CERRITOS COLLEGE CULINARY ARTS

Transcription

1 CERRITOS COLLEGE CULINARY ARTS PROGRAM REVIEW-SELF STUDY REPORT Prepared by: Michael Pierini, Jessie Lopez

2 DESCRIPTION OF THE PROGRAM The Culinary Arts program was created in 1974 by converting a foodservice facility into a teaching classroom/lab. Two certificate programs were created: professional cooking and professional baking. The Professional Cooking certificate requires 3 semesters to complete and requires 31units for certification. The focus has been and continues to be one of vocational, hands-on learning with 20 hours per week of lab and 3 hours lecture. The application for the lab is the operation of two profit generating businesses, the Café and Banquets. Both operations are student run and operated with instructor/staff supervision. The Professional Baking and Pastry certificate requires 3 semesters to complete and requires 18 units for certification. The focus is vocational with more of a specialized training on decorating, design, and execution of art. Products generated in the labs are utilized in both business operations. With the growth of the Culinary Arts programs over the years we have maximized our curriculum, teacher to student ratios, classroom space and kitchen lab space. The spaces which were previously adequate for 30 students now must hold over 100 students at one time. The allocation of 2 full-time faculty members has not changed since We currently employ 2 full-time and 3 part-time faculty members. This staffing remains possible ONLY because intermediate and advanced sections are voided together. Due to voiding of sections, the student to teacher ratios in lab classes are 59:1 and 47:1. With these ratios, it equates to 5 minutes per student, per day of direct instructor time in a lab. These ratios are unsafe and do not allow for an effective teaching/learning environment. 2

3 A. Course and Program Content All curriculum is current and has been revised according to the standard Curriculum Committee policy of curriculum review. All courses have valid and current student learning outcomes that are maintained on a regular basis. Industry Perspective Curriculum standards for the foodservice industry have not been standardized by any association, accreditation board, or any government agency as of the writing of this document. The National Restaurant Association, California Restaurant Association, The American Culinary Federation and any government agency will not and have not established standards for foodservice programs. This includes what classes, topics, areas of concentration, hours of hands on learning, student to teacher ratios and units required for certification. Anecdotal reports from industry partners who employ graduates reveal that Cerritos College Culinary Arts graduates are well prepared to meet the knowledge and skill requirement of production kitchens. Current Curriculum Our current programs use a core method of sharing common classes. This has allowed us to maximize space, teacher resources and to serve a high number of students while maintaining high quality standards. CORE CA 65 Food Costing CA 60 Food Purchasing CA 101 Safety and Sanitation Professional Chef Training CA 52 Intro. Food Production CA 53 Commercial Food I: lab CA 54 Commercial Food II: lab Professional Baking & Pastry CA 80 Intro. To Baking Skills CA 81 Professional Baking I: lab CA 82 Professional Baking II: lab Currently the two lab classes are taught jointly by one instructor with an instructional aide. With the current enrollment this has created 47:1 and 59:1 student to teacher ratios. This is proving to be an obstruction in learning and a safety issue for the students. Safety issue can be verified with records from student health center. 3

4 Articulation agreements currently exist with California High School in Whittier and California Polytechnic University in Pomona. The high school is feeding Baking and Pastry students into the CA 81 class. Cal Poly Pomona has accepted our CA 101, CA 52, 53, 54 classes for articulation. These classes will become 100 level classes as of fall Program Comparisons: What are other people doing? Appendix A compares the Cerritos College Culinary Arts Professional Chefs Training program to three community colleges and one private institution. This was done to assist in contrasting our teaching methods, determining relevance of classes, need for additional classes and what curriculum may be needed to stay current in foodservice education. After analyzing the various schools within the Los Angeles Basin, we have discovered that additions/modifications to our programs are indicated: First, more specialized/modularized classes focusing on specific skills are needed: Garde Manger, Cake Decorating, Supervision, and managerial type classes. Second, a core class of Introduction to Hospitality is needed to support both certificates. Third, expansion of the core classes to include other certificate programs such as Restaurant Management, These changes are under review and will be submitted to the Curriculum Committee pending acquisition of adequate space. 4

5 B. Student Demographics Student surveys were used to collect program and student information. The entire survey tool and survey results are included as Appendix B. The purpose of surveying beginning students was to get a good perspective of a) our incoming population, b) their rationale for choosing Cerritos College Culinary Arts programs, and c) their career goals. This data is valuable in order to consider adjusting our teaching methods to better meet student needs while delivering curriculum. Approximately 31% of our students are 19 years of age or younger, 29% are years old, 23% are 25-29, 6% are years old and 9% are older.. Males are 54% and Females are 46% of the population. A large majority (81%) of the respondents are enrolled in the culinary program to acquire skills, get a better job, obtain an entry level job and/or start their own business. With a large percentage of students wanting to start their own business, more emphasis on management is needed. Development of a third certificate in restaurant management is under consideration. 5

6 In order to help meet the needs of our population we asked if they were currently enrolled in any state or school support services. 19% of the respondents are enrolled in DSPS, 3 % are in CalWORKs, 6% in EOPS, and 72% are not enrolled in any service. With 19% enrollment of registered DSPS students we must have greater compliance with ADA laws within our facility. We currently have no visual aides, no wheel chair accessible tables or stoves and no access to the upstairs student locker rooms. The campus has an overall enrollment of less that 5% of DSPS students. A recommendation will be made to DSPS to have better communication and possibly one counselor assigned specifically for Culinary Arts. 6

7 C. Human Resources Our two full-time faculty members have over 38 years of industry work experience combined. We both hold Bachelors Degrees in Vocational Education from CSULB, one also holds a Masters in Education and the other holds a vocational culinary school degree. Both utilize current resources for lecture and lab instruction. Full-time teaching loads are at maximum capacity at 120%. Enrollment is reaching 200 students without any secretarial/support staff. The burden of limited assistance and voided sections leaves some students without proper guidance and assistance. This has been evident with increased injuries due to cuts, falls, and violent tensions among students. D. Scheduling Patterns Scheduling patterns are dictated by space availability. The lab kitchen is maximally scheduled with a 74% occupancy rate. Unassigned time is allotted for cleaning and maintenance which are essential to remain in compliance with Department of Health Services regulations. Advisory Board commitment has been difficult to maintain in this transient type of industry. On average we can only keep an active member for 2-3 years due to job change, relocation and the economy. The current lab facility is not designed for academics and is in desperate need of renovation to be compliant with health department, OSHA and ADA laws. This can be verified with an inspection from OSHA. It has inoperable plumbing, inadequate electrical, illegal sanitation conditions, unsafe flooring and is not optimally effective as a teaching-learning environment. The current enrollment exceeds maximum capacity for the given space; more lab space is needed. Student Survey on Facility and Classroom: Spring % and 19% strongly agree and moderately agree respectively that the instructional classroom provided an appropriate learning environment. About 88% of the students strongly agree that the kitchen provided an appropriate learning environment, and 19% moderately agree. 58% strongly agree, 27% moderately agree, 8 % slightly agree, and 8% slightly disagree that the instructional classroom equipment was of adequate condition. 7

8 Approximately 50% strongly agree, 35% moderately agree, and 8% slightly agree that the instructional kitchen equipment was of adequate condition, while 8% slightly disagree. The current classroom has no audio/video equipment, poor seating and writing surfaces and can only hold 35 students with classes reaching 60 students. More lecture and lab space is needed to accommodate the current enrollment. Equipment for the past ten years has been purchased and maintained by the profits generated from the culinary arts revenue. No equipment has been purchased by the district. We have maintained equipment at above industry standards in all areas. Technology in the lecture and lab class rooms is none existent - no computers, projectors, screens, DVD players, etc. The instructors in the Culinary Arts provide their own personal projectors, screens, laptops, speakers, and even pay the $5.00 per month to access the Student Center WIFI. 8

9 INSTRUCTIONAL IMPROVEMENT A. Teaching Effectiveness Teaching effectiveness is evaluated by student surveys, standard testing methods, and practical cooking examinations. The faculty members meet weekly to discuss each student s direction, academics, skills and attendance. Progress throughout their three semesters is monitored and outside assistance is recommended when needed. B. Timeline for Student Success: First semester: CA 101: Sanitation (concurrent enrollment) CA 52: Lecture/demonstration class Both instructors administer weekly tests and assignments to determine the progress of each student. Assistance or guidance is given when needed. Communication between the two instructors is constant to assist with the success of each student. Unsuccessful completion of CA 101 prevents the student from proceeding to the second semester. Student learning outcomes are assessed and evaluated for each student by both instructors. CA 101 maintains a 75-80% pass rate for certification. CA 52 maintains a 90% pass rate. Second semester: CA 53: Kitchen lab class CA 60: Purchasing lecture class Again, both instructors ensure that an application to the knowledge learned in each class is applied in the lab. Without the application component students demonstrate a lower success rate. Third Semester: CA 54: Kitchen lab class CA 65: Food Math lecture class The two classes are separate; however, content is highly integrated. Projects from CA 54 are signed, created and applied. The math component of the project is completed in CA 65. SLO requires development of a full restaurant menu including costing. Project grading impacts the final grade for both CA54 and CA65. SLO s are assessed and evaluated by referencing standard testing measures. Each test is graded, noted and posted for students. Program success ranges from 75-90%. Course changes are made each semester based on enrollment and success of particular learning modules. If one area is considered to have limited educational value, then it is removed and replaced with a stronger component. This is determined 9

10 by the instructor, the student s feedback and the task as it applies to the working industry. The method of delivery varies based on student grades, interest, space availability, student involvement and evaluation of SLO data. C-F. Statistical Indicators - See Appendix C Fall 07 to Spring 09 WSCH is indicative of the curriculum pattern introduced Fall 07. The initial decrease in WSCH due to curriculum revision has now reached an all time high due to increased FTES. Fall 07 to Sp 09 WSCH ranges from 2030 to FTIE decreased as a consequence of curriculum revision. Current FTIE is Efficiency (WSCH/FTIE) has increased from 574 in Fall 05 to an all time high of 831 in Spring 09. Efficiency consistently exceeds 525 FTES Fall 07 to Spring 09 (congruent with new curriculum pattern) shows a consistent increase from to Increased FTES is indicative of a thriving program. Success and Retention rates show a slight downward trend Certificates awarded range from 24 to 38 per year. Degrees awarded have increased from 2-3 per year to 6-7 per year Core Indicators (06-07 data) pertinent to skill attainment, completions, employment and non-traditional participation/completions all exceed state negotiated targets. Persistence and transfer (CI3) falls 6.7% below the target; however, this is indicative of unique circumstances which occurred in the 06-07SY. At that point in time, the economy was very solid with significant growth in the hospitality industry. Disney, Ritz Carlton and SMG actively recruited culinary arts students enrolled in the program. Significant numbers of students elected to pursue paid employment in lieu of educational program completion. This conclusion is validated by elevated CI4- employment rates. Historically, employment rates in this TOP code fall short of targets because students typically become employed part-time long before graduation and, therefore, do not show an income change upon program completion. Additionally, a significant portion of food service employment occurs in catering where wages are not consistently reported. G. Student Feedback Student Survey on Instruction Evaluation: Spring % of the students strongly agree, 8% moderately agree that instructors conducted the program in a professional manner. 100% of students agree that lecture instruction was organized. 100% of students agree that the rotations used were organized. 100% of students believe the kitchen rotations used were a good means for teaching basic skills. 100% of students believe the instruction was delivered in an efficient manner. 10

11 96% of students believe that when they received counseling (e.g., for improvement of points) it was conducted in a professional manner. The remaining 4% of the students, response was Don t Know. Approximately 96% students agree that the paper-pencil tests were clearly explained and appropriately covered the course material. The remaining 4% of the students, response was Don t Know. 100% of students agree that the practical exams were clearly explained. 88% and 12% strongly agree and moderately agree respectively, that the practical exams assessed the skill competencies of the students. 100% of the students agree that the lab component helps the students develop a better understanding of the culinary industry Approximately 68% of the students strongly agree, 20% moderately agree, and 12% slightly agree that they are ready to function as a baker/cook in the food service industry. Approximately 68% of the students strongly agree, 24% of the students moderately agree, and 8% of the students slightly agree that they have a solid understanding of the hand tools and equipment used in the food service industry. 84% of the students strongly agree that they can safely and competently perform fundamental baking/cooking techniques. 24% of the students moderately agree that they can safely and competently perform fundamental baking/cooking techniques. 85% strongly agree that safety was stressed in the program, 4% moderately agree and 4% slightly agree. Another 4% moderately disagree and 4% of the respondents did not know. Approximately 73% strongly agree that sanitation was stressed, 12% moderately agree, and 8% slightly agree. 4% moderately disagree and an additional 4% strongly disagree. Student survey data related to student educational goals: 2009 Approximately 32% of students plan to obtain either a Certificate of Achievement in Culinary Arts, 65% plan to attain an Associate in Arts in Culinary Arts, and 3% plan to receive a certificate in another program. Student feedback related to program improvement: 2009 Students were asked to answer, How can the Cerritos College Culinary Arts program be improved? Of the 18 comments recorded, two were indiscernible and have been removed from the analysis. The following are the actual comments written by students. It s fine no change needed More demonstrations before the students have the hands on projects. 11

12 I believe we needed a little more guidance or just more help when we had questions. And also a bigger kitchen or less people in a class. I think some sort of Cerritos College/Industry externship would be helpful in preparing a student for the industry. Even if this were not a graduation requirement, it would be nice to have a post graduation option so a student could gain industry experience and have their instructor help them find an externship or job without having to walk into a kitchen cold. Most bakeries want industry experience and a diploma is not enough, unfortunately. More demos in CA 82 program would be helpful, even if this meant having less time to work on projects. I would rather be shown procedures correctly than fumble through my own project. It would be great for the program to receive more funding and better equipment (steamer). Should not accept credits from other school programs. 54 needed more Friday Class More Friday lecture classes. Student survey data Why the Cerritos College Culinary Arts Program: 2009 Approximately 14% of the population learned about the culinary program from a Cerritos student, another 34 % learned from a family member or friend, 14 % used the internet, and 37% found out about Cerritos culinary programs through their high school or counselor. We asked the students if they had considered other programs and a large majority (57%) responded yes, the other 40 % responded no, only 3% did not respond. The programs that students considered were the following: Le Cordon Blue (47%), The Arts Institute (31%), The Culinary Institute of America (3%), Culinary School of Los Angeles (6%), and other community colleges (13%) were considered. 12

13 The following chart shows the reasons students choose to attend the Cerritos College Culinary programs. H. Other Institutional Data The Culinary Arts programs currently run a 3.22 FTIE, with recent historic data showing as high as We currently have and always have had only 2 full time faculty. Our current HSCH/FTIE is the 831, the fourth highest on campus and the highest rate among vocational education programs (see appendix C). As a profit-generating program we are required to maintain equipment and cover operational costs without district support. Some of the expenses that the student generated profits pay for include: $ per month in garbage bags $35.00 in aprons and towels to enter the kitchen, 17 groups per week. Non-food items cost $1, per week Non-sellable items (including non-food) cost $1, per week Equipment repairs that run in excess of $15, per year Total teaching materials (food goods) for 2 semesters runs about $170, Profits generated for the past 10 years average $25, per year Average ticket sales in the Café run $6.00 per person 13

14 STRENGTHS AND WEAKNESSES OF THE PROGRAM A. Strengths The faculty and staff remain the key to culinary arts program success. Dedication and commitment to our students is what has built the program and will continue to make it succeed in the future. Staff stays current in educational methods and industry trends. Commitment to diversity that is reflected in our staff and student populations. The location of the culinary arts facility allows us to have a customer base to apply the knowledge in the Café. Any other location on campus would decrease our ability to serve the public and practice our craft. The ability to generate revenue and keep our profits for reinvesting into the operation of the program is unique and vital to its success. The surrounding community welcomes and supports vocational education. The demographics of the five cities surrounding Cerritos College that attend our program average 9.8% with a bachelors degree and an average median household income of $39, (Appendix D) B. Weaknesses: Classroom, lab, and infrastructure are not adequate to meet current needs of the student population nor is it believed to be in compliance with OSHA and the Health and Sanitation Laws. With a lab kitchen dating back to 1957, the facility is not representative of current industry standards and laws nor is it designed to serve as an educational environment. The kitchen infrastructure is currently served by an inadequate electrical supply and inoperable plumbing. This is evident by the number of work orders generated each semester for repairs and the increase in accidents to students as recorded by student health services. Growth is limited by building size, current design of the kitchen, classroom/lab space and curriculum. Classroom seats only 35 students. Room occupancy rates are set by the fire Marshall of Los Angeles County, currently no rate is posted. Currently we do not have a classroom with audio/video equipment. A "smart classroom" is needed to provide the 15 hours per week/per course of lecture. More faculty and staff are needed to maintain an effective learning environment. We currently have a 59:1 and 43:1 ratios in lab production classes. One additional fulltime and 2 part-time faculty members are needed to meet the needs of our students. Janitorial staff has been kept at 2 fulltime since 1973; however, the student population has more than tripled and the facility is aging. Both of these circumstances increase the need for janitorial support services. 14

15 OPPORTUNITIES AND THREATS OF THE PROGRAM Culinary Arts must operate within the standards specified by the Health Department and in accord with Sanitation and Safety guidelines. A. Opportunities: The freedom of our industry has been our greatest opportunity. Our reputation, word of mouth is our greatest asset for placement of our graduate students. This has allowed us to retain our consistent placement of students with continued employment and advancement within the industry. B. Challenges: The freedom of our industry is also our greatest challenge. We as instructors must stay current, and in contact with industry leaders and chefs throughout the greater Los Angeles area. This creates a challenge with time and effort to maintain these contacts. With 2 fulltime, 1 part-time instructors it is difficult to build, and maintain these contacts. The current lab kitchen is optimum for a maximum of 45 students. We currently have students at one time in the facility. Space, equipment, utensils are all utilized beyond functionality. A redesign and updating of lab and classroom would allow for higher numbers of students to learn in a safe environment. The facility itself is over 50 years old. Plumbing, electrical, flooring, deteriorating cement walls are all in need of replacement/updating. The classroom is not adequate for cooking lectures/demonstrations and only seats 35. All CA classes are at students each, not allowing proper space for each student. 15

16 PROGRAM GOALS Goal #1 Renovate current kitchen lab for compliance with Department of Health Services, OSHA safety standards, ADA compliance and industry standards. Design kitchen/lab renovation plan Renovate building, plumbing, electrical, flooring and modernize learning environment Rationale: Existing facility is out of compliance with Department of Health Services sanitation and safety regulations and is not current with industry standards. Goal #2 Remodel classroom to serve as skill development, non-production lab Design demonstration/lecture classroom Construct demonstration/lecture classroom Equip demonstration/lecture Rationale: The current lab kitchen is optimum for a maximum of 45 students. We currently have students at one time in the kitchen facility. Space, equipment, utensils are all utilized beyond functionality. A redesign and updating of lab and classroom would allow for higher numbers of students to learn in a safe environment. Remodel of the existing classroom to a skill development, non-production lab would 1) increase student lab stations, 2) increase learning, 3) allow for effective leveling of instruction. Goal #3 Access to smart classroom for lecture and testing Rationale: Currently we do not have a classroom with audio/video equipment. A "smart classroom" is needed to provide the 15 hours per week/per course of lecture Goal #4 Hire personnel in adequate numbers to support instructional programs. Hire one additional full-time faculty member Rationale: Ratios within the production kitchen are now 43-59:1. This is not a safe ratio and is not conducive to learning. The program has been staffed with two full-time faculty members for more than 15 years. During that time, the student population has more than tripled in size Hire one additional custodial staff members - Rationale: Janitorial staff has been kept at 2 fulltime since 1973; however, the student population has more than tripled and the facility is aging. Both of these circumstances increase the need for janitorial support services Goal #5 Update and adjust curriculum to meet industry needs and higher enrollment. 16

17 Appendix A Program Comparison Cerritos College Cypress College Orange Coast LATTC Art Institute- SM Degrees: Certificate/Diploma 31 units 42 30/50 48 Y semesters to complete to qt A.A. / A.S. AA AA AA AA AS B.A. / B.S. N N N N Y M.A. N N N N N Articulated for transfer Y Y Y Y N ACF accredited NO NO Yes Yes Yes Curriculum Sanitation/servsafe CA 101 HRC 120 FSM 160 CA Intro. Hospitality HRC 101 CA 100 CA Nutrition HRC 100 FN 140 CA garde manger HRC 243 CA 200 CA gard manger 2 CA 255 CA 122 dining room service FSM 190 CA 120 supervision FSM math: food specific CA 65 HRC 231 FSM 240 yes 1145 Purchasing CA 60 FSM 250 CA catering & banquet HTC 125 FSM 284 quantity cooking HRC 144 CA American regional 1116 European regional HRC Asian regional 2214 intro. Cooking: lab CA 52 HRC 135 ca 120 CA int. Cooking: lab CA 53 CA 122 CA Adv. Cooking: lab CA 54 HRC 245 CA 245 CA 142 intro. Baking & pastry HRC 136 ca /26 menu/kitchen design HRC 152 INTERNSHIP HRC 295 FSM h first aid/cpr EMT 100 classes in common with all schools 17

18 Appendix B CERRITOS COLLEGE C U L I N A R Y A R T S Beginning Culinary Student Survey Your carefully considered responses will help us to better serve you in the culinary arts program. 1. What is your age group: apple19 or younger apple20-24 apple25-29 apple30-39 apple40-49 appleor older 2. What is your gender: apple Male applefemale 3. Which category best represents why you are enrolled in the culinary program? appleobtain entry level job appleimprove skills in current job appleget a better job applestart own business appleother 4. Are you currently enrolled in any of the following services offered by the college or state: apple State Rehabilitation apple DSPS applecal WORKS appleeops appleno 5. How did you hear about the Cerritos College culinary program? applecerritos Student applecerritos Recruiter applefamily/friend applejob How? appleother 6. Did you consider culinary programs other than the Cerritos College culinary program? Yes or No If yes, which one(s): 18

19 7. What type of degree or Certificate do you plan to earn at Cerritos College? applea certificate of achievement in the culinary program applean Associate in Arts Degree in the culinary program applea certificate or Degree in something other than the culinary program appleno Degree or certificate 8. Why did you choose the Cerritos Culinary Arts Program? (Check all that apply): apple Good Reputation apple Low Cost apple Convenient Location apple Convenient for my schedule apple Length of program apple Instructors apple Other (why)? Other Comments: 19

20 Instructions: Please read each of the following statements. Circle the term on the right of each statement that most nearly represents your opinion of this culinary arts program. Your carefully considered responses will be used to make improvements to the program. The terms on the right are defined as follows: Part I: Rating of Learning Environment 1. Safety was stressed throughout the culinary program Sanitation was stressed throughout the culinary program The instructional classroom provided an appropriate learning environment The instructional kitchen provided an appropriate learning environment The instructional classroom equipment was of adequate condition The instructional kitchen equipment was of adequate condition Part II: Rating of Quality of Instruction 7. I believe the instructors conducted the program in a professional manner I believe the lecture instruction was organized The rotations used were organized The rotations used were a good means for teaching basic skills I believe the instruction was delivered in an efficient manner I believe that when I received counseling (e.g., for improvement points), it was conducted in a professional manner The paper-pencil (e.g., multiple choice and fill-in) tests were clearly explained and appropriately covered the course material The practical exams were clearly explained The practical exams assessed my skill competencies Strongly Agree Moderately Agree Slightly Agree Slightly Disagree Moderately Disagree Strongly Disagree Don't Know 20

21 16. The lab components of class helped me to develop a better understanding of the culinary industry Instructions: Please read each of the following statements. Circle the term on the right of each statement that most nearly represents your opinion of this culinary arts program. Your carefully considered responses will be used to make improvements to the program. The terms on the right are defined as follows: Part III: Rating of Student Competencies 17. I am ready to function as a baker/cook in the food service industry I have a solid understanding of the hand tools and equipment used in the food service industry I am proficient in the use of hand tools and equipment used in the food service industry. 20. I can safely and competently perform fundamental baking/cooking techniques Strongly Agree Moderately Agree Slightly Agree Slightly Disagree Moderately Disagree Strongly Disagree Don't Know Part IV: Open Ended Comments 21. How can the Cerritos College culinary arts program be improved? Please explain the rationale for your recommendation(s): Other Comments: Thank You for completing this survey. Please return to Chef Lopez by 5/18/09. 21

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25 Appendix C Institutional Data Culinary Arts WSCH FTIE WSCH/ FTIE FTES Success Retention Degrees Certificates CI1 CI2 CI3 CI4 F Sp % 91.30% F Sp % 90.50% F Sp % 88.00% 7 29 F Sp US Census Bureau 2000 Appendix D City Residents with Bachelors Median Household Income Bellflower 12.9% $39,362. Bell Gardens 4% $30,597. Downey 17% $45,667. Norwalk 10.6% $46,047. South Gate 4.9% $35,695. Average 9.8% $39,