Saint Paul College Culinary Arts Program Assessment and Continuous Improvement

Transcription

1 Saint Paul College Culinary Arts Program Assessment and Continuous Improvement College Mission: The mission of Saint Paul College is to provide education for employment, education for life. Program: Culinary Arts Division: Service Career Faculty: Marcy Alfonsi, Gail Balego, Lawrence Fischer, Sean Jones, Manfred Krug*, Jerry Pelton, Nathan Sartain, Adjunct: Judith Burt, Paul Hugo, (*Department Chair) Program and Award(s): Culinary Arts AAS Degree (72 credits), Culinary Arts Diploma (55 credits), Short Order Cooking Certificate (25 credits), Baking and Decorating Certificate (9 credits), Wine Professional Certificate (9 credits) Results are based on the assessment of direct and indirect measures as identified on the Program Assessment Matrix 1. What strengths are identified in teaching and learning? Excellent faculty with wide range of experience and areas of expertise Solid relationships with local industry chefs and restaurateurs Program has excellent reputation and respect in the community Positive feedback about faculty and their approaches as evidenced on student opinion feedback forms, graduate surveys and employer surveys The variety of food preparation with increased exposure to more unique foods and preparation Hands on activities, particularly in classes like sanitation, e.g. certified in sanitation Offering of online classes for theory courses to increase flexibility in scheduling In-seat options remain for those students who still prefer face to face approach. Participation in catering opportunities with variety of menus, themes and ranges of numbers of guests from small groups to hundreds of guests. Improved graduation rates by requiring General Education course prior to enrolling in CULA 2430 and CULA What recommendations are proposed based on the assessment results? More attention given to safety issues and general maintenance Continue to improve communication regarding general education requirements and graduation requirements Continue with recruitment ideas and plans Increase variety particularly in commercial food production Continue to increase participation in advisory committee, student, graduate, employer surveys Work with Chef Clubs to increase participation and certification Recruit advisory committee members who can provide skills to move the program forward with innovative ideas and strategies

2 Seek strategies to implement student competitive teams Continue to seek funding for lab assistant consider identifying work study students who may be hired for upcoming year Consider Ambassador program to high schools utilizing culinary arts graduates Continue to collaborate with College recruiters 3. What specific steps will be taken to continuously improve teaching and learning? Evaluate the surveys results to develop specific strategies for program improvement Instructors to continue to develop professional skills and keep current with industry trends o Promote CEC and CCE acquisition Attend workshops and classes to improve technical skills and methods of delivery to diverse adult learners Continue to utilize transcultural opportunities in teaching and learning Improve survey and measurement participation by distributing graduate survey last day of program Seek strategies to improve advisory participation and increase number of advisory members Develop a student club (competition team) to foster activities beyond the regular academic day Continue to seek variety of catering options to better prepare graduates for catering as a career option 4. Based on the results, are changes or revisions recommended for next year s program? Strong emphasis will continue to be given to safety issues Strategize how to improve return rate of employer surveys Design class to support student interest in Culinary competitions. This would address skills practice and development, menu design, competitive strategies and actual competition participation (ACF). Improve participation in graduate and employer surveys Promote College wide fundraiser through Foundation with Culinary Arts support Develop Master lab class for professional in industry to hone skills under the direction of our Chef instructors to increase culinary skills and fine tune culinary techniques. Work with College CFO and President to renovate Basics Kitchen Collaborate with Saint Paul Public Schools to develop articulation agreement between the Culinary Arts program and Saint Paul Public Schools to benefit incoming high school graduates.

3 Saint Paul College Culinary Arts Program Assessment and Continuous Improvement College Mission: The mission of Saint Paul College is to provide education for employment, education for life. Program: Culinary Arts Division: Service Careers Faculty: Marcy Alfonsi, Gail Balego, Lawrence Fischer, Sean Jones, Manfred Krug*, Jerry Pelton, Nathan Sartain (*Department Chair), adjunct Paul Hugo, Judy Burt Award(s): Culinary Arts AAS Degree (72 credits), Culinary Arts Diploma (55 credits), Short Order Cooking Certificate (25 credits), Baking and Decorating Certificate (9 credits), Wine Professional Certificate (9credits) Student Outcomes: 1. Graduates will have knowledge and skills in culinary arts 2. Graduates will demonstrate knowledge and skills in restaurant operations 3. Graduates will be experienced in food preparation and presentation for business and industry 4. Graduates will be prepared for immediate employment in the food service industry 5. Graduates will have mastered the general education program requirements for work and life roles 6. Graduates will be eligible for Minnesota Food Manager Certification 7. Graduates will be eligible for certification by ACFF Certified Culinarian. This program is accredited by the American Culinary Federation Foundation, Inc. Accrediting Commission. Program Statistics*: Factor FY2005 FY2006 FY2007 FY2008 FY2009 Headcount FYE Minority Headcount Enrollment Graduates Male Female Minority Total Graduate Placement** Overall 97%, AAS 90.9%, All Others 100% * Source: Hyperion 9.3 Perkins Snapshots **Source: MnSCU Audited Reports Overall 87% Diploma 92.3%, AAS 100% Baking 100%, Short Order 0%, Wine 50% Overall 82.9% Diploma 92.9%, AAS 100% Baking 0%, Wine 73.7% Diploma 77.8%, AAS 75%, Baking 85.7%, Short Order 100%, Wine 83.3%

4 CULINARY ARTS PROGRAM ASSESSMENT MATRI Program Outcomes Outcome 1 Graduates have knowledge and skills in culinary arts. Outcome 2 Graduates will demonstrate knowledge and skills in restaurant operations. Direct Assessment Measures Capstone Projects Product Evaluations Supervised Occupational Lab Experience Indirect Assessment Measures Student Survey Customer Service Satisfaction Survey Program standards 90% of students complete project with 70% or higher according to specified criteria. 80% of responses are 3 or higher on 5 point Likert scale. 80% of customer service satisfaction surveys are 3 or higher on 5 point Likert scale. Each student to have at least 8 customer service satisfaction surveys completed Results 90% of students achieved 80% or higher on capstone Overall 85% of responses are 3 or higher on 5 point Likert scale. 80% Customer service satisfaction surveys 4 or higher on a 5 point Likert scale Use of Results Stress capstone project as means to apply theory to practice. Capitalize on positive feedback. (Equipment concerns most common.) Market grille availability to public to provide maximum experience for students. Capstone Projects Product Evaluations 90% of students will fulfill capstone projects with 70% or higher on the project. 90% of students achieve 80% or higher on capstone Utilize capstone success to encourage further learning. Advisory Committee Input Advisory Committee input. Hold meetings 2 times a yeardocument minutes with advisory input and specific suggestions. Members reiterate need for positive affective skills and uniform compliance. Emphasize participation in culinary competition. Suggestions for equipment. New second floor kitchen needed. Utilize advisory feedback for program improvement. Explore completion opportunities for students. Continue to pursue possible kitchen renovation.

5 Outcome 3 Graduates will be experienced in food preparation and presentation for business and industry. Outcome 4 Graduates will be prepared for immediate employment in the food service industry. Capstone Projects (Class Participation Requirements Students must prepare food from each station and evaluate) Supervised occupational lab experience product Portfolio assessment of general and technical skills. Capstone Projects. Customer Satisfaction Survey Employer survey. Survey with Job Placement Data Student opinion forms Students will fulfill course requirements with 70% or higher on capstone 80% of customer service satisfaction surveys are 3 or higher on a 5 point Likert scale. Each student to have at least 8 surveys completed. 80% of employer ratings 4 or higher on 5 point Likert scale. Students will fulfill course requirements with 70% or higher on capstone Graduate placement rate of 90% or higher. 80% responses are 3 or higher on 5 point Likert scale. 90% of students achieve 80% or higher on capstone 80% customer service satisfaction surveys 4 or higher on a 5 point Likert scale. 100% employer responses have a rating which is 4 or above on 5 point Likert scale. 90% of students achieve 80% or higher on capstone Placement 100% for FY07 for diploma, 100% AAS. Overall 90% responses are 3 or higher on 5 point Likert scale. Continue to stress importance of capstone projects to incorporate skills of program. Stress importance of customer feedback for future success. Very low returns. Need to seek strategies to improve return rate. Capstone projects continue to be mechanism to reflect program skills. Excellent placement continue to monitor Student feedback overwhelmingly positive, except equipment. Outcome 5 Graduates will have mastered the general education requirements for work and life roles. General Education course requirement for program. 100% of completing students will graduate by completing General Education requirement. 95% of completing students fulfilled general education requirement for graduation. Utilizing careful transcript review to identify students missing general education requirement.

6 Outcome 6 Graduates will be eligible for local Health Department Food Manager Certificate Serv Safe Certification Exam Job Placement Data Graduate placement rate of 90% or higher. 25% overall passed Optional test used to be required; test is much more difficult. 100% placement for FY07 for diploma graduates, 100% AAS. Continue to evaluate optional test. Excellent placement Outcome 7 Graduates will be eligible for certification by ACF Certified Culinarian ACF ( Certified Culinarian ) Certification Students completing the program will be eligible to meet specified certification requirements and standards. 100% graduates eligible for certification. Evaluating/researching the development of a final skill evaluation test for students to complete just prior to graduation. (For ACF certification of each student) Development certification process available to all students. Job Placement Data Graduate placement rate of 90% or higher 100% placement rate for FY07 for diploma graduates, 100% for AAS. Excellent placement continue to monitor. Graduate follow-up survey. 80% of survey ratings 3 or higher on 5 point Likert scale 89% of graduate survey rating 3 or higher on 5 point Likert scale. Based on 100% response rate. More than 89% are 4 or higher on 5 point Likert scale. Excellent graduate feedback. Equipment main concern.

7 CLASSROOM ASSESSMENT TECHNIQUES (CATS) 1. What Classroom Assessment Techniques did you use in courses? Menu Planning Projects Nutrition Self-Evaluation Hazard Analysis Lab Exercise to Calibrate Stem Thermometers Performance check lists Ice Carving Judging Production Use of Daily Commercial Foods Evaluation Customer Service Satisfaction Survey in Grille Use of Student Opinion Feedback Forms Performance check lists On-line classes (on-line testing) Serv Safe exam 2. How will you improve teaching and learning based on the results? Expand transcultural concepts in assignments. Explore more vegetarian options in preparation. Continue to participate in wide variety of catering opportunities. Seek input from industry regarding specialty courses College should offer to those employed in the food industry. Continue to seek new ideas and strategies for hands on activities to maximize understanding of theory as it applies to practice

8 Culinary Arts General Education Assessment Matrix The following matrix illustrates the link between general education and technical education outcomes in the Culinary Arts Program and identifies the General Education Assessment included in the program. Refer to the Appendix for a listing of the Minnesota State Colleges and Universities Transfer Goals. General Education Outcomes: Internship/ Clinical Experience Examples of Direct Measures Portfolio Assessment Licensure/ Certification Exam Capstone Projects Examples of Indirect Measures Student Surveys Alumni Surveys Employer Surveys Advisory Committee Written Communication Oral/Interpersonal Communication Critical Thinking/ Problem Solving Natural Science Mathematical & Symbolic Systems History/ Social Sciences/ Behavioral Sciences The Humanities: Arts Literature Philosophy Human Diversity Global Perspective Ethical & Civic Responsibility People & the Environment

9 Culinary Arts General Education Course Assessment The following three Culinary Arts courses listed below provide an example of the integration of general education competencies. Refer to the Appendix for a listing the Minnesota State Colleges and Universities Transfer Goals. SPC General Education Outcomes Written Communication Students will demonstrate written communication skills. Interpersonal Communication Students will demonstrate interpersonal communication skills. Critical Thinking Students will demonstrate an awareness of critical thinking skills and problem-solving procedures. Natural Sciences Students will demonstrate an understanding of natural science principles and the methods of scientific inquiry. Mathematical/Symbolic Systems Students will apply mathematics, logic and/or statistics to help them make decisions. History, Social & Behavioral Sciences Students will understand how historians and social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Humanities: Arts, Literature, Philosophy Students will understand human cultures in relation to behavior, ideas, and values expressed in works of human imagination and thought. Human Diversity Students will demonstrate an understanding of the cultural, economic, and political differences of people and their societies. Global Perspective Students will understand the growing interdependence of nations and people and their cross-cultural social, economic, and political experiences. Ethical & Civic Responsibility Students will identify, discuss, and reflect upon the ethical dimensions of political, social, and personal life. People & the Environment Students will understand the complexity of the inter-relatedness of human society and the natural environment. CULA 1480 Nutrition CULA 1490 Food Serv Math CULA 1540 Food Service Sup. Mgmt. CULA 1470 Sanitation

10 Appendix Minnesota Transfer Curriculum The Transfer Curriculum is intended to achieve the following 10 goals: 1. Written and Oral Communication To develop writers and speakers who use the English language effectively and who read, write, speak and listen critically. As a base, all students should complete introductory communication requirements early in their collegiate studies. Writing competency is an ongoing process to be reinforced through writing-intensive courses and writing across the curriculum. Speaking and listening skills need reinforcement through multiple opportunities for interpersonal communication, public speaking, and discussion. 2. Critical Thinking To develop thinkers who are able to unify factual, creative, rational, and value-sensitive modes of thought. Critical thinking will be taught and used throughout the general education curriculum in order to develop students awareness of their own thinking and problem-solving procedures. To integrate new skills into their customary ways of thinking, students must be actively engaged in practicing thinking skills and applying them to open-ended problems. 3. Natural Sciences To improve students understanding of natural science principles and of the methods of scientific inquiry, i.e., the ways in which scientists investigate natural science phenomena. As a basis for lifelong learning, students need to know the vocabulary of science and to realize that while a set of principles has been developed through the work of previous scientists, ongoing scientific inquiry and new knowledge will bring changes in some of the ways scientists view the world. By studying the problems that engage today s scientists, students learn to appreciate the importance of science in their lives and to understand the value of a scientific perspective. Students should be encouraged to study both the biological and physical sciences. 4. Mathematical/Symbolic Systems To increase students knowledge about mathematical and logical modes of thinking. This will enable students to appreciate the breadth of applications of mathematics, evaluate arguments, and detect fallacious reasoning. Students will learn to apply mathematics, logic, and/or statistics to help them make decisions in their lives and careers. Minnesota's public higher education systems have agreed that developmental mathematics includes the first three years of a high school mathematics sequence through intermediate algebra. 5. History and the Social and Behavioral Sciences To increase students knowledge of how historians and social and behavioral scientists discover, describe, and explain the behaviors and interactions among individuals, groups, institutions, events, and ideas. Such knowledge will better equip students to understand themselves and the roles they play in addressing the issues facing humanity. 6. The Humanities the Arts, Literature, and Philosophy To expand students knowledge of the human condition and human cultures, especially in relation to behavior, ideas, and values expressed in works of human imagination and thought. Through study in disciplines such as literature, philosophy, and the fine arts, students will engage in critical analysis, form aesthetic judgments, and develop an appreciation of the arts and humanities as fundamental to the health and survival of any society. Students should have experiences in both the arts and humanities. 7. Human Diversity To increase students' understanding of individual and group differences (e.g. race, gender, class) and their knowledge of the traditions and values of various groups in the United States. Students should be able to evaluate the United States' historical and contemporary responses to group differences. 8. Global Perspective To increase students understanding of the growing interdependence of nations and peoples and develop their ability to apply a comparative perspective to cross-cultural social, economic and political experiences. 9. Ethical and Civic Responsibility To develop students' capacity to identify, discuss, and reflect upon the ethical dimensions of political, social, and personal life and to understand the ways in which they can exercise responsible and productive citizenship. While there are diverse views of social justice or the common good in a pluralistic society, students should learn that responsible citizenship requires them to develop skills to understand their own and other's positions, be part of the free exchange of ideas, and function as public-minded citizens. 10. People and the Environment To improve students' understanding of today's complex environmental challenges. Students will examine the inter-relatedness of human society and the natural environment. Knowledge of both bio-physical principles and socio-cultural systems is the foundation for integrative and critical thinking about environmental issues.

11 Need for the Program: Culinary Arts Program Continuous Improvement Plan Program Strengths Faculty committed to networking into the community to promote program Faculty with a variety of expertise provides well rounded curriculum Curriculum which reflects trends in the food industry Strong interest in Wine Certificate Successful recruitment strategies Program Challenges and Recommendations for Improvement: Expand advisory committee membership Utilize advisory committee to continue in fund raising for foundation Continue to explore future funding to renovate second floor Basics kitchen Continue to replace and add equipment to kitchen Institutional Support: Program Strengths: Acquisition of equipment to replace majority of appliances in production kitchens Remodeled lower level storage area Enrollment Services support in program recruitment efforts Improved graduation rates due to General Education prerequisites Program Challenges and Recommendations for Improvement: (these continue from previous years) Continue to track student completion of General Education requirements to progress into third semester coursework Establish replacement schedule for basic kitchen supplies Strategize to obtain funding for lab assistant for program Work to improve maintenance of facility Collaborate with CFO and President to seek funding to renovate second floor Basics kitchen Quality of Teaching and Learning Program Strengths Excellent creative faculty Outstanding program tradition and history Strong relationships with local industry Program expansion to maximize use of facility Tuition waiver available through MSCF contract for faculty to pursue bachelor s degree in MnSCU Professional Development funds available to all faculty Teaching and learning which applies theory to practice in a wide variety of hands-on activities Program Challenges and Recommendations for Improvement: Promote ACF certification of additional staff

12 Support student competition team through elective class or other venue as a way to provide opportunity for involvement to all students. Planning Improvement Summary: Major action steps for continued growth and improvement: Organize and support culinary competition team opportunities Create strategies to improve employer survey returns Create professional development and skill building opportunities for graduates and industry professionals through classes recommended by industry Strategize to pursue renovation of second floor basics kitchen Meeting the Needs of Business/Industry/Community in the next 1-5 years: Work with local employers on employee training/needed or desired offerings Continue to offer excellent, cost efficient training options for hospitality industry Offer enrichment classes Plans meet the Design Criteria: Continue to serve industry and students Continue to challenge faculty to achieve high standards of quality Seek momentum to renovate second floor basics kitchen