evaluated continuously and modified upon need to ensure that the alignment is maintained. 1.6 Describe the administration s plans for any changes in the institution s mission and/or supporting objectives. No changes to the mission statement are currently planned. The mission statement and its supporting objectives have been determined as remaining effective and current. INSTITUTIONAL EFFECTIVENESS 1.7 How was the campus effectiveness plan (CEP) developed? The Campus Effectiveness Plan (CEP) was developed with the student's best interest first, utilizing input from the Chief Executive Officer, Chief Finance Officer, Director, Dean of Students and faculty members. The CEP is our road map for designing processes and procedures that will help to reach the established mission. Because the LCI mission can only be successful with the full support of all staff members, deliberately all staff members are included in the initiatives supporting the mission. The training that our students receive in preparation for their careers, exemplifies the effectiveness of the education provided at LCI. In order to deliver the best education possible, the CEP was designed to include all facets of operation at LCI. The CEP has also given LCI an opportunity to determine areas for improvement for retention, student learning outcomes, placement, graduation rates, graduate satisfaction, and employer satisfaction. LCI believes the self-assessment carried out in preparing the CEP is central to LCI achieving its goals. The CEP is the key that ensures continuous improvement at LCI in terms of quality of programs and education delivered. The CEP is a guiding compass for the development and implementation of plans to improve the overall operations of LCI Who is responsible for implementing and monitoring the plan? LCI s newly developed Campus Effectiveness Team (CET) was formed September 2014, and consists of the Chief Executive Officer, the Compliance Officer (Chief Administrative Officer), the Director, the Dean of Education, the Public Affairs Director, the Student Services Coordinator, and Job Placement Officer. The CET will meet at least two times per year to ensure the Campus Effectiveness Plan (CEP) is appropriately drafted and updated. The CEP is shared with the Governing Board and revised as needed. 1.8 What are the annual retention and placement rates for the campus, if applicable, for the past three years? (Provide the numbers used to calculate the rates, and explain as necessary.) Year: 2014 Rate: Retention: 86% (( )-38)/( ) Placement: 62% 48/(79-2)

8 Page 8 of 70 Year: 2013 Rate: Retention: 96% (( )-9)/( ) Placement: 84% 71/(85-0) Year: 2012 Rate: Retention: 87% (( )-31)/( ) Explanation (if necessary) Placement: 95% 62/(65-0) LCI measures retention using the ACICS Campus Accountability Report (CAR) formula: Retention Rate = (Beginning Enrollment + Reentries + New Starts) Withdrawals. This number is then divided by (Beginning Enrollment + Reentries + New Starts). Placement Rate = Graduates and Completers Placed within the Field divided by (Total Completers and Graduates) Those Unavailable for Placement. This measurement is used to consistently quantify data and make is comparable to other ACICS institutions. Data was collected from LCI s CAR for Initial Applicants and prior Annual Report statistics gathered for LCI s current accrediting body, Council on Occupational Education. 1.9 How do these annual retention and placement rates compare to prior rates, if applicable, and to rates at similar institutions? Although 86% is significantly higher than the ACICS retention benchmark of 65%, the retention rate has declined over the past year. LCI s goals are to (a) maintain and/or improve retention of students over the previous measurable cycle and to (b) outperform the ACICS retention benchmark of 65%. Since LCI did not maintain its previous Retention Rate, we have implemented a Student Retention Action Plan. Although 62% is slightly above the ACICS placement benchmark of 60%, this placement rate is significantly lower than LCI s benchmark rate of 83.5%. This decline, while directly due to the number of students that reported that they were unemployed or seeking employment at the time the data was collected, caused LCI to implement several elements of a Placement Action Plan. LCI s goals are to (a) maintain and/or improve placement over the previous measurable cycle and to (b) equal or outperform the ACICS placement benchmark of 60% 1.10 What are the campus retention and placement goals for the next reporting year? Retention: 96.2% Placement: 83.5% What factors were taken into consideration when developing these goals? LCI is currently accredited and reports Retention Rates to both its current accrediting body, as well as the Louisiana Board of Regents for licensure renewal. LCI used the previous year s reported information to those bodies as a baseline to compare the current CAR data. LCI used this benchmark data to set the goals for both retention and placement. The LCI benchmark data significantly exceeds the ACICS retention benchmark of 65% and slightly exceeds the ACICS placement benchmark of 60%. The goal of LCI is to continue to improve. LCI believes that these landmark goals (of original baseline values in the Initial CAR) will help drive the student satisfaction and student experience forward. LCI plans to complete an additional Initial CAR utilizing data gathered for the period of July 1, 2014 June 30, 2015 (with continued placement data collected until November 2015) in September LCI hopes the data gathered during this time period is more in alignment with our goals Explain how the activities undertaken to meet the retention and placement goals enabled the campus to maintain or improve retention and placement outcomes over successive years? Retention

9 Page 9 of 70 Upon reviewing the retention rate data, LCI enacted a Retention Action Plan that we believe gives us the tools to successfully meet our retention goals. This includes a mandatory CEO conducted Retention Seminar given at Orientation to all incoming students; the availability of additional helpful resources for students and guidance in sourcing proper assistance providers through the Student Services Coordinator; the development of an Attrition Report every semester to better understand the causes of attrition and to help develop strategies to avoid withdrawal when possible or appropriate; the assignment of a faculty mentor to all incoming students; the availability of tutoring sessions every Friday and/or by appointment; and the discussion of student concerns at daily and weekly meetings to address concerns as quickly as possible. Placement Upon reviewing the placement rate data, LCI enacted a Placement Action Plan that we believe gives us the tools to successfully meet our placement goals. This includes providing extensive career-related support to current LCI students, alumni and employers; the hiring of a full-time Job Placement Officer; the use of updated student contact information by the Job Placement Officer to assist with career-related support needs; the development and regular dissemination of a Career Services Newsletter; the creation of a searchable employer database; and holding an annual on-campus career fair to facilitate networking and job opportunities for students and alumni What data are utilized to evaluate the following elements: a. Level of graduate satisfaction LCI assesses graduate satisfaction by requiring graduates to complete a Graduate Questionnaire during their exit process. The form measures overall graduate satisfaction, since satisfaction is imperative to LCI s mission s effectiveness. The Graduate Satisfaction Survey records satisfaction using a five point scale, where 1 is Definitely Disagree and 5 is Definitely Agree. The goal is to (a) receive an overall average of at least a 4 ( Mostly Agree ), and (b) receive an overall response rate of 75%. Any lower ratings, in either goal, are investigated further. During the Initial Application process, LCI developed a new Graduate Questionnaire to coincide with measures suggested by ACICS; therefore, LCI has no true baseline from which to compare the Initial CAR data. However, since LCI strives to maintain an overall average of at least a 4 ( Mostly Agree ), this measure will be used for comparison purposes. b. Level of employer satisfaction Using a five point scale, where 1 is very low and 5 is very high, Employers rate LCI graduates in several areas, including preparedness, skill level, and confidence, as well as providing an overall rating. Results are compiled and evaluated by the Job Placement Officer and the administration to assist with course planning and evaluation. The goal is to (a) receive an overall average of at least a 4 (high), and (b) receive an overall response rate of 75%. Any lower ratings, in either goal, are investigated further. During the Initial Application process, LCI reviewed previously gathered data from the year to develop a baseline to compare the Initial CAR data. The results, and therefore baseline, were an overall rating of 4.41 and a response rate of 52.4% c. Student learning outcomes One method in which LCI documents student learning outcomes is the analysis of cumulative grade point averages (CGPA) for graduates. Since this is LCI s first CEP, LCI compiled data from the previous year to provide a baseline for comparison. The baseline data indicates an overall CGPA in the AOS in Culinary Arts Degree Program is The goal is to maintain or improve on the overall CGPA. Any difference of 0.2 or more in the overall CGPA is investigated further. During the CAR time period of July 1, 2013 June 30, 2014, there were 79 total graduates in the AOS in Culinary Arts program. The average collective CPGA for those graduates is Within that group, there were 46 graduates from the Advanced Culinary Arts Concentration, who had an average CGPA of The remaining 33 graduates were in the Advanced Baking and Pastry Concentration, and their average

10 Page 10 of 70 CGPA is The first course students are required to take in all of LCI s programs is ServSafe Food Safety and Sanitation. This 30 hour, 2 semester credit course provides the foundation for all culinary professionals. In this course, success is evaluated through a single standardized test that is developed and evaluated by the National Restaurant Association (NRA). Since this is LCI s first CEP, LCI compiled data from the previous year to provide a baseline for comparison. The baseline data indicates the overall ServSafe score for graduates in the AOS in Culinary Arts Degree Program is 89.10%. The goal is to maintain or improve on the overall ServSafe Score. Any difference of 1 or more points in the ServSafe Score is investigated further. Another method used to evaluate student learning outcomes is the ServSafe score results. During the CAR time period of July 1, 2013 June 30, 2014, there were 79 total graduates in the AOS in Culinary Arts program. The average collective ServSafe score for those graduates is Within that group, there were 46 graduates from the Advanced Culinary Arts Concentration, who had an average ServSafe score is The remaining 33 graduates were in the Advanced Baking and Pastry Concentration, and their average ServSafe score is The results indicate that the overall average ServSafe Score decreased slightly during the Initial CAR time period. However, this decrease is only 0.2 total points. This may be directly due to the total number of graduates as a sample size. LCI also uses final written and practical exam scores as an indicator. At the end of LCI s programs, students take a final written exam and a final practical exam that encompasses the entirety of the program. In the AOS in Culinary Arts program, due to programmatic accreditation, these exams are recognized by the American Culinary Federation (ACF) for national certification at either the Certified Culinarian level or the Certified Pastry Culinarian. To obtain this certification, the student must show proof of completion of the program, including passing both the final written and practical exams, and be a member of the ACF. Since these exams are required of all students in order to graduate, they are a comparable measure of success. Both the written and practical exams are graded on a Pass / Fail scale, where passing indicates a baseline score of above 70%. Should a student be unsuccessful at passing either the written or the practical exam, a second attempt can be scheduled. During the CAR time period of July 1, 2013 June 30, 2014, there were 79 total graduates in the AOS in Culinary Arts program. The total first time pass rate on the final written exam is 97.47%. The total first time pass rate on the final practical exam is 88.61%. Within the group of 79 graduates, there were 46 graduates from the Advanced Culinary Arts Concentration who had a first time pass rate on the final written exam of 95.65% and a first time pass rate on the final practical exam of 80.43%. The remaining 33 graduates were in the Advanced Baking and Pastry Concentration, and their average first time pass rate on the final written exam and their final practical exam as 100%. The results show that the overall first time pass rate for both the final written exam and the final practical exam decreased during the Initial CAR time period. Specifically, there was a 1.26% decrease in the first time pass rate for the final written exam and an 11.39% decrease in the first time pass rate for the final practical exam. This decrease is a direct result of multiple first time failures of the practical exam in the Advanced Culinary Arts Concentration Explain how the data is collected and used to improve educational processes for the following elements: a. Satisfaction of graduates LCI assesses graduate satisfaction by requiring graduates to complete a Graduate Questionnaire during their exit process. The Graduate Questionnaire is used by the administration to monitor and improve the overall program(s) it offers. However, since ACICS requires graduate satisfaction to be measured after placement, LCI has instituted a policy whereby a different Graduate Satisfaction Survey is sent to graduates within days of graduation. The Graduate Satisfaction Survey is sent via for completion, and follow-up calls and s are placed to those graduates that do not respond. The form measures overall graduate

11 Page 11 of 70 satisfaction, since satisfaction is imperative to LCI s mission s effectiveness. The Graduate Satisfaction Survey records satisfaction using a five point scale, where 1 is Definitely Disagree and 5 is Definitely Agree. The goal is to (a) receive an overall average of at least a 4 ( Mostly Agree ), and (b) receive an overall response rate of 75%. Any lower ratings, in either goal, are investigated further. During the Initial Application process, LCI developed a new Graduate Questionnaire to coincide with measures suggested by ACICS; For this CEP, using the Initial CAR data, 79 students graduated or completed, of which 48 were placed. Of these 48 placed students, 24 valid completed surveys (placed graduates) were received for a total 50% response rate. The results show that all areas hit or exceeded our baseline rating of 4; however, the overall 50% response rate is lower than the target of 75%. We believe the lower response rate is due to the method of return of the survey. b. Satisfaction of employers For this CEP, using the Initial CAR data, 48 students graduated and were placed. Of these students, 26 valid, completed Employer Feedback Forms were returned, for an overall response rate of 54.2%. The results indicate a slightly higher overall rating and a slightly higher overall response rate. However, even the increased response rate is lower than the overall goal of 75%.An Employer Feedback Form has been placed on the website ( in order to facilitate responses. We also mail out copies of this same form to each employer for convenience. This affords an employer the option to complete the form via hard copy or online. This data is used as a tool to assist in program modification when programs are evaluated to ensure that they are adequately preparing students as well as acquainting them with changes and industry trends. c. Student learning outcomes Cumulative Grade Point Averages One method in which LCI documents student learning outcomes is the analysis of cumulative grade point averages (CGPA) for graduates. This will allow LCI to assess graduate performance in a uniform, comparable manner over time. CGPA is calculated using a traditional 4.0 scale and is collected from the graduate s final transcript. Since this is LCI s first CEP, LCI compiled data from the previous year to provide a baseline for comparison. The baseline data indicates an overall CGPA in the AOS in Culinary Arts Degree Program is The goal is to maintain or improve on the overall CGPA. Any difference of 0.2 or more in the overall CGPA is investigated further. ServSafe Food Safety and Sanitation The first course students are required to take in all of LCI s programs is ServSafe Food Safety and Sanitation. This 30 hour, 2 semester credit course provides the foundation for all culinary professionals. In this course, success is evaluated through a single standardized test that is developed and evaluated by the National Restaurant Association (NRA). Only certified ServSafe proctors can administer the test and all results come directly from the NRA. Since this test is used by thousands of hospitality industry professionals all over the country and it is externally developed and evaluated, it is a comparable measure of student attainment. Test scores are received directly from the NRA in a sealed envelope. The single test score is the only score the student receives for the class. Final Written & Practical Exams All Pass / Fail scores for the final written and practical exams, including the number of attempts, are recording on a student s academic transcript. Data was collected from graduate s final transcripts. Since this is LCI s first CEP, LCI compiled data from the previous year to

12 Page 12 of 70 provide a baseline for comparison. The baseline data indicates the overall first attempt pass rate for written exam was 98.73% and for the practical exam was 100%. The goal is to have student s achieve maintain or improve the overall pass rate on the first attempt for both exams. Any difference of 5% or more in the first attempt pass rate is investigated further How is the campus effectiveness plan evaluated? LCI s newly developed CET held its first meeting on December 4, During this meeting, the results of the CEP were shared and discussed. Additional plans were made to monitor ongoing progress and report the findings to the Advisory Committee for comments and revisions, if needed. The CEP is reviewed to ensure all components are still adequate for completely reaching the long term vision goals. The Advisory board reviews each section to ensure that its goals remain in alignment with the mission of LCI What is the schedule for evaluation? The CET will meet at least two times per year to ensure the Campus Effectiveness Plan (CEP) is appropriately drafted and updated. The CEP is shared with the Advisory Committee and revised as needed.

13 Page 13 of ORGANIZATION Each institution should have an organizational structure designed to promote among all staff a spirit of understanding, cooperation, and responsibility. Performance standards and monitoring controls need to be employed to insure adequate administrative functioning. The annual budget expenditures should be adequate to properly implement the stated educational objectives of the institution. In responding to the questions below, please consult Sections through of the Accreditation Criteria. 2.1 Describe the governance, control, and corporate organization of the institution and cite where it is stated in the catalog. Pg 1of 45 of the General Catalog Licensing Authority, Accreditation, and Legal Control Louisiana Culinary Institute (LCI) is licensed by the Louisiana State Board of Regents and adheres to the rules and regulations of the Louisiana Proprietary Schools Advisory Commission. LCI is accredited by the Commission of the Council on Occupational Education and adheres to the rules, regulations and guidelines of the Commission of the Council on Occupational Education. Additionally, LCI s Associate of Occupational Studies in Culinary Arts degree (both concentrations) is accredited by the American Culinary Federation Education Foundation s Accrediting Commission and adheres to the rules, regulations, and guidelines set forth by that authority. LCI is wholly owned and operated by Louisiana Culinary Institute, LLC, a Louisiana limited liability company owned by E. Keith Rush (100%). Louisiana Culinary Institute, LLC assumes full responsibility for the educational agreement between the school and the student. The Officers/Governing Board of Louisiana Culinary Institute, LLC are: Chief Executive Officer, E. Keith Rush; Acting Chief Financial Officer/Compliance Officer, April Ruffolo; Director, David Tiner, Dean of Education, Jeremy Coco, and Public Affairs Director, Charlie Ruffolo. 2.2 How does the administration ensure that faculty and staff clearly understand their duties and responsibilities, the person to whom they report, and the standards by which the success of their work is measured? LCI has designed an organizational chart that clearly shows reporting relationships between all personnel. The direct report is also designated on each employee's job description form. Job description forms contain a list of responsibilities and duties performed by each position. Upon employment by LCI, the faculty and staff are given an orientation by the Director, a manager, or department head. The purpose of the orientation is to explain the employee's duties, information about LCI and its mission. All faculty and staff are reviewed by their immediate supervisor to evaluate their effectiveness in implementing their duties and responsibilities. Employees are explained upon hire that performance is evaluated after the first 90 days of employment followed by an annual review on or near the employee's new hire anniversary date each year. This review includes a review of employee performance of pre-determined goals. Goals are created in partnership with the employee in the employee's professional development plan. The employee professional development plan is also included in the employee's personnel file. Employees and faculty are given copies of all documents in addition to an Employee and/or Faculty handbook to be used for reference. The Employee handbook outlines employment policies and procedures, standards of conduct, employee benefits, department resources and emergency management plan How is this documented? Job description forms are signed by the employee and a signed copy of this document is included in the employee's personnel file. A receipt and acknowledgement of understanding form for professional development plans are signed by employees and placed in the personnel file. Employee performance appraisals are also signed and placed on file. Employees and faculty are given copies of all documents in addition to an Employee and/or Faculty handbook to be used for reference.

14 Page 14 of How does the administration monitor and evaluate activities of faculty and staff? Department heads or direct supervisors continuously monitor and assess the activities of faculty and staff. Classroom instruction is observed by the Director, Dean of Education, Compliance Officer and/or CEO for a review of content and to monitor student learning progress. Students also have the opportunity to contribute information concerning their instructors through anonymous class evaluation surveys. LCI also utilizes for security reason, cameras throughout the campus. Inappropriate activities are deterred through the use of the camera systems. Should an incident occur, camera footage is reviewed. For security and quality assurance, calls are monitored and periodically calls are reviewed for content and tone. Admission staff members undergo periodic phone call reviews as a part of professional development and ongoing training. Select phone calls are recorded and audited to ensure admissions team members are including all necessary information in every call while delivering world class service. Regular faculty and staff meetings are held to discuss concerns and announce any updates to ensure faculty and staff are aware of the current processes and procedures of LCI. Collectively this information is shared with faculty and staff and is used to make any modifications needed to improve the education delivered by LCI. 2.4 Describe how the administration provides for the professional integrity of the staff and the academic freedom of the faculty. Faculty and staff are encouraged to partake in professional development. Faculty and staff are encouraged to participate in professional membership organizations, to attend workshops, subscribe to magazines, achieve additional certifications and complete continued education. We believe that as our faculty and staff continues to grow our students benefit from this increase in instructional resources. Faculty members are also encouraged to deliver the course content in the way they feel is most beneficial for student understanding and retention. They are able to exercise their academic freedom in the selection of learning resources, learning activities, presentations, field trips, and program content. Faculty members are required to deliver information that will result in the mastery of the learning objectives. 2.5 How is the policy for ensuring academic freedom communicated to faculty? The Academic Freedom policy is reviewed with new faculty members upon hire during orientation with the Director. The policy is also included in the Faculty Handbook which is given to faculty at Orientation, a copy of which is also located on the shared S:/ Drive. 2.6 Describe the grievance policies and procedures for students, employees, and other interested parties. How are students, faculty, and administrative staff made aware of these policies? Student Complaint/Grievance Policy The Student Complaint/Grievance Policy is located on page 10 of the General Catalog which is given to all students in orientation. It is also accessible online at Specifically, the policy states: It is the policy of the Louisiana Culinary Institute (LCI) to allow for complaints or grievances. Students who have a complaint or grievance must follow these procedures: 1. Address the initial complaint or grievance to your instructor in order to achieve a satisfactory solution. If a solution cannot be agreed upon, proceed to the next step. 2. Using the LCI s Complaint Form (retrieval from and return to the Receptionist), address the complaint or grievance to the Director. An appointment will be scheduled to discuss the complaint or grievance to achieve a satisfactory solution. If a solution still cannot be agreed upon, proceed to the next step.

15 Page 15 of If no satisfactory solution or corrective action can be agreed upon, in writing, address the complaint to the Louisiana State Board of Regents, Proprietary Schools Section; or the Council on Occupational Education; or American Culinary Federation Education s Foundation Accrediting Commission, at the following address: Louisiana State Board of Regents, Proprietary Schools Section, P.O. Box 3677, Baton Rouge, LA , Phone (225) ; Executive Director, Council on Occupational Education, 7840 Roswell Road, Building 300, Suite 325, Atlanta, GA 30350, Phone (800) , OR Employee Grievance Policy Chair of Accrediting Commission, American Culinary Federation Education Foundation s Accrediting Commission, 180 Center Place Way, Saint Augustine, FL 32095, Phone (800) , The Employee Grievance Policy is located on page 13 of the Employee Policies Handbook that is disseminated and discussed at the employee s specific orientation. It can also be found on the shared S:/Drive. The policy specifically states: LCI encourages employees to bring questions, suggestions, and complaints to the attention of LCI management. LCI will carefully review and consider each form of feedback as a continuing effort to improve operations. If an employee has a problem, it should be presented to the employee s direct manager so that the issue may be examined with a discussion of the facts. We hope that the direct supervisor will be able to reach a resolution with the employee. Should an employee have additional questions or concerns after meeting with his/her immediate supervisor or if the employee, for some reason, feels unable to bring the matter first to the attention of his/her immediate supervisor, a meeting with the Director or Compliance Officer should be requested. The Director or Compliance Officer will review the issues and meet with the employee to discuss possible solutions. If the matter still cannot be resolved, the employee may appeal directly to the CEO, who will review the issue and discuss possible solutions. 2.7 Describe any plans for the improvement of the organization. The structure of LCI is regularly reviewed to ensure that it continues to support the mission of LCI. Management, faculty and staff meetings are held regularly and are focused on making any necessary modifications to the day to day operations of LCI. Plans for the improvement of the organization are constant and include an expansion of the media center, the administration of CLEP testing in the near future, the addition of a new bachelor s degree program, and the integration of some hybrid learning delivery modes. LCI is focused on continuing to provide a supportive and enriching environment for our students.