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.

16 Page 16 of ADMINISTRATION Each institution must coordinate its administrative functions to best serve its educational mission. All staff should be well trained to carry out administrative functions. Detailed record keeping enhances the management of the institution. In responding to the questions below, please consult Sections through of the Accreditation Criteria Who is the on-site administrator and what are that person's qualifications for this position? The on-site administrator is April Ruffolo, LCI s Compliance Officer. Mrs. Ruffolo is an attorney, licensed in Illinois and Louisiana, with a post-law master s degree in Health Law. She has several years of regulatory compliance experience in healthcare with the Centers for Medicare and Medicaid Services in Chicago. As an LCI employee, she serves on LCI s Governing Board, is an integral staff member on the Advisory Committee, and is the accreditation liaison for LCI s current accreditations. She assists in financial aid training and compliance, course and curriculum development, and strategic planning, among other things. Mrs. Ruffolo also serves as a trustee on the LCI Foundation, a non-profit tasked with providing scholarships to LCI students and feeding those in need. Mrs. Ruffolo also attended the ACICS Initial Accreditation Workshop in Seattle, WA on June 3, 2014 as LCI s representative. Mrs. Ruffolo closely collaborates with the Director, Chef David Tiner who serves as the Program Coordinator. His administrative responsibilities include the following: overseeing all faculty to ensure policies and procedures are followed and time is used effectively for teaching; regularly meeting with faculty to discuss daily agendas and weekly events; addressing student concerns with faculty; evaluating faculty teaching performance; meeting with students and regarding class performance and policy related issues; and providing counsel to colleagues and Chief Executive officer regarding policy changes and equipment needs. Dave Tiner has 20 years of experience in the food service industry at the management level. He has served as the Director at LCI for over 6 years. He is certified by the American Culinary Federation as an Executive Chef, a Culinary Educator, a Culinary Administrator and a Lead Approved Culinary Evaluator. He also holds a Food Management Professional certification and a ServSafe Instructor/Proctor certification through the National Restaurant Association How does the administration provide for continuous evaluation of the following functions: a. Programs of study The Director and faculty have regular meetings to discuss the programs in which they instruct offering a firsthand evaluation of student learning outcomes, class room concerns and material relevancy. The administration also evaluates instructor survey evaluations which are completed by all students at the end of each course. The instructor and students views are then reviewed to determine whether any changes to the curriculum should take place. b. Student activity programs Student activity programs are monitored by the Director and the Chief Executive Officer for participation level and effectiveness. Student activity programs include student government, student competitions, and LCI-sanctioned extra-curricular activities. c. Guidance services Guidance services are overseen by the Director and are administered through a team system. All students are assigned a faculty mentor for guidance. Student services offers assistance to direct students to the appropriate resources for assistance in personal matters. Private tutoring is offered on an as-needed basis for students that show a cause for concern and additional help is offered weekly, every Friday, to all students in every subject area. At risk students are tracked and met with by the student s mentor and the Director to identify academic goals and

17 Page 17 of 70 steps to achieve them. Enrollment advisement is delivered through the admissions team and is supervised by Admissions Management as well as by Compliance. Financial aid advisement is delivered by the Financial Aid Officer/Tuition Officer and is supervised by the Chief Financial Officer and Compliance. All departments advise in their areas of specialty alone. d. Financial aid services Financial Aid services are under the direction of the Chief Financial Officer (CFO). The CFO and the Financial Aid Officer / Tuition Officer (FAO/TO) hold regular meetings to review updates to policies and procedures. The CFO and FAO/TO also attend workshops and webinars, and routinely read regulatory guidance provided by the U.S. Department of Education, the Department of Veterans Affairs, LCI s third-party servicer, Financial Aid Management for Education, Inc., and the Louisiana Board of Regents. This continuing education is meant to ensure that LCI remains in compliance with all federal and state laws. e. Instructional procedures Instructional Procedures are under the supervision of the Director, with assistance from the Dean of Education and the Compliance Officer. This group monitors classroom activity to ensure that classroom resources are current and are delivered effectively. The Director is also monitoring for compliance with all classroom policy by both students and staff. Instructional guidelines are reviewed periodically, or as a concern dictates, by the Director, Dean of Education, Lead Faculty Member, the Chief Executive Officer, and the Compliance Officer. Concerns and suggested revisions to class material can be reviewed at regular staff meetings. Faculty members are always encouraged to attend events and complete professional development to continue to enhance instruction. f. Instructional resources LCI uses well-established textbooks, including those proffered by the ManageFirst Program (created by the National Restaurant Association), as instructional resources. LCI has also created a customized set of textbooks for LCI students through Pearson, a leading publisher of educational textbooks. These editions are continually updated, as the program dictates, through review from the Director, Dean of Education, Compliance Officer, student evaluations, faculty suggestion, Advisory Committee suggestion, and publisher initiated updates What evidence is on file to verify degrees of professional staff whose degrees are listed in the catalog? LCI requires all professional staff who teaches in its programs to submit 2 official transcripts directly to LCI. One official transcript is sent directly to the Louisiana Board of Regents for their files, along with the required Personnel Affidavit and any other supplemental required information. The other official transcript is retained in the staff member s personnel folder. This official transcript is used to transcribe the degree information listed in the General Catalog What records are kept relative to the following areas: a. Financial aid activities Financial Aid retains a number of financial documents including: Financial Aid Scenario Sheets, Institutional Student Information Records (ISIRs), Federal student aid eligibility determinations, Verification Worksheets, Verification support documents, Professional Development determinations and supporting documents, Financial

18 Page 18 of 70 Aid Award Letters, Satisfactory Academic Progress Statements, Payment History, Tuition Balances, Scholarship Award Letters, Disbursement Records, Federal Student Loan Master Promissory Notes, Entrance Counseling documentation, Exit Counseling documentation, PLUS Loan Documentation, Credit Consent Authorization, Course Credits, Program Change Addendums, Leave of Absence Forms, copies of refund checks, Veteran s Affairs (VA) Certifying Letters, and VA Shopping Sheet. b. Admissions The Admissions Department retains a number of documents that are stored in each students red academic file including the following: Updated Information Contact Sheets, Official Transcripts, Office of Admissions Forms, Acceptance Letters, Applications for Admission, Enrollment Agreements and Addendums, Admissions Criteria Overview Sheets, Essays, Interview Evaluation Forms, Wonderlic Scores (if applicable), Culinary Math Test Results, Proof of High School Graduation or Equivalent, 2 Forms of ID, Medical Information Forms, Catalog Issue and Policy Verification Forms, Photo/Video Release Forms, and Drug Abuse and Drug Prevention Forms. c. Curriculum LCI maintains an up-to-date syllabus for each course. Copies are maintained on the S:\ Drive. Syllabi are distributed to each student by the first day of each course. d. Guidance Guidance activities are recorded by the Director; Dean of Education; and student services, admissions, and career services departments, depending on the nature of the service. All notes are recorded in the appropriate section of LCI s third-party servicer s proprietary software, Freedom. e. Library or instructional resources LCI's library is located in the Media Center. The library contains hundreds of books, magazines, and audio/visual resources for culinary and hospitality research. These resources are maintained through an excel spreadsheet by the Media Center Coordinator. f. Instructional supplies and equipment Instructional supplies and equipment are recorded through an inventory spreadsheet maintained by the Director. This complete list of inventory is updated and maintained through the use of an excel spread sheet. Replacements are acquired as necessary. g. School plant The required licensure and certificates for operation are displayed in the administrative area on an easy to locate board. Additional records are kept in the administrative office of the CEO. Course sizes, class room utilization, student attendance numbers are maintained on the S:/Drive and in LCI s third-party servicer s proprietary software, Freedom. h. Faculty and staff Records relating to wages, interaction reports, progressive disciplinary action, leaves of absence, raises, promotions, and official transcripts are kept in personnel files locked in the office of the Compliance Officer. All professional development, event forms, ACICS data

19 Page 19 of 70 sheets, faculty certifications, letters of recognition, and other misc items are stored in staff professional development folders. Faculty certifications are also stored on the S:/ Drive under Faculty Certifications. Individual course evaluations are stored on the S:/ Drive under the Class Evaluations folder. i. Student activities Student activity files are maintained in the form of hours which are tallied for internship hours, student of the month eligibility and, in some cases for payment, if the event is a workable event. Students receive certificates for work completed at an LCI-sanctioned volunteer activity. Copies of the certificates are maintained in the student s academic folder. j. Student personnel There are no student personnel employed at LCI. k. Campus Accountability Reports Campus Accountability Reports (CARs) are maintained on the shared S:/ Drive under the Administrative folder in Compliance and ACICS subfolders. Dissemination of the CAR occurs at staff meetings, when appropriate Describe how student files are maintained and organized. If student s records are maintained electronically, describe the system. Student file folders are maintained in alphabetical order in locked, fireproof filing cabinets located in the Bursar s office. Prior to admittance, a folder is created and retained for each progressing student by the student's assigned admissions officer and the Financial Aid Officer / Tuition Officer (FAO/TO). Once the student is fully enrolled, the folder maintained in Admissions transitions into the red student academic folder and the folder maintained by the FAO/TO transitions into the greed financial folder. Archived student records are kept in separate files and in electronic format on the Bursar s profile file on the network. These electronic files, as well as the student information collected in Freedom are backed up daily by LCI s independent IT contractor, Emco, to a cloud system If applicable, what specific testing records and academic and career advising records are maintained by the campus for students admitted under an ability-to-benefit determination? Insert the analysis of the campus study evidencing the relationship between admissions test cut-off scores and successful academic or employment outcomes. LCI does not accept ability-to-benefit students What procedures are used to obtain evidence of high school and/or college graduation or equivalency certificates with scores? As part of the acceptance process, an applicant must have a complete admissions file. This includes, among other items, proof of high school graduation or its equivalent, including home schooling. More than often, as student brings in their original high school diploma. An Admissions Officer or Team Member makes a copy of the diploma for the student s file. A student may also show evidence of high school graduation or equivalence via transcripts. LCI only accepts official transcripts from the high school or institution granting the equivalence of a high school diploma. Official testing scores are also accepted. The official scores then become the required evidence of completion in the applicant s admissions file.

20 Page 20 of 70 Official transcripts are required for college coursework, ACT, SAT, CLEP, and AP scores. Proof must be kept on file. The student file is reviewed by the Bursar for any missing documentation Describe the procedures in place to verify that the credential earned is from a recognized/ legitimate institution and not from a diploma mill. LCI is committed to ensuring that enrolled students meet the admissions standards. Dutiful review of high school completion is undertaken. The goal of accreditation is to ensure that education provided by institutions of higher education meets acceptable levels of quality. Unfortunately there is not a master list of approved schools; therefore LCI maintains a list of previously researched accrediting bodies that have shown to be effective in accrediting only schools that exemplify adequate academic standards. Schools that are unknown and questionable are given to the Compliance Department for additional research before acceptance What grading system does the campus employ to indicate student progress? Students will be graded on their performance on tests, assignments, laboratory and hands on projects and will receive regular progress reports of graded performances. A student s performance in a course is assigned a letter grade according to the following table: Grade Description Quality Points A B C F FA Failure Due to Absences 0.0 W Withdraw 0.0 The following grades are not included in computing averages: Grade TCA LOA Description Transfer Credit Awarded Leave of Absence What is the unit of credit (semester, quarter, or trimester) used or clock hour? While LCI does record clock hours on a student s transcript, credit is awarded in semester credit hours. Clock hours are recorded for attendance purposes How does the campus ensure that a transcript is maintained for each student? LCI uses a proprietary data collection system from our third-party financial aid processor, Financial Aid Management for Education, Inc. (FAME), entitled Freedom which houses student information, including grades. This system is updated when grades are submitted to the Director. Hard copies of progress reports and official transcripts are maintained in the student s academic file. Progress reports are issued to the students at the beginning of each semester and upon request. Official

21 Page 21 of 70 transcripts are provided at graduation and upon request. Official transcripts and progress reports are issued free of charge How is the grading system explained on the student's transcript? Is it consistent with the campus catalog? The language on the back of LCI s official transcript paper is consistent with the language on page 18 of the General Catalog. It states the following: A student s performance in a course is assigned a letter grade according to the following table: Grade Description Quality Points A B C F FA Failure Due to Absences 0.0 W Withdraw 0.0 The following grades are not included in computing averages: Grade TCA LOA Description Transfer Credit Awarded Leave of Absence 3.8. How are records and reports (e.g., student, staff, financial) housed so that they are safe from theft, fire, or other possible loss? Important one-of-a-kind and official sensitive documents are maintained in fire proof file cabinets that are locked away on campus. Important documents that are stored on the S:/ Drive are backed up nightly by LCI s third-party IT contractor, Emco, to a remote cloud system. This backup contains information relating to student information, accounting, financial aid, placement, business information, and other important proprietary information located on LCI s network. In the event of a loss, LCI would be able to re-acquire this valuable data. Financial Aid processing is completed in partnership with a third-party servicer, Financial Aid Management for Education, Inc. (FAME). FAME maintains additional financial aid documentation off-site as another layer of precaution If the campus utilizes computerized record keeping, what are the back-up procedures? As stated above, computerized information housed on the network is backed up daily by LCI s third-party IT contractor, Emco, to a remote cloud system How long are student records maintained by the campus? Admissions files are kept, if incomplete, for a maximum of 1 year. Enrolled student academic files are kept for 3 years. After 3 years, student files are archived into perpetuity. Computerized student records are stored indefinitely Describe any plans for improvement in the administration.

22 Page 22 of 70 The CEO encourages all professional administrative staff to engage in professional development in order to become familiar with changing trends, compliance needs, and for continuous improvement in the performance of administrative departments. Efforts to improve are constant and ongoing.

23 Page 23 of RELATIONS WITH STUDENTS An institution s methods of attracting and retaining students often are subject to scrutiny and are of considerable concern to the public, to other educational institutions, and to the Council. An institution s recruitment efforts should be devoted to locating and informing students, in a professional and dignified manner, who the institution can best serve. Recruiting practices contribute to an institution s image. Each institution also should strive to ensure that its financial relations with students reflect the highest ethical standards and are in conformance with all state and federal laws and regulations. Each institution is required to develop a program of student personnel services that is consistent with its stated mission. Such services should support the educational program and reflect the institution s concern for the welfare of the student. In responding to the questions below, please consult Sections through of the Accreditation Criteria. ADMISSIONS AND RECRUITMENT 4.1 What is the admissions policy? In order to be accepted and enrolled into one of LCI s programs, applicants must successful complete the following requirements and procedures: Proof of High School graduation, which includes a High School Diploma, official High School Transcripts, Home School Certificate or GED; A completed application, including three (3) references (at least one from a person in the food service industry) and a 500-word essay as to why the applicant wishes to pursue a career in the food service industry; Paid the $25 non-refundable application fee; Completed the Wonderlic or COMPASS test with a minimum composite score of 2 (waived for applicants holding an Associate Degree or higher or students who submit an official college transcript evidencing successful completion (grade C or higher) in a college level Math and English class); Completed the Louisiana Culinary Institute developed Culinary Math Test; Successfully completed interviews with at least three (3) faculty/staff members (each faculty/staff member submits an interview score sheet to the Acceptance Committee); and Paid the $75 registration fee (upon acceptance and enrollment). The Acceptance Committee will then consider all of the above requirements in order to determine whether a potential student will be accepted or denied admission Does the policy differ based on the credential awarded or program of study? No, the policy is the same for all programs of study Explain how the admissions policy adheres to the institution s mission. The admissions standards help to assess if the student will likely succeed in one of the degree programs offered at LCI. Minimum testing scores were adopted after evaluating a minimum level of understanding needed for preparation to enter into a program. The admissions process is purposefully lengthy to provide multiple points of assessment in determining if the student will succeed. An applicant that can complete the numerous requirements for enrollment is usually better equipped to handle the intensive, compressed nature of LCI s programs, and to succeed in the food service industry as a trained professional. This dedication to acting in the best interest of the student is in direct alignment with the organization s mission.

24 Page 24 of If applicable, what is the admissions policy regarding enrollment of ability-to-benefit students? Not applicable LCI does not enroll ability-to-benefit students. 4.3 What records are maintained by the campus to reflect the basis for the admission of each student? Several documents are kept in the student's red academic folder to ensure that the admissions process is effective including: Application for Admission, Wonderlic Test Scores, Culinary Math completed exams (all attempts), College transcripts (if applicable), Letter of Acceptance, Essay, Admissions Essay Scoring Rubric, Personal Reference Verification Sheet, Admissions Criteria Overview Sheet, Proof of High School Diploma, 2 Form ID, Intake Form and Enrollment Agreement. 4.4 Describe the student recruitment program. The Director of Admissions, 2 Full-Time Admissions Officers, 1 Part-Time Admissions Team Member and 1 Full-Time Receptionist/Admissions Team Member are responsible for enrolling all LCI students. Prospective student contact information is acquired through a variety of marketing campaigns including social media, internet print, radio, and TV. Open houses are also held several times throughout the year. Prospective students are also able to walk-in and call-in for additional information. Admissions officers also attend career fairs, ProStart competitions, and visit with high school groups to share more information about LCI. 4.5 Describe how admissions representatives are trained, compensated, and monitored. The Director of Admissions conducts morning meetings with the admissions team, financial aid, public relations and career services (when appropriate) staff members. The daily meetings are held to determine a plan for the day's needs and to review student statuses, recruiting techniques and any arisen concerns. Admissions officers have an initial orientation upon hire and are given a binder of training materials for reference. Newly hired admissions officers spend time shadowing the admissions team to learn the processes. As the admissions officer grows in knowledge and shows clear understanding of policy and procedures he/she is able to act as the primary admissions officer for a student with another admissions team member acting as a reviewer for accuracy. The Admissions Director and the Public Affairs Director periodically reviews notes in LCI s Admissions Database (Freedom), recorded calls, on-site meetings and completed paperwork to check for accuracy. Periodic training is offered by the Admissions Director, Public Relations Director, and LCI s independent marketing vendor, Gragg Advertising. Admissions team members are compensated like every other LCI employee, on a salary basis. If an admissions team member is part time, an hourly wage may be determined to be a best fit. 4.6 Describe the policies and procedures regarding incoming transfer of credit. It is the policy of LCI to consider, for transfer, credits that were earned as a part of an accredited program of higher education that leads to a certificate, diploma, or degree. In order for credits to be eligible for transfer, they must be in the context of or directly related to the course in which transfer is being attempted; the attendance and grades must meet LCI standards; and they must meet current educational or industry standards. Official transcripts of earned credit, and the valid course descriptions related to those courses, are reviewed by the Dean of Education, Director or the Compliance Officer in order to determine if transfer credit can be awarded. Students who are granted transfer credits will have the program attendance shortened by the length of the credited course. Transfers between concentrations within the Associate of Occupational Studies in Culinary Arts degree program, as well as transfers from LCI s previously and currently offered programs, will be subject to the same scrutiny as credits earned from an outside institution.

25 Page 25 of 70 Additionally, students who wish to transfer credits earned in a non-traditional manner (i.e. CLEP, AP Exams, ACT or SAT Score) may submit official scores directly to the LCI Office of Admissions. Again, transfer credit determinations are made by the Dean of Education, Director or the Compliance Officer using the following standards: College Level Examination Program (CLEP) Subject Examinations CLEP Subject Exam Minimum Score LCI Course Credited College Algebra 50 MAT 101 College Composition 50 ENG 101 Introduction to Psychology 50 PSY 201 Advanced Placement (AP) Program of the College Board AP Examination Minimum Score LCI Course Credited English Language & Composition 3 ENG 101 Mathematics: Calculus AB or BC 3 MAT 101 Psychology 3 PSY 201 ACT Score ENGLISH Must have the following to receive LCI Transfer Credit in ENG 101: ACT English Score of 26 or higher AND ACT English Score + ACT Composite Score of 53 or higher MATH Must have the following to receive LCI Transfer Credit in MAT 101: ACT Math Score of 25 or higher SAT Score ENGLISH Must have the following to receive LCI Transfer Credit in ENG 101: SAT Critical Reading Score of 610 or higher MATH Must have the following to receive LCI Transfer Credit in MAT 101: SAT Quantitative Score of 570 or higher Finally, students having completed the ProStart curriculum (ProStart I and II) with a grade of a a C or higher at both levels may receive Advanced Credit if the student meets the following criteria: ServSafe Food Safety and Sanitation CA 111 or HCM Semester Credit Hours

26 Page 26 of 70 ProStart students are required to show proof of certification in the National Restaurant Association s (NRA) ServSafe Food Safety 30-hour course. There is a $40 fee associated with taking this test, if the test is required. Restaurant Production and Service I CA Semester Credit Hour ProStart students are required to complete a Practical Exam, hosted at LCI, which consists of the following (there is a $10 fee when taking this test): Knife Cuts: Julienne, Brunoise, Small Dice, Medium Dice, Paysanne, Lozenge, Section an Orange, and Show an Understanding of Tourné. Deboning a Chicken: 8-Way Cooking a Chicken in the Following Ways: Braise and Fry Cooking the Following Items: Rice Pilaf, Risotto, Biscuits, and Grilling Pork Chops Introduction to Hospitality and Restaurant Management CA 211 or HCM Semester Credit Hours ProStart students are required to show proof, via the NRA Educational Foundation s (NRAEF) Certification of Completion, of successful completion of the NRAEF s Hospitality and Restaurant Management Course (part of the NRAEF s ManageFirst Program ). Nutrition NUT Semester Credit Hours ProStart students are required to show proof, via the NRAEF s Certificate of Completion, of successful completion of the NRAEF s Nutrition Course (part of the NRAEF s ManageFirst Program ). Controlling Costs MAT Semester Credit Hours ProStart students are required to show proof, via the NRAEF s Certificate of Completion, of successful completion of both the NRAEF s Controlling Foodservice Costs and Inventory and Purchasing courses (part of the NRAEF s ManageFirst Program ) Where are these policies and procedures published? The policies and procedures regarding incoming transfer of credit are located on LCI s website (Transfer Credit: and ProStart Advanced Credit: and in the General Catalog (Transfer Credit: page 3 and ProStart Advanced Credit: page 5). The General Catalog can be found on LCI s website at Describe any articulation agreements with other institutions. LCI has no written articulation agreement with any other institution. All transcripts are evaluated against the same standard Describe where the campus publishes a list of institutions with which it has established the agreements. Not applicable LCI has no written articulation agreement with any other institution Describe the process for notification to students of the articulation agreements and the transferability of credits in the programs that are offered. Not applicable LCI has no written articulation agreement with any other institution. STANDARDS OF SATISFACTORY ACADEMIC PROGRESS 4.7 Who administers the standards of satisfactory academic progress (SAP) for the campus and what are this individual s qualifications to administer SAP?

27 Page 27 of 70 The Financial Aid Officer / Tuition Officer (FAO/TO), Natalie Gunn, administers the standards of satisfactory academic progress (SAP) utilizing a third party servicer s proprietary software, named Freedom. Along with the Compliance Officer, Ms. Gunn has received training via LCI s third party servicer (Financial Aid Management for Education, Inc. (FAME)). Ms. Gunn has been in her current position for over a year. 4.8 How does the campus determine if a student is making satisfactory progress according to the policy? To maintain SAP, LCI evaluates all student progress, regardless of whether a student receives financial aid, by the length of time it takes to complete their program of study, the rate of completion, and by cumulative grade point average. Length of Time Students must successfully complete all the required coursework and final exams within onehundred fifty percent (150%) of the total length of the program, or six (6) semesters, or the student s enrollment will be terminated per the Conduct and Termination Policy. Time for an approved leave of absence will not be included in the evaluation of time. Rate of Completion To determine a student s rate of completion, the total number of credits attempted is compared to the total number of credits earned. Students must successfully complete at least sixty-seven percent (67%) of the total number of credits attempted at the end of each award year, or the first two (2) semesters. For example: AOS in Culinary Arts 25 credits earned (divided by) Result = 67% 37 credits attempted AOS in Hospitality and Culinary Management 28 credits earned (divided by) Result = 67% 42 credits attempted Cumulative Grade Point Average (GPA) All students must maintain a cumulative GPA of 2.0 or higher. Determinations are made using data entered into LCI s third party servicer s proprietary software, Freedom. Specifically, term start and ending dates, student grades, and student attendance data is entered into Freedom. Freedom automatically processes SAP, based upon LCI s policies Who reviews the student's records and advises the student? The FAO/TO evaluates SAP after a student completes two (2) semesters of enrollment. At that time, written notification of the student s SAP disposition is disseminated to the student, signed, and placed in the student s file. Student s can have the following SAP dispositions: SAP Passed, SAP Warning/Probation, or SAP Failure. SAP Warning/Probation defined as a student not achieving SAP. Students who do not have a cumulative 2.0 GPA or who do not have a cumulative rate of completion of 67% or higher at the end of the first two (2) semesters of enrollment will be placed upon Probation via an Interaction Report. The length of this Probation is two (2) semesters (when SAP is rechecked). No appeal is necessary. SAP Failure defined as a student on Probation that does not achieve SAP after an additional two (2) semesters of enrollment. At this point, students will no longer receive Financial Aid and are subject to termination from enrollment. Students may appeal this decision. Any disposition, besides SAP Passed, is recorded on an Interaction Report by the FAO/TO, with assistance from the Director and/or Compliance Officer Who monitors probation?

28 Page 28 of 70 All probation dispositions, SAP related or otherwise, are monitored by the Director. The FAO/TO will recheck the probationary student s SAP at the proper time and consult with the Director before meeting with the student How is attendance verified? Attendance is verified in LCI s third party servicer s proprietary software, Freedom. Specifically, a Student Services Coordinator receives student attendance on a weekly basis. Attendance is entered into a class workbook, broken down by individual student. Attendance is then entered into Freedom for every student on a weekly basis How is the cumulative GPA and percentage of successful course completion verified? FINANCIAL RELATIONS Again, LCI s third party servicer s proprietary software, Freedom, verifies cumulative GPA and percentage of successful course completion. Once received from the instructors, the Director inputs all grades into Freedom. The software then uses these grades to calculate SAP. 4.9 If the institution sponsors institutional scholarship, grant, or loan programs, describe them and provide how they are publicized. LCI only provides one type of scholarship to newly admitted students: the ProStart Excellence Award Scholarship. This scholarship varies in amount and is applied directly to tuition at LCI, broken down into even semester disbursements. Awards are based upon the following criteria; however, undisbursed scholarship funds are forfeited if the student does not maintain Satisfactory Academic Progress, withdraws, or is dropped from the program: All ProStart Certified Students All students that complete and graduate from ProStart I and II receive a $2,000 ProStart Excellence Award Scholarship. Official certification of completion is required to receive this scholarship. There is no time limit for use and this is a one-time award. Regional or State ProStart Invitational Winners All ProStart Regional or State Invitational winners for both the culinary and management competitions receive the following ProStart Excellence Award Scholarship amounts: 1st Place - $3,000; 2nd Place - $2,000; and 3rd Place - $1,000. Validation on the ProStart Regional or State Invitational winner list is required for scholarship receipt. This scholarship is valid for 2 years after the student s high school graduation and there is no limit to the number of awards a student may receive. Additionally, a recipient is not required to certify in ProStart to receive this award. National ProStart Invitational Winners All ProStart National Invitational winners for both the culinary and management competitions receive the following ProStart Excellence Award Scholarship amounts: 1st Place - $7,500; 2nd Place - $5,000; 3rd Place - $3,500; 4th Place - $2,000; and 5th Place - $1,000. Validation on the ProStart National Invitational winner list is required for scholarship receipt. This scholarship is valid for 2 years after the student s high school graduation and there is no limit to the number of awards a student may receive. Additionally, a recipient is not required to certify in ProStart to receive this award. The ProStart Excellence Award Scholarship is publicized in the ProStart brochure, on the website ( and in the General Catalog (page 7).

29 Page 29 of What evidence does the campus have that demonstrates the tuition, fees, and other charges for all students who enrolled at the same time and in the same program are consistent. If they are not consistent, explain. Tuition and fee amounts are posted in the General Catalog. All students are subject to the same tuition and fee amounts listed in the General Catalog. There are no discounts or separate fees for different forms or payment or advance payment. All individual student tuition and fee amounts are also listed on the student s individual enrollment agreement, which remains in the student s permanent file What are the refund policies and procedures? As stated in the General Catalog, since tuition and fees are billed on a semester basis, refunds for students who withdraw after starting school or whose enrollment is terminated by the school are calculated based upon the assessed charge for the semester in which the student s enrollment ceases. Therefore, tuition and fees billed for previous semesters are due and payable to LCI in addition to any funds assessed based upon the Refund Policy below. Refunds will be computed as follows, from the date the school determines termination occurred: Time of Withdrawal Amount Student Pays After the first day and up until 10% of the semester, in which enrollment ceases, is completed After 10% and up until 25% of the semester, in which enrollment ceases, is completed After 25% and up until 50% of the semester, in which enrollment ceases, is completed 10% of the total tuition price for that semester 45% of the total tuition price for that semester 70% of the total tuition price for that semester After 50% of the semester, in which enrollment ceases, is completed 100% of the total tuition price for that semester Note: The Time of Withdrawal is computed on the basis of weeks attended/attempted by the student during that semester. When a student withdraws or is dismissed, a Tuition Refund Calculation is performed using the Tuition Refund Calculation Form. Using this form, it is determined whether the student owes the school a balance or if a tuition refund is payable to the student. Additionally, all Title IV federal student aid refund calculations are completed, as applicable, and funds are returned as required. If a credit balance (refund) exists, the student shall be reimbursed an amount equal to the student's respective balance. The Bursar issues a refund check within 30 days of the student's date of withdrawal, or 30 days of the last date of attendance, if the student notified the school of their withdrawal. If the student has a remaining balance due, a statement requesting payment is mailed to the student. That student is given 30 days from the mailing date to contact the school to make payment arrangements on the remaining balance. If the student does not contact the school within 30 days, the student s account is referred to a collections agency. This referral may adversely affect the student s credit What are the qualifications of the financial aid officer? LCI s Financial Aid Officer / Tuition Officer (FAO/TO) is Ms. Natalie Gunn. Ms. Gunn has been in her current position for over 1 year and was an Admissions Officer with LCI for a year previously. Directly before

30 Page 30 of 70 her move to Louisiana, she successfully owned and managed her own business for over 10 years. In addition to having firsthand knowledge of financing her own college education using Federal student aid, Ms. Gunn has attended numerous trainings and webinars through LCI s third party servicer, FAME, as well as with the Veteran s Affairs ELR In what activities does the financial aid officer participate to keep up to date on changes in financial aid programs? Ms. Gunn regularly participates in webinar and/or in-person trainings through LCI s third party servicer (FAME), the U.S. Department of Education, and/or the Veteran s Affairs ELR. Ms. Gunn also reads regulatory bulletins provided by FAME, U.S. Department of Education, and/or the Veteran s Affairs ELR, as well as consults with representatives from each of those groups on an as-needed basis If applicable, describe the system for counseling students regarding their student loan repayment obligations. While not formally part of the Admissions process, LCI s FAO/TO conducts a Financial Aid (FA) meeting with every single incoming student prior to enrollment, regardless of how the student is financing his or her education. This allows the incoming student and his or her family to ask questions about tuition and fees, as well as payment options. At the FA meeting, the FAO/TO provides the incoming student with information on Federal student aid, including the U.S. Department of Education publication Direct Loan Basics for Students. Additionally, students learn about loan repayment options through required Entrance Counseling (conducted through and Exit Counseling (conducted in person at the end of enrollment). Students are also encouraged to meet with Ms. Gunn on an as needed basis to discuss specific questions regarding loan repayment obligations, options and scenarios. Ms. Gunn frequently utilized the repayment calculator on to provide real-world repayment scenarios for students What is the cohort default rate for the last three years? Year: 2009 Rate: 7.1 Year: 2010 Rate: 0.0 Year: 2011 Rate: If applicable, describe the cash discount policy and provide evidence that it has been approved by the Council. Not Applicable LCI does not offer a cash discount policy. All students are required to pay tuition based upon the published tuition and fee rates, regardless of method of payment STUDENT SERVICES 4.15 Describe how the campus provides orientation for new students. Students are required to attend an orientation prior to the start of their first semester at LCI. A large orientation lasting 2-3 hours is held typically one week before the start date. Students that are unable to attend schedule a one-on-one or small group orientation with the Director. At the beginning of orientation, students are able to engage in a meet and greet welcome with refreshments. Students are introduced to the staff including: admissions officers, job placement officer, financial aid officer, student services, faculty and the CEO. Once the orientation begins an ice breaker is used to help students become more comfortable as they meet fellow students and LCI staff members. Policies and procedures are explained to students through the use of a PowerPoint. Students are also informed of student organization opportunities that they can participate in.

31 Page 31 of 70 At the end of the presentation students are given several forms that must be completed, signed and returned before departing. These documents include: Catalog Issue and Policy Verification, Updated Student Contact Information, Drug Abuse Handbook and Drug Prevention Program and Photo-Video Release Forms. Students are also given a jump drive with the General Catalog and course syllabi. Financial Aid announcements, scholarship announcements, and upcoming event announcements are shared during the Orientation. Students that need to have financial aid meetings or pay tuition deposits have an opportunity to do so afterwards. Any students that have not been fitted for a uniform and those that still need an ID picture are assisted at the end of the orientation Describe all academic and personal counseling services offered. LCI offers academic and career advisement. Since LCI does not employ a licensed professional counselor, LCI limits its assistance to advisement by staff members with professional experience and educational background in the areas that advisement is needed. Any need for counseling in an area beyond this scope including personal issues is referred to the appropriate outside professional service What are the qualifications of the staff responsible for the counseling program(s)? The Director, Dave Tiner, has 20 years of experience in the food service industry at the management level. He has served as the Director at LCI for over 7 years. He is certified by the American Culinary Federation as an Executive Chef, a Culinary Educator, a Culinary Administrator and a Lead Approved Culinary Evaluator. He also holds a Food Management Professional certification and a ServSafe Instructor/Proctor certification through the National Restaurant Association. The Dean of Education, Jeremy Coco, has been with LCI for approximately 5 years and has over 15 years of experience. He is certified by the American Culinary Federation as an Executive Chef and a Culinary Educator. He also holds a Food Management Professional certification and a ServSafe Instructor/Proctor certification through the National Restaurant Association. Both the Director and Dean of Education have acquired experience in student advisement coupled with skill specific continued education that allows for accurate advisement that is in the best interest of the student Describe the retention program. Retention is a priority for LCI and is therefore a team effort including all staff members. LCI maintains an environment of support and proactive solutions. Staff members are to be encouraging and supportive while facilitating student solutions. Retention is discussed weekly at the all staff meeting. Student issues are routinely discussed amongst faculty and the Director. Admissions team members inform the Director in advance of student requested accommodation for verification and implementation. Individual student progress in evaluated regularly by the Director and Dean of Education in an attempt to identify solutions for students who are struggling academically or with personal issues that have become an obstacle for successful completion of the degree program. Student advisement conversations are logged into Freedom as a tool that may later assist the student in subsequent advisement sessions, if required Describe employment services offered to students. The Career Services Department assists students with resume writing, preparing for interviews, job searches and networking opportunities. The Career Services Center contains resources for each of these areas as well as recent job postings that are constantly refreshed to assist students with finding a position. A newsletter refreshed with the most current openings is sent out to students on a weekly basis. The Career Services Department also holds an annual job fair with representatives from a variety of employers from within the industry. As an additional benefit to students, Career Services also assists students with the acquisition of program required internship hours. Students are required to earn 360 internship hours in their specified area of focus from an approved internship site. Career placement helps as a liaison by visiting sites for approval and

32 Page 32 of 70 directing students to open positions that are a best fit with the skill set of the student. After graduation students are still assisted by Career Services for help with career advancement, career changes, and small business development Describe how placement verification is documented. Placement verification is verified through the employer. Employers are contacted to verify employment and to get feedback on student preparedness and performance. Students bring in signed paychecks from employers for credit towards internship hours. Placement verification is now being tracked in Freedom Software System so that information can be viewed by other authorized users to best assist students. Previously verification of employment was stored in Excel spreadsheets. Students complete surveys during enrollment and after graduation that include questions about employment. This employer s information is used to improve services offered by Career and Student Service. The information is also utilized to mail out employer surveys that are used to verify employment and to determine is student needs continued assistance Describe the process used to conduct follow-up studies for graduate and employer satisfaction surveys. Upon graduation, students complete a Graduate Exit Form and Questionnaire. This document contains information about their current and/or prospective place of employment. Upon completion of this document, the Job Assistance Coordinator will do the following: Complete the Employer Feedback Letter with the Employer s information contained on the Graduate Exit Form and Questionnaire. The Employer Feedback Letter template is located on the shared S:/ Drive. Complete the top portion of the Employer Feedback Form with the appropriate information. Mail the Employer Feedback Letter and Employer Feedback Form to the graduate s employer. Upon receipt of the completed Employer Feedback Form, via mail or fax, the Job Assistance Coordinator will update the Exit Form and Employer Feedback Results spreadsheet with the reported information. The Exit Form and Feedback Results spreadsheet is located on the shared S:/ Drive. A copy of the completed Employer Feedback Form must be placed in the appropriate graduating student s file. If a completed Employer Feedback Form is not received subsequent contact is attempted, up to 2 more times. Should an Employer Feedback Letter and Employer Feedback Form be returned for insufficient address, the Job Assistance Coordinator should make every attempt to find the correct address and/or fax number to get the information to the employer Describe the programs of extracurricular activities, if any. The Garden Club Students participating in the Garden Club gather and clean up the garden and move plants in preparation for the next season. The Garden Club is seasonal with participation usually taking place on Fridays. Student Demonstrations Students at LCI often have the opportunity to share their talents with the public through televised and special invitation visit demonstrations. Our students are frequently asked to share recipes and culinary tips on video. LCI also encourages students to seek demonstration opportunities to enhance communication skills. Race to Cannes LCI presents an annual Race to Cannes cooking competition, in which students at all levels compete for the grand prize all expense paid trip to Cannes, France where the winner will have a spot on the American Pavilion culinary staff at the Cannes Film Festival. LCI has held the local competition since 2009, which gives a

33 Page 33 of 70 student the opportunity to cook at the main gathering spot for Americans at the famed event. The LCI winner helps prep more than 1,000 meals a day and caters parties, press events, receptions and luncheons. Home Plate Classic The Home Plate Classic is the longest running culinary competition at LCI. The winning team receives the coveted Home Plate, which is signed by all the winning students and placed in the award cabinet on campus. Students who sign up for the competition are separated into teams. Eight teams compete in round one to reveal four winning teams. Each team is given a mystery basket and must prepare 3 to 5 dishes in less than 2 hours. All ingredients must be represented in each dish. Teams must prepare enough food for three to five judges. In later rounds the time restraint will be reduced to a maximum of one and a half hours. The winning team receives recognition by local media, is featured on LCI s website, and receives prizes from Mercer Cutlery. Local celebrities, chefs, instructors, and past graduates help judge the later rounds. Leisure Classes LCI offers regular leisure classes to the public. These courses can be taken by or worked by LCI students. If worked, students may earn internship hours. Farmers Market Students perform live demonstrations at the Farmers Market showcasing skills and culinary tips. Students accompany a Chef Instructor at the Farmers Market for assistance, support and direction. LCI Events and Partnerships LCI frequently hosts events and partners with other organizations to provide culinary and event services. Students are able to work these events for pay and/or internship credit. Student Government Students have an opportunity to join the LCI student government to strengthen the student voice. The goal of the LCI student government is to advocate the interests of LCI students by enhancing the student experience, promoting the image of LCI and supporting student success Describe any areas needing improvement in the area of relations with students. LCI has seen a recent decline in retention; therefore, aggressive measures are being implemented to try and raise the retention and improve the academic success of the students. Because retention is affected by many factors, LCI has put in place the following processes: Student Services-The student services department has made available contact information for numerous helpful community resources to assist students as well as resources for severe personal issues. Students are encouraged to visit with the student services coordinator for general direction to the appropriate assistance provider. The student services department also coordinates the offering of internal assistance resources including; mentoring, tutoring, roommate pairings, and carpool. Attrition Report-Beginning in August of 2015, an attrition report will be compiled by student services at the end of each semester with a breakdown of reasons behind student withdrawal to better understand the causes of attrition and to help develop strategies to avoid withdrawal when possible or appropriate. Withdrawing students meet with both the director and financial officer to fully understand the academic and financial consequences associated with the withdrawal. The goal is to measure less than 10% attrition each semester. LCI Blog- LCI also wants to have more of a student voice. A student/alumni blog is under construction and will include updates and tips from students and alumni. Student Government- Student Government has recently transitioned to having to separate entities. One will represent students with morning classes while the other will represent students with evening courses. Evening

34 Page 34 of 70 class students shared that they felt let out of opportunities and decisions when student is day classes filled all of the positions. As a solution, two student governing bodies have been created.

35 Page 35 of EDUCATIONAL ACTIVITIES The major index of an institution's quality is the effectiveness of its educational program. The educational program must be consistent with the stated mission, must be adequate in breadth and context to achieve it, and must produce measurable results. Another index of an institution's quality is the competence of its faculty. The effectiveness of any institution depends upon good teaching and upon the ability and commitment of its faculty. The selection, orientation, guidance, stimulation, and evaluation of the teaching staff are among the most significant responsibilities of the administration. The faculty should actively participate in developing the total educational program of the institution. A third index of institutional quality is the resources available to instructors and students. In responding to the questions below, please consult Sections through of the Accreditation Criteria. Teaching hours, assignments, and schedules will vary from field to field and from institution to institution, but they should allow faculty time for adequate preparation and professional development. The institution shall devise a plan for the efficient use of faculty competence and time, which addresses student-teacher ratios, number of teacher preparations, and number of teaching hours. In responding to the questions below, please consult Sections , , , , and of the Accreditation Criteria. PROGRAM PLANNING, DEVELOPMENT AND EVALUATION 5.1 Describe how the educational programs have been developed based on the institution s mission. LCI s mission is to educate its students to become highly trained professionals in hospitality and food service operations. Because of this educational programs have been developed based on employment needs. The culinary and hospitality industry is an industry that is constantly emerging with new trends. It is also an industry that has withstood the test of time. LCI delivers education that is currently trending, coupled with age old foundations that are needed to be successful in the industry. The CEO, Director, and faculty members continuously review the material and learning resources for necessary improvements and to ensure that the program is still aligned with the LCI mission List each program offered and state the occupational and general objectives of the program. Provide an overview of how these programs are delivered (i.e., lecture, laboratory, self-paced instruction, distance instruction). Currently, LCI only awards Associate of Occupational Studies (AOS) Degrees. AOS Degrees are awarded for successful completion of a particularly prescribed course of study, including subject concentration in a major area of an occupational field and additional general education. The programdesignated coursework includes subjects to prepare the student for a career in the food-service industry and for the student s general functioning in society. The AOS Degrees currently offered by LCI include: (1) Associate of Occupational Studies in Culinary Arts (75 Semester Credit Hours) Concentrations: Advanced Culinary Arts Advanced Baking and Pastry (2) Associate of Occupational Studies in Hospitality and Culinary Management (80 Semester Credit Hours) ASSOCIATE OF OCCUPATIONAL STUDIES IN CULINARY ARTS The educational objective of the 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,

36 Page 36 of 70 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. At this time, there are no national or state legal requirements for licensure for culinary arts professionals. Additionally, there are no unique requirements for career paths for employment and advancement opportunities within the culinary arts. Curriculum: 1695 Clock Hours / 75 Semester Credit Hours Normal Program Length: 16 months/4 semesters (excluding holidays and semester breaks) Classes are delivered on a dedicated schedule through a combination of traditional lecture, laboratory based coursework and internship requirements. ASSOCIATE OF OCCUPATIONAL STUDIES IN HOSPITALITY AND CULINARY MANAGEMENT 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. At this time, there are no national or state legal requirements for licensure for management professionals in the hospitality or culinary industry. Additionally, there are no unique requirements for career paths or for employment and advancement opportunities within this industry. Curriculum: 1545 Clock Hours / 80 Semester Credit Hours Normal Program Length: 16 months/4 semesters (excluding holidays and semester breaks) Classes are delivered on a dedicated schedule through a combination of traditional lecture, laboratory based coursework, and internship requirements. 5.2 Identify who is responsible for the following at the campus. Describe their academic and/or experiential qualifications for this position: Overall administration of all academic programs. The Director- Dave Tiner has 20 years of experience in the food service industry at the management level. He has served as the Director at LCI for over 7 years. He is certified by the American Culinary Federation as an Executive Chef, a Culinary Educator, a Culinary Administrator and a Lead Approved Culinary Evaluator. He also holds a Food Management Professional certification and a ServSafe Instructor/Proctor certification through the National Restaurant Association Administration of each academic program offered. The Director- Dave Tiner has 20 years of experience in the food service industry at the management level. He has served as the Director at LCI for over 7 years. He is certified by the American Culinary Federation as an Executive Chef, a Culinary Educator, a Culinary Administrator and a Lead Approved Culinary Evaluator. He also holds a Food Management Professional certification and a ServSafe Instructor/Proctor certification through the National Restaurant Association.

37 Page 37 of Describe the role of the faculty, administration, and others in establishing the educational programs. Administration, the Director, the Advisory Committee, employers and staff regularly provide feedback regarding the needs of the hospitality and culinary industry, job opportunities, and the skills needed to be successful in the industry. This information directs the selection of resources and material utilized within the courses. Administrative staff is responsible for maintaining that all curriculum designed works within the regulations of accreditation while being delivered according to the freedom of the instructor. 5.4 Describe how the educational programs reflect the needs of the students and the community. LCI has a vast number of relationships with industry leaders across the region. LCI gathers information from these experts to understand employment needs. Career services officers frequently perform onsite visits of potential employment opportunities to find out what the exact needs of the organization. LCI staff members discuss student needs at multiple points starting before enrollment to understand where the student may need assistance. Also, evaluations of individual courses and the program as a whole are completed by students and graduates. Results are utilized to ensure that programmatic objectives align with the mission statement and needs of the student, community and industry as a whole. 5.5 How are provisions made for individual educational differences among students? Prior to enrollment, students are asked to share any obstacles they may encounter during enrollment. Having an idea of student obstacles in advance allows an opportunity to proactively provide solutions. Students that have previously been allowed academic accommodations maybe afforded the same assistance, if official paperwork can be supplied. Common accommodations include; extended time on assignments, tests and quizzes, additional breaks, and having tests read aloud. LCI provides a supportive atmosphere to foster academic success. Students are assigned chef mentors to assist with individual student needs. Students are able to meet with chefs for one on one additional help during Friday office hours and by appointment. Students that still need more assistance can have tutoring coordinating with a chef or other faculty member. LCI will provide customized solutions for students that express a need for assistance. Students with transfer credits are given the opportunity to submit an official transcript for credit evaluation. Credits from accredited institutions in needed areas of credit can be transferred as long as a grade of C or better was earned. The Compliance Director has final authority on credit transfer approval. 5.6 How are the community resources utilized to enrich the programs? LCI has Advisory Committee meeting twice a year to discuss the initiatives of the organization. The Advisory Committee helps to ensure that LCI is still fulfilling its mission statement through the initiatives that have been implemented. The members of the advisory board are considered to experts in their field. They provide trusted opinions and critiques that are used as temperature for LCI's day to day operations. LCI has various community partnerships including, but not limited to, Community Coffee, Sysco, Louisiana Restaurant Association, National Restaurant Association, Farmers Market, LCI Foundation and. Each of these dynamic relationships helps to enrich the student experience through opportunities of experience, supplies and equipment, and in some cases financial support. Instructors often host guest speakers or take students on field site visits. Industry guest lecturers are also invited to enhance classroom instruction. Students are able to participate in the Master's Golf Tournament, if selected, in Augusta, Georgia as the result of the utilization of community resources. LCI has a partnership with the presenters of the Master's which allows for the hiring and hosting of LCI students as paid culinary and hospitality staff at the Master's annually.

38 Page 38 of 70 All students are presented with a number of community events. Current community events are posted on the student activity boards to keep students up to date. Students can often be awarded internship hours if the volunteer duties fall under those approved for credit Describe how the utilization of these resources is documented. All formal LCI meetings have minutes that are taken to document discussion and any decisions that are made. Students that participate in LCI community events are presented with a certificate of participation that can be added to a student portfolio. These extracurricular activity hours are closely monitored and are used as criteria in scholarship awards as well as in the eligibility for student of the month. Guest speakers both on site and off site are noted on specialized forms and are kept in personnel files. Staff event participation is also recorded and kept in personnel files. Evaluations are also kept in files or on the S:/ Drive, as appropriate. 5.7 Describe the policy on the responsibility and authority of faculty in academic governance. Academic governance is the system through which the LCI Governing Board, LCI Administrators, and LCI Faculty participate in developing policy on academic matters. Faculty members have the responsibility to participate in administering and implementing policy, especially as it pertains to academic affairs. For practical purposes, Director-led faculty meetings are held to address the development of educational programs; selection of course materials, instructional equipment and other educational resource; systematic evaluation and revision of the curriculum; assessment of student learning outcomes; and planning for institutional effectiveness. As a result of these discussions, pertinent issues or policies requiring change are brought to the attention of the LCI Administrators and LCI Governing Board to implement. In general, course instructors are to teach the overall course objectives according to the lesson plan; however, it is the instructor s responsibility and authority to select his/her instructional tools, supplemental course materials, and other teaching resources related to the subject matter being taught. Furthermore, it is the responsibility and authority of the instructor to assess his/her student s learning outcomes and make regular evaluation of the program s curriculum. Faculty members are entitled to freedom in the classroom in discussing their subject matter, but should be mindful not to introduce controversial material unrelated to the course s objectives. Classroom discussions are to be conducted in a fair, non-abusive manner and must not infringe on the rights of others or be delivered in such a way as to coerce students to adopt the faculty member s point-of-view as the only acceptable point-ofview. Also, as engaged members of society, faculty may express personal opinions, and these opinions need not always be in complete agreement with the positions of LCI. However, since instructors are part of a learned profession, the public may judge their profession and LCI by their speech. As such, faculty members are reminded that when exercising their ordinary rights as an American citizen, they should remain respectful of the opinions of others, show restraint, be accurate on the subject matter, and make every effort to indicate that they are not speaking on the behalf of LCI How was the academic governance policy communicated to the faculty? The Academic Governance and Academic Freedom policies are located in the Faculty Handbook. The policies are reviewed with faculty members upon hire. In addition to the hard copy of the Faculty Handbook faculty members receive, a copy is located on the shared S:/ Drive. 5.8 Is there a detailed syllabus on file for each course? Yes, detailed syllabi are maintained on the shared S:/ Drive How are syllabi developed?

39 Page 39 of 70 The syllabi are developed by either the Director, Dean of Education or the instructor who teaches the course. Final approval of the syllabus must be approved by the Director or Dean How often are the syllabi revised? All syllabi are reviewed with each course, as it is used in partnership with the content delivered in the course. At the conclusion of each course, the instructor reviews with the Director or Lead Instructor any shortcomings and/or proposed changes Describe the process for revising syllabi. Any suggestions for changes must be approved by the Director before changes can be made to the curriculum. In addition to this standard review process, advisement from our textbook publishing partners and the industry employment partners also contributes to the development and modification of syllabi. Changes are introduced prior to the start of a course and not during a course How are out-of-class assignments, if applicable, incorporated in the syllabi and how are they evaluated? Out of class assignments are assigned an appropriate grade weight and described in detail in the syllabi. These assignments are treated the same as any other assignment, and thus are required. 5.9 Describe any internship/externship programs, indicating name of program, procedure, and person(s) responsible for the oversight of these activities. Have both the campus and the practicum site signed an agreement outlining the arrangements of the internship/externship? Describe the contents of the agreement. Both of LCI s programs required a total of 360 supervised work activity hours (8 semester credit hours). The required internship hours were an implementation of a suggestion by our Advisory Committee. Employees responsible for the successful implementation and maintenance of the internship program: Internship Coordinator: Internship Coordinator: Chef Alexis Girhiny Mike Buck Internship Guidelines (In the Context of Paid Hours for Credit) Overview and Required Hours The LCI Internship Program provides a student with actual work experience, guided by industry professionals, in related fields for course credit. In order to successfully fulfill the internship requirements of LCI s programs, students must complete the equivalent of eight (8) semester credit hours of supervised work activity at an approved LCI Internship Program Internship Site or Sites. Students may complete anywhere from one (1) to eight (8) semester credit hours of supervised work activity per semester. Semester credit will be awarded for the following number of supervised work activity hours: Semester Credit Hour Number of Supervised Work Activity Hours

40 Page 40 of Note: Internship credit hours are part of the requirements for graduation and must be completed within the 150% time allotment, or six (6) total semesters (see Conduct and Termination Policy). Students may complete anywhere from forty-five (45) supervised hours of work activity up to three hundred sixty (360) supervised hours of work activity for credit per semester. All of LCI s programs require a total three hundred sixty (360) supervised hours of work activity, or eight (8) semester credit hours, for graduation. Grading Procedures In order to receive internship credit for supervised hours of work activity, the following items are required: (1) a completed Internship Student Evaluation Form for every forty five (45) hours of supervised work activity completed; (2) a completed Intern Performance Evaluation Form for every forty five (45) hours of supervised work activity completed; and (3) verification of the required number of supervised work activity hours (i.e. paystubs, etc). All documentation must be turned into the LCI Internship Coordinator for evaluation. Successful completion of the required number of supervised work activity hours will result in the award of semester credit. All internship semester credit hours will be reflected on the student s transcript as either Pass (P) or Fail (F). Failed semester credit hours are subject to the Conduct and Termination Policy and the Make Up Class Policy. If a student s employment at the Internship Site is terminated for any reason (i.e. cause or student s own separation), the student will be unable to claim partial semester credit hours for hours worked. For example, if a student completed a total of one hundred ten (110) supervised hours of work activity, the student may only claim ninety (90) of those hours for a total of two (2) semester credit hours. The remaining twenty (20) hours cannot be applied to the hours needed to fulfill the LCI Internship Program requirements. Employer Becoming an Approved LCI Internship Program Site If a student would like for their current or a prospective employer to become an approved LCI Internship Program Internship Site, the student must contact the LCI Internship Coordinator for further information. Unpaid/Volunteer Supervised Work Activity Hours In order for a student to receive credit for unpaid/volunteer supervised work activity hours, the Internship Site must be approved by LCI as a Volunteer Internship Site. All LCI approved Volunteer Internship Sites are 501(c)(3) charitable organizations. Responsibilities Student and LCI Student Responsibilities When participating in an internship for course credit, students have the following responsibilities: Follow all of the employer s rules and regulations; Dress according to the employer s policy; Arrive promptly and ready to work for all scheduled shifts; Perform all duties assigned by supervisor; Provide documentation verifying employment hours (i.e. pay-stubs, etc.); and Complete Internship Student Evaluation Form, including the required short essay questions, at the end of each completed Internship semester credit hour. LCI Responsibilities In connection with the LCI Internship Program, LCI has the following responsibilities:

41 Page 41 of 70 Assist student in finding an approved Internship Site/Employer and/or approving/disapproving student proposed Internship Site/Employer; Coordinate academic administration, including determination of grade, for student internship participation; Communicate with the Internship Site/Employer, as needed, with respect to the Student Intern/Employee s performance; and Collect Intern Performance Evaluation Form and Internship Student Evaluation Form at the end of each completed Internship semester credit hour (forty five (45) hours of supervised work activity) and evaluate documents for assignment of credit and further continuation of Internship Site/Employer s participation in the LCI Internship Program. Internship Guidelines (In the Context of Unpaid/Volunteer Hours for Credit) Overview and Required Hours The LCI Internship program provides a student with a real world learning experience, guided by industry professionals, in related fields for course credit. In order to successfully fulfill the internship requirements of LCI s programs, students must complete the equivalent of eight (8) semester credit hours of supervised work activity at an approved LCI Internship Program Internship Site. Students may complete anywhere from one (1) to eight (8) semester credit hours of supervised work activity per semester. Semester credit will be awarded for the following number of supervised work activity hours: Semester Credit Hour Number of Supervised Work Activity Hours Note: Internship credit hours are part of the requirements for graduation and must be completed within the 150% time allotment, or six (6) total semesters (see Conduct and Termination Policy). Students may complete anywhere from forty-five (45) supervised hours of work activity up to three hundred sixty (360) supervised hours of work activity for credit per semester. All of LCI s programs require a total three hundred sixty (360) supervised hours of work activity, or eight (8) semester credit hours, for graduation. Grading Procedures In order to receive internship credit for supervised hours of work activity, the following items are required: (1) a completed Internship Student Evaluation Form for every forty five (45) hours of supervised work activity completed; (2) a completed Intern Performance Evaluation Form for every forty five (45) hours of supervised work activity completed; and (3) verification of the required number of supervised work activity hours (i.e. work hours sign-off sheet, etc). All documentation must be turned into the LCI Internship Coordinator for evaluation. Successful completion of the required number of supervised work activity hours will result in the award of semester credit. All internship semester credit hours will be reflected on the student s transcript as either Pass (P) or Fail (F). Failed semester credit hours are subject to the Conduct and Termination Policy and the Make Up Class Policy.

42 Page 42 of 70 If a student s assistance is no longer required at an Internship Site, for any reason (i.e. cause or student s own separation), the student will be unable to claim partial semester credit hours for hours worked. For example, if a student completed a total of one hundred ten (110) supervised hours of work activity, the student may only claim ninety (90) of those hours for a total of two (2) semester credit hours. The remaining twenty (20) hours cannot be applied to the hours needed to fulfill the LCI Internship Program requirements. Charitable Organization Becoming an Approved LCI Internship Program Site If a student would like for a charitable organization to become an approved LCI Internship Program Internship Site, the student must contact the LCI Internship Coordinator for further information. Responsibilities Student and LCI Student Responsibilities When participating in an internship for course credit, students have the following responsibilities: Follow all of the Internship Site s rules and regulations; Dress according to the Intern Site s policy; Arrive promptly and ready to work for all scheduled times; Perform all duties assigned by supervisor; Provide documentation verifying employment hours (i.e. work hours sign-off sheet, etc.); and Complete Internship Student Evaluation Form, including the required short essay questions, at the end of each completed Internship semester credit hour. LCI Responsibilities In connection with the LCI Internship Program, LCI has the following responsibilities: Assist student in finding an approved Internship Site and/or approving/disapproving student proposed Internship Site; Coordinate academic administration, including determination of grade, for student internship participation; Communicate with the Internship Site, as needed; and Collect Intern Performance Evaluation Form and Internship Student Evaluation Form at the end of each completed Internship semester credit hour (forty five (45) hours of supervised work activity) and evaluate documents for assignment of credit and further continuation of Internship Site s participation in the LCI Internship Program 5.10 Describe the methods utilized to evaluate and revise the curricula. Identify any differences in these procedures among various programs. LCI FORMAL PROCEDURES USED TO REVISE THE CURRICULUM LCI s curriculum writing process is designed to promote a high level of student knowledge acquisition by keeping students engaged through the administration of well delivered content. The LCI curriculum development and revision process fosters thoughtful planning to continually improve instruction. All required components are needed for approval of the curriculum or any revisions to the curriculum. Step 1: Research and Plan A newly developing curriculum or any changes to an existing curriculum cannot be approved without the review of the Governing Board. These persons are engaged in the shared review of relevant research to ensure that the content of the curriculum is appropriate for the degree program. They engage with faculty and industry professionals, as needed, to research appropriate needs. Step 2: Identify, align and create curriculum

43 Page 43 of 70 LCI uses content specific National Standards, where available, including ManageFirst and ServSafe, and proven industry foundations to align the current curriculum. In order to write the curriculum, a time frame, format, and content must to be identified. The curriculum guide is both a reference for development as well as a guide for the delivery of instruction. The goal of the curriculum is to indicate essential student learning within a given curricular area. Step 3: Instructional Plan development Measurable learning objectives must be specific and directly aligned to standards and curriculum framework. Student activities should be varied and reflect a differentiation of instruction. Student assessments, such as checkpoint quizzes or unit tests, benchmarks, performance-based assessments, projects, practical examinations, and other local measures can be determined by the instructor but must align with learning objectives determined by the curriculum. Step 4: Review and Implementation Plan Professional Development Support should accompany the delivery of any revisions to the curriculum when necessary. Continuous Improvement Assessment opportunities should be factored into the curriculum development and review process to support continuous refinement. Step 5: Curriculum Approval Once the curriculum is written or once suggestions for modification are submitted, the group reviews the proposed curriculum or revisions and provides feedback. The group reviews significant changes to curriculum rationales, course/content descriptions and course objectives. After providing feedback, the group determines through consensus, if the proposed curriculum needs a revision If advisory boards are utilized, list board members and their qualifications. The Advisory Committee is only utilized in their normal capacity, as a research tool to assess the needs of the industry, including any additional specialized training required of graduates or industry professionals to ensure success How was the length of each program determined? The length of the program was compared with similar programs at other colleges. All delivered degree programs at LCI are advanced occupational associate degrees; and therefore, possible degree completion falls within the time constraints of an advanced condensed associate degree program. Employability, student skills, time needed for effective instruction, completion of learning objectives, and industry employment scheduling norms were also considered in the structuring of the program. The experience of the professional chefs, hospitality managers, and education professionals was also an important factor in developing program lengths and structure Do any programs include training by a third party? If so, please explain. No, LCI does not utilize training by a third-party. Instructors maintain culinary and hospitality industry certifications, where applicable, and continuing education requirements of those credentials Is licensure or other certification required for persons employed in any program areas offered? Yes No If yes, list specific skills that students will need to acquire in order to be licensed or certified and how the curriculum provides for attainment of these skills Describe any applicable examinations and the pass rate on each of these exams.

44 Page 44 of If applicable, share details on any program that requires specialized programmatic accreditation to obtain entry-level employment or licensure by the state in which the campus is approved. (Include name of the program and name of the specialized agency.) Not applicable None of LCI s programs require specialized programmatic accreditation to obtain entry level employment or licensure. However, LCI s Associate of Occupational Studies (AOS) in Culinary Arts (both concentration) does have programmatic accreditation through the American Culinary Federation Education Foundation s (ACFEF s) Accrediting Commission. This programmatic accreditation is not required to obtain entry level employment and no licensure requirements currently exist for culinary professionals in Louisiana Explain the current status in holding such accreditation. As stated above, LCI s AOS in Culinary Arts degree program (both concentrations) is accredited through the ACFEF s Accrediting Commission. The accreditation was effective July 29, How have students been notified of this requirement and how it affects their employability following program completion? As stated above, programmatic accreditation is not required to obtain entry level employment and no licensure requirements currently exist for culinary professionals in Louisiana. However, ACFEF programmatic accreditation affords students completing LCI s AOS in Culinary Arts degree program (both concentrations) the opportunity to receive either a Certified Culinarian credential or a Certified Pastry Culinarian credential through the American Culinary Federation How are appropriate course sequencing and prerequisites determined? LCI s courses are offered in a particular sequence, developed to ensure students receive the appropriate fundamental skill sets required to complete more advanced tasks within the degree requirements. When LCI s programs were originally developed, key staff members assembled to determine the best order or sequencing of courses. This group drew on their technical knowledge, as well as prior teaching experiences to determine what courses would serve as prerequisites, if any How is the curriculum structured to ensure an increasing level of difficulty as the student progresses? The sequence of instruction is effectively organized to maximize the learning of culinary and business related competencies required for success in the culinary and hospitality industry. This includes instructor demonstration; routine, hands-on student use of equipment and/or programs; and lecture in culinary or hospitality and academic subject areas. Specifically, the coursework is designed to establish a solid foundation in the beginning, and progressively build on each of the skills learned. For example, students in both AOS in Culinary Arts concentrations begin with food safety and sanitation, and then move into the kitchen basics and culinary history. This is followed by basic knife skills and introductory level coursework. As students progress though their chosen concentration, the coursework becomes more demanding and requires the student to work in a more autonomous manner. Various general education courses in Math, English, Psychology of Leadership, and Nutrition are also present to emphasize the relationship between traditional learning and the culinary arts and the hospitality industry, as a whole.

45 Page 45 of 70 Finally, students in both concentrations end with the application of all the skills learned in the students respective concentration in a practical setting with only instructor evaluation (i.e. Grand Showpiece Display for Advanced Baking and Pastry Concentration students) How is the need for curriculum changes determined? Director-led faculty meetings are held almost daily to address, among other things, systematic evaluation and revision of the current curriculum. Additionally, at least annually, the Advisory Committee reviews the current programs curriculum for relevancy of the industry s needs How are faculty members involved in curriculum evaluation and revision? Faculty are encouraged to express concerns about and bring revision suggestions on the current curriculum to faculty meetings, as instructors present the material and know first-hand what skills need to be improved upon. Once a need for revision is identified, the Director will assign an instructor to update the Lesson Plan for review. Upon review, the newly revised documents will be discussed with faculty peers before implementation How does the campus utilize follow-up studies of its graduates and employers to assist in curriculum evaluation and revision? After each course and upon graduation, students are given class evaluation forms and program evaluation forms for completion. All data is gathered and evaluated at various levels. For example, the data gathered on an anonymous class evaluation form is compiled on a spreadsheet and ed to the instructor and Director. All comments are read and discussed, as needed. Data gathered related to graduate and employer satisfaction is evaluated and supplied in the Campus Effectiveness Plan. This document is presented to all faculty and staff, as well as the Advisory Committee, for comment and input on action plan implementation, as required What curriculum changes have been made during the last three years? In the last 3 years the following curricula changes have been made: AOS in Culinary Arts Advanced Culinary Arts concentration Change of CA 311 Wine Fundamentals from 2 Semester Credit Hours to 3 Semester Credit Hours (approved June 2014, immediately implemented) Change of CA 312 Contemporary Cuisine from 2 Semester Credit Hours to 1 Semester Credit Hour (approved June 2014, immediately implemented) Addition of INT 101C Culinary Arts Internship at 8 Semester Credit Hours (approved June 2014, implemented January 2015 enrollment period) AOS in Culinary Arts Advanced Baking and Pastry concentration Addition of INT 101B Baking and Pastry Internship at 8 Semester Credit Hours (approved June 2014, implemented January 2015 enrollment period) AOS in Hospitality and Culinary Management Development of Current Program (approved June 2014, first offering August 2014 enrollment period) What changes are contemplated for the next three years? While there are no changes to the actual curricula contemplated for the next 3 years, LCI is considering changing the delivery method in some courses to a hybrid approach (some direct, in-person instruction and some online instruction) in some lecture courses in the AOS in Hospitality and Culinary Management degree program. Additionally, LCI is considering the addition of a new 2+2 Bachelor s program that would only offer the last 2 years of a Bachelor s degree in Food and Beverage

46 Page 46 of 70 Management. Admission would require applicants to possess an Associate s Degree with required elements; however, the details have not been finalized on this project How does the campus determine the appropriate allocation of contact time among lecture, laboratory, and intern/externship activities? During the initial development of the current programs, the developers determined what would be appropriate for students in terms of lecture, laboratory and internship activities, per program. Faculty and the Advisory Committee systematically review the program design, including time allocation, to determine if revisions are required How does the campus monitor the number of contact hours completed for each course? Students must adhere to a strict attendance policy while enrolled (see below). Attendance is taken at the beginning of class, and since class sizes are small, times when students exit the class and do not return are noted and applied to the students attendance record. Weekly attendance is recorded and students may fail a class due to not meeting the attendance requirements. Attendance (Absenteeism) Policy (Excerpted from the General Catalog, page 9) Students are expected to attend all classes as scheduled by the Louisiana Culinary Institute and will be subject to the following policy: Attendance is rounded down to the last hour attended for leaving class early (not including lunch) and is rounded up to the next hour for tardiness. Students are expected to notify their instructor when leaving early and to check in at the front desk when tardy. In order for a student to get credit for a course, the student must attend a minimum of 90% of that course. If a student misses more than 10% of a course and does not make up the hours in accordance with the Make Up Hours Policy, the student will receive a grade of F and the course must be repeated at the student's expense, when the course is next offered after the student has completed the remainder of the program. If a student must be absent for any length of time that would exceed the 10% of the length of a course, and beyond the time allowed within the Make Up Hours Policy, the student is encouraged to either take a Leave of Absence or Withdraw from the class (see Leave of Absence Policy and Withdrawal Policy). Students should speak with their Instructor for that class about their options 5.19 What are the procedures for developing the application of the U.S. Department of Education s definition of a credit hour (as required in Section of the Accreditation Criteria)? In LCI s Credit Hour Definition plan, LCI defines its policies and procedures for determining the credit hours awarded for courses that conform to commonly accepted practices in higher education. Specifically, on each course syllabus, learning objectives directly related to the course descriptions must be detailed. These learning objectives, including any out of class assignments, must result in an equivalent amount of student learning as equal to 1 semester credit hour. It is the expectation of LCI s faculty that students complete homework assignments in order to successfully achieve the state learning objectives. As such, grades are reflective of this requirement Where are the procedures published? The Credit Hour Definition Plan is published on the S:\ Drive under the SOPs Manuals Plans Security Reports folder and is in print form in the SOPs Manuals Plans Security Reports binder.

47 Page 47 of How does the campus determine the appropriate scheduling of classes in relationship to the needs of the students? Classes are offered in a set order, per the current program s curriculum, each semester. Therefore, should a student be required to repeat a class for any reason, it will be offered in a consecutive enrollment period If applicable, describe the method used to evaluate and award academic credit to students who demonstrate subject competency based on academic, occupational, or personal experiences. As stated in question 4.6, academic credit is awarded in a comparable subject for (a) credits earned at an accredited college or university at a grade of C or higher; (b) the achievement of certain minimum scores on the ACT, SAT, CLEP exam or AP exam; and (c) having met the requirements stated in the ProStart Advanced Credit Policy. LCI does not award academic credit to students who demonstrate subject competency based upon occupational or personal experiences. INSTRUCTION AND FACULTY In responding to the questions below, please consult Section , , , , and of the Accreditation Criteria Describe how physical facilities, equipment, and resources are used to enhance classroom instruction. Classroom Space and Resources LCI maintains adequate classroom space to support the maximum number of students it accepts into its programs. Specifically, LCI s 3 general education classrooms hold up to 36 students; this is more than the 30 students LCI accepts into its largest concentration (Advanced Culinary Arts). Also, each general education classroom is equipped with a pull down screen for presentations, internet connectivity for instructor use, and large dry erase boards. Additionally, the 3 demonstration labs, the bakery demonstration lab and 2 baking labs, which can hold students for hybrid classes that contain both a lecture and lab component, can hold up to 18 students. This allows for Advanced Culinary Arts concentration students to be divided into 2 groups, for more individualized learning, and entire enrollments of Advanced Baking and Pastry concentration students to be in one classroom. Each lab is equipped with an ELMO camera and 2 screens for instructor-led demonstrations and presentations, at least 1 kitchen, and a large dry erase board. The 2 project kitchens are equipped for lab component courses only, with enough kitchens for all students to use. Large dry erase boards are also provided for instructor use. The main kitchen and dining hall also serve as classrooms. The main kitchen is set up with enough space to facilitate instructor-led lab courses and instructor monitored lab courses. The dining hall serves as a traditional classroom setting for any lecturing required before laboratory work is monitored. A TV is wheeled into the dining hall on an as needed basis. The Amphitheatre is also available for use. It comfortable seats up to 60 students and has a full residential kitchen, ELMO camera with 2 screens for instructor-led demonstrations and presentation, and internet connectivity. A moveable dry erase board can be utilized as well. Also, the Media Center may also serve as a classroom on an as needed basis. It boasts 15 internet-ready thin client terminals and internet connectivity for laptops. A moveable TV and dry erase board can also be utilized in this space. Finally, instructors are afforded a variety of ways to create instructional media (both print and non-print). Specifically, in addition to the resources available in the Media Center for both instructors and students, instructors have the use of a full color copier to create handouts; a video camera to create how-to videos; a still camera to document student progress; laptops with projectors for presentations; internet access in their private offices for a variety of uses; and the ELMO cameras and other resources within classrooms.

48 Page 48 of 70 Instructional Equipment Multiple types of instructional equipment are required in a culinary educational setting. For instance, in a kitchen or practical environment, equipment can range from large items like cook tops and ovens, to small ware items like skillets and blenders. However, in a traditional classroom setting, instructional equipment usually consists of audio-visual items like projectors and laptops. All equipment is inventoried regularly so that repairs, upgrades and replacements can be made. In order to ensure the safety of its students and instructional staff, LCI requires that (1) all instruction equipment must meet appropriate and required safety standards at all time, and (2) that all equipment be relevant and upto-date with current industry standards. To accomplish this, the Director conducts daily walk-through to assess the status of equipment and conducts random checks of the locked supply cages to ensure that inventory is properly taken. Any concerns are handled on an as needed basis. Additionally, instructors may suggest the need for an additional piece of equipment at any time. These requests are analyzed by the administration, paying close attention to the annual budget funding level set aside for new and current instructional equipment. If reasonable, these requests are satisfied in a timely manner How are learning materials selected? Describe how instructional procedures and materials are evaluated to determine their effectiveness. Instructors enjoy the academic freedom to develop their own learning materials and supplements, to accompany the information provided in the lesson plans, to effectively convey the course subject matter. Use of varied forms of instructional methods is encouraged. Instructional procedures and materials are evaluated systematically by the instructor teaching the course, by the Director and Dean of Education through programmatic reviews and by the students through class evaluation forms. As previously stated, instructors enjoy the academic freedom to develop their own learning materials. Thus, when preparing to teach a course, the instructor will review the standard lesson plan and the materials prepared for the course by previous instructors and make a determination on what the instructor will be using. After teaching the course, class evaluations are given to students. Information from the evaluations and the firsthand experience of the instructor is used to make any changes needed for future offerings of the course. Changes are presented to the Director and Dean of Education for discussion and review, and are made on an as needed basis 5.24 Describe how the campus ensures that students have access to appropriate learning materials (e.g., textbooks, laboratory equipment). As stated in 5.22 above, instructional equipment, especially of the type specifically required in a culinary lab setting, is inventoried and checked regularly so that repairs, upgrades and replacements can be made. This includes larger equipment in the kitchen and small ware items in the kitchens and demonstration labs. Additionally, LCI ensures that instructional supplies are readily available. In a culinary setting, instructional supplies reach beyond the average office-type or classroom-type supplies; it extends to food-based supplies, as well. Therefore, funds are budgeted annually to ensure that instructional supplies may be ordered at any quantity or time that they may be needed, and that they meet appropriate and required safety standards. Furthermore, as part of a student s required fee package, all food lab supplies, all textbooks, any required small wares (in the form of a knife kit or pastry kit), a laptop (for AOS in Hospitality and Culinary Management students), and 2 uniforms are included. Additional stock is maintained by the Pantry Chef in dry storage for additional purchase, should a student lose his or her issued item. Also, the Media Center is open to students whenever LCI is open. Students all have log-ins for the thin-clients and are issued flash drives to save any work they may complete on the thin-client terminals. Finally, budget allocations for instructional resources and materials are sufficient to meet the needs of the program

49 Page 49 of Describe how the campus ensures that it maintains appropriate licenses for computer software and how it ensures compliance with copyright laws. LCI employs a third party IT company, Emco, to maintain its software licenses and its computers and servers, in general. LCI notifies students, faculty and staff of copyright laws via the Consumer Information on its website ( LCI utilizes textbooks from reputable publishers, whether purchased directly or compiled, and does not create its own packets of information for student use Who is responsible for faculty orientation? While the Compliance Officer and Bursar assist with the gathering of completed forms, faculty orientation is the responsibility of the Director Describe the orientation of the faculty to the campus. On a faculty member s first day, the Director gives the new hire another tour of the facility where he or she will meet other faculty and staff and become oriented with the building and Media Center. At this time, the Director guides the faculty member to his or her office, issuing keys, and computer log-in information. Once logged-in, the Director will orient the faculty member to any programs necessary for his or her position and where pertinent documents can be found on the shared drive (S:/ Drive). This includes forms, lesson plans and any other learning resources developed by other faculty. The Director also gives the new hire the Employee Policies Handbook and Faculty Handbook for review. At this time, he highlights the main points of the Handbooks and stresses the need for the faculty member to review the policies thoroughly and ask any questions before returning the receipt pages. The Director also gives the new hire the General Catalog, shows him or her where to locate an additional copy on the S:/ Drive, and reviews pertinent policies and procedures for the students. Questions are encouraged. Finally, the Director assigns the instructor to his or her first class and informs him or her of the lead instructor. At that time, the Director also gives the instructor any copies of textbooks and lesson plans that he or she may need 5.27 How does the administration determine the qualifications of a faculty member to teach a particular course? Qualifications of faculty for particular courses and/or subject matter is based upon the faculty member s academic record, professional experience, and any certifications. During the interview process, resumes and official academic transcripts are requested. Where applicable, certifications are confirmed through the certifying agency and professional experience is confirmed as well. For instructors teaching lab courses, a working interview is required. This consists of a sample lecture to a live class and a practical exam, if the candidate does not hold a certification from the American Culinary Federation (ACF) at the level of a Certified Executive Chef, Certified Executive Pastry Chef or higher Describe qualifications of non-degreed teachers for the subjects they teach. LCI does not hire non-degreed instructors. All instructors must minimally hold an Associate s degree. Currently, all but 2 instructors hold a Bachelor s degree or higher. Upon hire, if the chef instructor does not already hold an ACF certification at the Certified Culinary Educator or Certified Secondary Culinary Educator level, he or she must start the process of obtaining the certification within 6 months of hire. If the instructor already has the required teaching hours, the instructor has 1 year to complete the process. If the instructor does not have the required

50 Page 50 of 70 teaching hours, the instructor must complete the process within 2 years, or 1 month after completing the required teaching hours, whichever is sooner How are the qualifications documented? All instructors are required to complete a PSC-9, Personnel Affidavit for the Louisiana State Board of Regents for approval. Supporting documentation is attached and kept on file in the instructor s personnel file. Official transcripts and evidence of any certifications is also maintained in the faculty member s personnel file Describe the procedure for collecting official transcripts, for qualifying credentials and/or those listed in the catalog, for faculty members. Instructors are required to request 2 official transcripts from the appropriate institution to be sent directly to LCI c/o Compliance. One official transcript is forwarded to the Louisiana State Board of Regents with the PSC-9, Personnel Affidavit, if applicable, and the other is maintained in the instructor s personnel file. LCI only accepts official transcripts sent directly to LCI If there are faculty members whose official transcripts are not on file, document what efforts are being made to obtain them. Please include any unique circumstances that may impact the ability to obtain such transcripts (such as political instability, institution closing, etc.). The only faculty member whose official transcript is not on file is Michael Ciuffetti. Chef Michael requested and paid for 2 official transcripts from the Culinary Institute of America (CIA); however, the CIA only sent him 1 official transcript. This transcript was promptly forwarded to the Louisiana Board of Regents with his Personnel Affidavit for approval (a copy of which is on file). After repeated attempts to remedy the error of sending only 1 transcript, Chef Michael has paid for an additional transcript to be sent to LCI (the third requested transcript), the receipt of which is at the whim of the CIA In what ways does the campus evaluate instruction? Upon hire, regardless of an instructor s prior teaching experience, faculty members are paired with another seasoned instructor for at least 1 full class. During this time, the lead instructor will have the new hire lecture, perform demonstrations and monitor student lab work. The lead instructor will offer guidance to the new hire on areas of improvement and give feedback on the new hire s performance to the Director. After the completion of the new hire s first course, using feedback from the lead instructor and the class evaluations, the Director will determine if the new hire requires additional support via a lead instructor class set up for another class. Additionally, the Director, the Dean of Education, the CEO or a member of the Compliance Office will periodically sit in our courses to evaluate instructors and classroom effectiveness overall. As needed, issues are addressed and modifications are made. Finally, class evaluations are given to students at the end of each course. Students anonymously complete the forms and the results are compiled and given to the instructor and Director for review. Changes are made on an as needed basis What systematic processes are in place to enhance and promote teaching effectiveness? As stated above, new hires are paired with a lead instructor for at least their first class and results from class evaluations are reviewed after each course, making modifications where necessary. Additionally, feedback from employers of graduates and the Advisory Committee on the effectiveness of the skills of their LCI trained employees is used to make modifications that enhance instruction. Finally, instructors are required to participate in at least 1 in-service per semester in order to enhance their effectiveness in the classroom.

51 Page 51 of What is the system in place to ensure that annual faculty development plans are on file for each member of the faculty and signed by the faculty member and his/her supervisor? Each faculty member has a meeting with the director after the 90 day introductory period milestone to prepare in partnership the faculty member s annual faculty development plan. The signed annual faculty plan is kept in the faculty member s personnel file. The faculty member is given a copy of the plan for reference How are the activities on the plan determined? How does the campus ensure that the plans are individualized for each faculty member? The annual faculty development plan is created in partnership with the faculty member. In the creation of the faculty member s annual development plan, the instructor qualifications for employment are kept in mind. Any need that the instructor must satisfy for employment will be included on the annual plan, with reasonable due dates for completion. Instructors are also encouraged to obtain other certifications within their field of expertise. Some examples include Certified Dining Room Master (through the Federation for Dining Room Professionals (FDRP) and Approved Hospitality Educator (through FDRP), among others. Faculty will be consulted to determine their personal career goals. Additional industry certifications can be determined with goal dates to help advance the professional skill set of the faculty member How is the plan implemented? The plan is implemented through the successful completion of continuing education, membership in professional industry organizations, in-service training, and attendance at professional training seminars with corresponding due dates How often is the plan reviewed? The plan is reviewed at each successive annual faculty development plan meeting. At the end of each year, the plan is reviewed for any needed modification and to ensure that the faculty member has achieved goals set on the plan Describe how the campus ensures that all faculty complete development plans. The Director and Compliance Officer monitor and assist in the completion of the annual faculty development plans. During meetings with each instructor, the determination of an appropriate level of commitment to professional development is evaluated and a timeline is documented How are the activities documented by the campus? Documentation and proof of certification and continuing education hours is the responsibility of the faculty member to acquire and submit to the Compliance Department to be stored in the faculty members personnel file. Completed professional development activities are documented by a completion certificate, certificate and credit hours, diploma, transcript or some other form of official documentation. This proof of completion is stored in the personnel file Describe the program of in-service training for the improvement of instruction and curriculum. LCI In-service training is held for the advancement and improvement of instruction at LCI. It is conducted by outside speakers, as well as current faculty members, in areas of expertise where faculty members may not be as experienced. This training is done to widen the knowledge and skill set of LCI instructor in order to improve the education delivered to students. In-service training for the improvement of instruction and curriculum is conducted approximately 4 times a year. A variety of topics are presented in accordance with the current needs List the schedule for the next 12 months.

52 Page 52 of 70 3rd Quarter Faculty Instruction Best Practices -Effective Strategies To Help Faculty Achieve New Semester Goals & Improve Their Teaching ( 4 th Quarter Sexual Harassment & Campus Violence eid= st Quarter Adult Learning Styles for the Culinary & Hospitality Industry Director Administered 2 nd Quarter 2016 Critical Thinking Please note that this is a proposed schedule and is subject to change based up a variety of factors, including need and availability of courses and live presenters Describe how the administration documents professional growth for full- and part-time faculty members. Documentation is maintained in faculty member professional development files. Attendance documentation, seminar programs and training material are needed to document participation Describe the frequency, content, and documentation of faculty meetings. Faculty meetings are held regularly (almost daily, when class is in session) in each department. Faculty meetings are scheduled to discuss program specific concerns. Faculty members also participate in weekly all staff meetings. This is an opportunity for communication across multiple departments. These discussions include student concerns, upcoming events, incoming students and organizational updates. Meeting minutes of both faculty and staff are kept and maintained on the shared S:/ Drive Describe the plans for ongoing improvement in curriculum and faculty. The administration encourages continuous growth of all faculty members through the involvement of continued education, attendance at professional seminars, and membership in industry professional organizations, often with expenses partially or entirely reimbursed from LCI. LCI also utilizes end of course surveys to gather feedback from students on potential areas of improvement. Dedication to ongoing improvement is evident in all processes and procedure at LCI 5.36 What are the normal teaching loads, number of field preparations, and number of subject preparations for full-time and part-time instructors at the campus? Courses are offered using a modified block schedule. This means that students attempt a single course, for 5 hours per day, for a set period of days, but for no more than 20 total hours in one course per week. Once that course is complete, students begin coursework in a single, different course on a predetermined schedule of course offerings. Courses range in duration from 3 days 12 days. LCI uses the modified block schedule for every course taught, with the exception of the 3 general education courses (MAT 101, ENG 101, and PSY 201) that are offered every Monday, Tuesday and Wednesday, per semester, for 1 hour each. Therefore, instructors teach multiple courses over the span of a semester. A full-time instructor would be teaching consistently throughout the semester, at a total of 20 clock hours per week. In some cases, instructors may teach an additional course in either the evening or day, depending on their regularly scheduled course load. This would require an additional 20 clock hours of teaching for that instructor for the duration of the single

53 Page 53 of 70 course (anywhere from 3 12 actual class days). Overtime compensation is paid to instructors having this additional workload. LCI full-time staff members that teach part-time are paid overtime for any coursework taught beyond their normal working hours. They are also afforded the opportunity to modify their normal work schedule to accommodate their class hours, thus avoiding the need for overtime compensation. Outside adjunct instructors are hired as independent contractors and are paid a flat fee per course taught What is the student-teacher ratio, for each program area, at the campus? While individual classes vary, the overall student-teacher ratio is 15:1 for all of LCI programs. Notable variances to this include (1) general education courses in which all programs have students present that are required to take a particular course (potential higher numbers); (2) a lecture class comprised of the entire enrolled class of a specific enrollment period in AOS in Culinary Arts Advanced Culinary Arts Concentration degree program (potentially see up to 30 students); and (3) current AOS in Hospitality and Culinary Management enrollment groups (low number of students due to the newness of the program s offering). OCCUPATIONAL ASSOCIATE S, ACADEMIC ASSOCIATE S, AND BACHELOR S DEGREE INSTITUTIONS 5.38 Describe how the general education courses offered by the campus contribute to the development of the student. LCI currently offers a total of 17 semester credit hours in general education offerings. Courses include Essentials of Math (MAT101 3 semester credits), English Composition (ENG semester credits), Introduction to Art (ART semester credit), Controlling Costs (MAT semester credits), Psychology for Leadership (PSY semester credits), and Nutrition (NUT 201 Nutrition). Each course compliments the student s education in culinary arts and hospitality management, as well as provides the student with information relevant to personal and professional development and growth Cite examples: Examples include: English Composition In this course, students not only enhance their English grammar and composition skills, but also get the added bonus of some career-focused writing assignments. Additionally, students are afforded the opportunity to hone their proofreading, editing and overall communication skills, proficiency of which will greatly enhance their employability and success later in their career and life, in general. Psychology for Leadership In this course, students learn the many aspects of psychology utilized by effective leaders and managers, including working together and making use of problems and barriers. Competency in these areas will allow students to forge better relationships in their personal and professional lives, the ripples of which may positively affect society as a whole. OCCUPATIONAL ASSOCIATE S, ACADEMIC ASSOCIATE S, BACHELOR S, AND MASTER S DEGREE INSTITUTIONS 5.39 Describe how part-time faculty are utilized by the campus. LCI utilizes part-time faculty on an as needed basis. Most part time faculty members are full time staff members of LCI, except Felicia Goldsmith, Ph.D. When utilized, part-time faculty members may teach both general education courses and other areas What percentage of the faculty is part-time?

54 Page 54 of 70 The percentage of LCI s faculty that is part-time in both its programs is 12.8%. This accounts for a total of 495 clock hours across the entirety of both programs (including both concentrations) Describe the procedures for evaluation and monitoring of part-time faculty. LCI monitors and evaluates part-time faculty consistent with how it evaluates and monitors full-time faculty. Specifically, the Director, the Dean of Education, the CEO or a member of the Compliance Office will periodically sit in our courses to evaluate instructor performance. Issues are addressed as needed. Additionally, class evaluations are given to students at the end of each course. Students anonymously complete the forms and the results are compiled and given to the instructor and Director for review. ACADEMIC ASSOCIATE S, BACHELOR S, AND MASTER S DEGREE INSTITUTIONS 5.40 What percent of those subjects which are part of academic associate s, bachelor s, and/or master s degree programs are taught by faculty members possessing advanced degrees as required in the Accreditation Criteria? Not applicable At this time, LCI only offers Occupational Associate s Degree Programs Describe the efforts to recruit and retain qualified faculty members. Not applicable At this time, LCI only offers Occupational Associate s Degree Programs What evidence is available to indicate that the members of the faculty are teaching courses which are based on their major and minor academic preparation and related experience? Not applicable At this time, LCI only offers Occupational Associate s Degree Programs If any faculty members teach a course outside of their academic major or minor, list their names and describe for each, how the administration determined their qualifications to teach their assigned subject(s). How are the qualifications documented? Not applicable At this time, LCI only offers Occupational Associate s Degree Programs Describe how the campus ensures that there is sufficient enrollment in the second year of a two-year program or upper division courses in baccalaureate degree programs. Not applicable At this time, LCI only offers Occupational Associate s Degree Programs. MASTER S AND DOCTORAL DEGREE INSTITUTIONS 5.43 Describe the oversight committee who has the responsibility for developing, modifying, and maintaining each graduate program. Not applicable At this time, LCI only offers Occupational Associate s Degree Programs How often does the committee meet? Not applicable At this time, LCI only offers Occupational Associate s Degree Programs What documentation does the campus maintain to evidence the role of this committee in the development of the program(s)? Not applicable At this time, LCI only offers Occupational Associate s Degree Programs. DOCTORAL DEGREE INSTITUTIONS 5.44 What evidence is available to demonstrate that the members of the faculty are experts in their field of study in which they are assigned to teach?

55 Page 55 of 70 Not applicable At this time, LCI only offers Occupational Associate s Degree Programs Describe how the campus encourages its faculty to engage in practical or scholarly research and to publish in professional journals. Not applicable At this time, LCI only offers Occupational Associate s Degree Programs Explain how the core full- and part-time faculty is effective in ensuring the sound direction and development of its doctoral degree program(s). Not applicable At this time, LCI only offers Occupational Associate s Degree Programs. 6. EDUCATIONAL FACILITIES Each institution must provide an environment that is conducive to good instruction and learning and that supports the educational programs offered by the institution. The adequacy of the environment is assessed against the demands made upon it by the curriculum, faculty, and students. In responding to the questions below, please consult Sections through of the Accreditation Criteria. 6.1 Describe how the buildings, classrooms, equipment, furniture, and surroundings meet the needs of the campus in size and scope. LCI s commitment to successful achievement of its education objectives is well reflected in its physical resources. Specifically, in 2009, LCI completed construction on its custom state-of-the-art campus, and in 2012, added 2 additional specialty classroom wings to the existing 28,000 square foot main building. This new 40,000 square foot culinary education center is maintained in a clean and safe manner, reflective of the sanitation and safety standards paramount in the culinary industry.

56 Page 56 of 70 The current facility houses, on 2 floors, a full service restaurant kitchen, a restaurant dining room, 2 project kitchens, 3 demonstration labs, a bakery demonstration lab, 2 baking labs, 3 general education classrooms, a media center, an Amphitheatre with residential kitchen, and adequate dry and cold storage space. Additionally, there is administrative and instructor office space, several restrooms, a single elevator and a freight lift. Finally, LCI s campus also maintains an herb garden, fruit trees, a student break area, adequate parking and maintenance storage space. As stated in 5.22, LCI maintains adequate classroom space to support the maximum number of students it accepts into its programs. Specifically, LCI s 3 general education classrooms have desk space for up to 36 students, with the ability to add at least 9 more seats. This is more than the 30 students LCI accepts into its largest concentration (Advanced Culinary Arts). Additionally, the 3 demonstration labs, the bakery demonstration lab and 2 baking labs, have well equipped work stations for up to 18 students for hybrid classes that contain both a lecture and lab component. This allows for Advanced Culinary Arts concentration students to be divided into 2 groups, for more individualized learning, and entire enrollments of Advanced Baking and Pastry concentration students to be in one classroom. Each lab was purposefully designed this way to allow for adequate work space for smaller groups of students. The 2 project kitchens are equipped for lab component courses only, with enough kitchens and equipment for 16 students to use in each kitchen at a particular time. Adequate work space and equipment is present for students to successfully complete tasks. The main kitchen and dining hall also serve as classrooms. The main kitchen is set up with enough space and equipment to facilitate instructor-led lab courses and instructor monitored lab courses for up to 18 students at a time. The dining hall serves as a traditional classroom setting for any lecturing required before laboratory work is monitored. The dining room is currently set up to hold 100 diners for up to 18 students to serve. The Amphitheatre and the Media Center are also available for use as classroom space. The Amphitheatre comfortably seats up to 60 students at tables, stadium seating style. And, the Media Center has community table seating for 14 students and additional seating at 15 internet-ready thin client terminals Describe how the facility in compliance with all applicable federal, state, and local codes for occupancy and safety? LCI maintains compliance with all applicable federal, state and local codes for occupancy and safety. LCI s facility is regularly inspected by the state health inspectors and state fire marshals to ensure compliance with appropriate regulations and standards. Current certificates of occupancy and approval by state agencies are on display on the first floor. Additionally, LCI s hood systems and fire extinguishers are inspected by third party vendors to ensure safety and compliance with applicable laws and regulations. Because students routinely work with knives, flames and hot equipment, health and safety, fire, and emergency plans are essential. LCI s Health and Safety Plan (General Catalog, page 42) lists the courses in which kitchen safety is a key learning objective and states LCI s policy on reporting, investigating and treating accidents. LCI also maintains a Fire Plan (General Catalog, page 43) and an Emergency Plan (General Catalog, page 44) to ensure faculty, staff and student safety. 6.2 Does the campus utilize a campus addition or additional space? Yes No If yes, describe these locations. LCI does not utilize a campus addition that is not contiguous and seamless to its main campus building. 6.3 Describe any plans to improve the physical plant and equipment.

57 Page 57 of 70 As part of LCI s long range planning, we hope to expand the current physical plant (in a contiguous manner) to include a new Media Center, Testing Center, a new classroom, and potentially a new cold room (for butchery, ice carving chocolate work and other cold item processing). This expansion would be physically connected to the building near the student entrance and would create a new student entrance. The current Media Center would then be converted to office space for instructors. Expanding the physical plant would require the procurement of new equipment, specifically, new thin client computer terminals, stand alone computers, testing center furniture and equipment directly related to course offerings in the cold room (i.e. ice machines, tools for class offerings). Finally, while there is no need for new equipment in the current program, equipment will be replaced and/or repaired on an as needed basis 7. PUBLICATIONS It is important that an institution recognize the value of "truth in advertising" when promoting its operations. Publications must be prepared and presented in a professional manner to reflect favorably upon the institution. Information published must be accurate and factual and must reflect the current status of the institution. Only the Council can accept or reject an institution's catalog, and a final decision will not be made based on a draft. In responding to the questions below, please consult Sections through and Appendix C of the Accreditation Criteria. 7.1 Describe how the catalog reflects the educational programs, operations, and services. The General Catalog is presented as a governing document that details the standards and expectations of LCI for students. The General Catalog is used as a reference tool and not an advertising tool. The General Catalog includes information in the following areas:

58 Page 58 of 70 Organizational Information Mission Statement, Message from the Director, Licensing Authority, Accreditation, Legal Control, School History, Faculty and Staff Listings and Qualifications, where appropriate; Admissions Information Admissions Requirements and Procedures, Transfer Credit Policy, ProStart Advanced Credit Policy; Financial Information Tuition and Fee Amounts, Financial Aid, Financial Assistance Programs, Scholarships; Cessation of Enrollment Cancellation Policy, Re-entry Policy, Refund Policy; School Policies Academic Integrity Policy, Attendance (Absenteeism Policy), Cell Phone Policy, Class Participation Policy, Conduct and Termination Policy, Consumables in the Classroom and Laboratories Policy, Drug Policy, Field Trip Policy, Leave of Absence Policy, Make Up Classes Policy, Make Up Hours Policy, Make Up Work Policy, Media Center Use Policy, Non-Discrimination / Sexual Harassment Policy, Parking Lot Entrance Parking Building Entrance Policy, Personal Effects Policy, Smoking Policy, Student Permitted Areas Policy, Tardiness Policy, Uniform Policy, Vending Machines Policy, Withdrawal Policy; Academic Information Grading System, Credit Hour Definition, General Education Requirements, Course Numbering System, Academic Standing, Required Levels of Performance, Satisfactory Academic Progress, Graduation Requirements; Career and Student Services Information Job Placement Assistance Program, Students with Disabilities; Programs of Study Program Outlines, Specific Competencies, Certifications Offered; Class Hours, Course Descriptions; Safety Information Health and Safety Plan, Fire Plan, Emergency Plan, Physical Description of the School Facilities and Equipment; and Academic Calendar How often is the catalog published? The General Catalog is published at least annually, with modifications made more often on an asneeded basis. 7.2 How does the campus ensure that all enrolled students receive a copy of the campus catalog? Students receive a copy of the General Catalog at the required new student Orientation. A copy of the document is loaded on a flash drive, along with course syllabi, for each student. The General Catalog can also be found on LCI s website at What other publications are provided to enrolled students? No other publications, per se, outside of required course materials are provided to LCI students. 7.3 Describe the advertising and promotional literature. LCI publishes few true marketing materials to give to perspective students, relying mainly on information provided on its website and in personal tours of the facility. Specifically, LCI publishes 3 brochures: (1) an all encompassing overview of LCI s programs, including the Admissions Application; (2) a ProStart student brochure; and (3) a listing of the AOS in Hospitality and Culinary Management course offerings. LCI utilizes an outside advertising agency, Gragg Advertising, to create and place advertisements in LCI s market area. These include advertising upcoming Open House, direct enrollment requests and upcoming events

59 Page 59 of 70 at LCI. Advertisements are information-based, rather than sales-like, and include the use of billboard, internet postings, print advertisements and televised demonstrations. As previously stated, LCI relies mainly on the information provided on its website. A strong social media presence, driving prospective students to our website, also is a main-stay of LCI s marketing campaign. However, the overall goal of the entirety of LCI s marketing plan is for a prospective student to come to the facility and receive a personal tour or visit an Open House. Open Houses and personal tours allow prospective students to get to know LCI through seeing the facility, including faculty and student interactions, and displays of student work and awards, as well as allowing the Admissions Team to get to know the prospective student. This direct contact allows both the prospective student and the LCI staff member to ask pertinent question that will allow both parties to make an informed decision on whether LCI is the right fit. It also allows for an explanation of the lengthy admissions requirements and tuition costs (and student aid options, if applicable) with a qualified staff member. 7.4 Describe any plans for changes in publications. LCI intends to continue to showcase the success of its students through the use of testimonials, student pictures and demonstration videos. LCI believes that the marketing strategy used in the past is both accurate and effective. There are currently no plans for change. 7.5 If applicable, describe how the courses are numbered and identified in the catalog to indicate that advance work is offered and based upon the appropriate prerequisites. The General Catalog explains that all course numbers consist of a 2 or 3-letter subject identifier and a 3-digit number. The subject identifiers are designed for ease of translation (i.e. ENG English, CA Culinary Arts, HCM Hospitality and Culinary Management). The digit identifiers loosely indicate the sequence in which the course is ideally taken within the program; however, courses requiring a pre-requisite are indicated within the course description solely. Additionally, the first digit in the 3- diget identifier indicates the level of difficulty in the course (i.e. a 100 level course is generally less difficult than a 200 or 300 level course) How does the catalog explain the course numbering system? The General Catalog (page 19) contains the following statement: Course Numbering System All course numbers consist of a 2 or 3-letter subject identifier and a 3-digit number. The subject identifiers are designed for ease of translation (i.e. ENG English, CA Culinary Arts, HCM Hospitality and Culinary Management). The digit identifiers loosely indicate the sequence in which the course is ideally taken within the program; however, courses requiring a pre-requisite are indicated within the course description solely. Additionally, the first digit in the 3-diget identifier indicates the level of difficulty in the course (i.e. a 100 level course is generally less difficult than a 200 or 300 level course). Additionally the General Catalog contains course descriptions of each course in each degree program. The course description designated the course numbers which infers level of difficulty as well as mandatory pre-requisites that need to be completed prior to beginning the course 7.6 If applicable, describe how and where the catalog identifies the general education courses required in a program. The General Catalog (page 19) contains the following information: General Education Requirements

60 Page 60 of 70 All students must earn credit, either by successful completion or transfer credit, for the following General Education Courses: ART 101 Introduction to Art 1 Semester Credit Hour ENG 101 English Composition 3 Semester Credit Hours MAT 101 Essentials of Math 3 Semester Credit Hours MAT 102 Controlling Costs 3 Semester Credit Hours NUT 201 Nutrition 4 Semester Credit Hours PSY 201 Psychology for Leadership 3 Semester Credit Hours These General Education Courses have no prerequisites. Repeated courses for failure or absence may be completed at any time the course is offered. 7.7 Describe the published performance information concerning student achievement. Disclosures required under the federal Gainful Employment regulations have been published and are available to be reviewed at The required disclosures include program information, program cost, debt at completion, program timeline for completion and job placement rates for each program Where is the campus performance achievement information published? Every page on the LCI website has a bar at the bottom for important information. A link for Disclosures is listed in this area. The information can also be accessed directly at

61 Page 61 of LIBRARY, INSTRUCTIONAL RESOURCES, AND MATERIALS The instructional resources, audiovisual teaching equipment, and instructional materials shall be adequate to serve the needs of the institution's educational program. The effectiveness of the library or learning resource center is of the utmost importance for institutions. Its collections should be appropriate and adequate to support the educational programs. They should be used by both students and faculty. The library or learning resource center should be organized with the educational needs of the particular institution in mind. The acquisition of materials should reflect the changing and developing trends of the business and technical world. In responding to the questions below, please consult Sections , , , , , and of the Accreditation Criteria. FOR ALL INSTITUTIONS 8.1 Explain how the instructional resources serve the needs of the educational programs. LCI provides adequate instructional materials and resources to deliver an education that aligns with the organization mission to educate its students to become highly trained professionals in food service operations. LCI provides a significant number of hard copy references and sets of materials that have industry relevant intellectual content that serves as a major supportive supplemental tool for student use. LCI also provides customized instructor tools for assisting in course instruction Describe any contracts or agreements with outside libraries or resource centers. While LCI has no contracts or agreements with outside libraries or resource centers, LCI does use Pearson for the creation of several customized textbooks for specific courses. 8.2 Briefly describe the physical and/or online holdings of the campus. (For online holdings, list the full-text databases in which the library maintains active subscriptions.) The Media Center is the central location of reference materials for student use. The Media Center is approximately 650 square feet and houses 15 internet-enabled thin clients that can be accessed by a confidential student login. Reference materials are present in several forms including; hard-backed, soft cover bound, unbound, electronic content, video content, audio, electronic media, and computer courseware or software. Instructional materials available for use include textbooks, educational media (library media print, non-print, and electronic resources). The Director and or Governing Board must approve instructional materials to be helpful sources of content before inclusion into curriculum. Non-adopted material may be found in the Media Center as an additional outside reference although the content may be different from the content included in the courses offered at LCI. LCI is at the research phase of examining online library platforms to offer additional resources for student use. 8.3 Explain how the quantity and quality of instructional resources are appropriate for the size and scope of the campus. LCI strives to ensure that students receive a high level of quality of instructional resources to be used in delivering and education that aligns with the LCI mission statement. References open for student self instruction are found in the Media Center. In addition to class instruction, students are able to refer to the resource center as an alternative source of information. Material in the resource center is frequently refreshed in order to stay abreast of changes in trends. Instructional resources are evaluated on an ongoing basis to ensure that the material is still relevant within the industry. In order to determine if the instructional materials are appropriate, LCI evaluates a variety of resources including: students access to textbooks, curriculum materials, equipment, and technology. LCI utilizes instructional materials that will teach to the designated learning objectives identified in each course.

62 Page 62 of 70 The quantity of materials ifs balanced with the number of students enrolled and the length of the programs. The Director and Dean of Education work closely together to ensure that the appropriate number of textbooks and other class material is available before a new class begins. 8.4 Explain how reference materials and periodicals are organized for easy usage and preservation. Reference materials are organized according to program area. It is understood that generally students will naturally need reference items relating to their correlating degree program. For this reason, reference material is grouped into 3 categories. These 3 categories are Advanced Culinary, Baking & Pasty, and Management. 8.5 Who is responsible for developing and maintaining an up-to-date inventory of instructional resources? The Media Center is overseen by the Media Center Coordinator, Grady Noland. Mr. Noland is responsible for inventory audits and the general management of Media Center inventory and resources. Media Center class and/or event use can be scheduled on the general shared calendar for periods of time that are deemed to be slow periods, as not to disrupt student use. 8.6 What is the budget for instructional resources (excluding personnel allocations)? Funds are budgeted annually to support instructional resources. Instructional resources are evaluated on an ongoing basis, as they are in use daily by faculty and staff. If an instructor can reasonably support the addition of a learning resources, it may be added to enhance the student experience. The current Media Center budget is $12,000. terminals How is the budget determined? This includes any maintenance of current thin-client There is a budget for instructional resources for each program offered at LCI. The CEO and Director determine the budget needs for instruction for each program of study on an annual basis. The budget is determined by need, growth, emerging trends, and new course work. 8.7 Describe the assessment strategy for library resources and information services. In order to ensure that LCI provides an adequate library of resources and information services, care is taken in the selection of materials stored in the Media Center. A wide range of materials that support the instructional program are available to students and professional staff in order to promote research interests and to broaden student learning. Quality materials are available in a variety of formats and reading levels that offer a wellbalanced coverage of related subjects supporting diverse interests, needs, and industry viewpoints. Material should meet the following guidelines: The collection of material should provide a broad background of information resources for all programs; The collection of resources support the general education goals of LCI and the objectives of specific courses, including materials that represent diverse points of view; The collection of resources should meet the personal needs and interest of student, including materials that: o o o Nurture the development of recreational reading/listening/viewing, cultural appreciation, and aesthetic values; Represent the many religious, racial, ethnic, linguistic, and cultural groups in our society and reflect their contributions to the heritage and culture of our civilization; and Foster respect for the diverse roles available to women and men in today s society; and The collection of resources should support the professional needs of teachers and administrators

63 Page 63 of Describe the training for students and faculty to utilize library resources as a part of the learning process. Students are first exposed to the library resources and the Media Center during the admissions process in the completions of important enrollment and financial aid documents. Students also enjoy the use of the Media Center in several classes, where they receive instruction from faculty members. Students are led by the instructor to learning resources. 8.9 Describe the facility where library and instructional resources are held. The Media Center is centrally located on the second floor and is formally open during standard business hours and when students and staff are in class. LCI allows student and faculty use while any employee is in the building. The Media Center has an open floor plan to facilitate interactive student learning, Students have access to 15 internet-enabled thin clients for internet use and hard copy text materials. LCI affords instructors a variety of ways to create instructional media (both print and non-print). Specifically, in addition to the resources available in the Media Center for both instructors and students, instructors have the full use of a full color copier to create handouts. Instructors are able to check-out additional equipment including; a video camera to create how-to instruction video; a still camera to document student progress and specialized equipment for instruction to enhance the learning experience Describe any plans for improving instructional resources. LCI has made plans to build a new Media Center that will include up-to-date computer equipment and specialized testing and study rooms. This area will also serve as a centralized location for other student services. LCI is also plans to perform a beta test on online learning management systems to determine if course components could successfully be delivered online in the future. FOR OCCUPATIONAL ASSOCIATE S, ACADEMIC ASSOCIATE S, BACHELOR S, MASTER S, AND DOCTORAL DEGREE INSTITUTIONS 8.11 Who is responsible for assisting students and faculty in the use of the library during posted library hours? If the individual is professionally trained, describe these qualifications. All staff members assist students in the Media Center when asked. However, primarily the Media Center is under the management of the Media Center Coordinator, Grady Noland. Mr. Noland has over 25 years of experience in education as a teacher, principal, director of education, test administrator, and editorial coordinator of educational material. He is state certified in English and social studies and is pursuing additional certification as school library-media specialist. In addition to subjects in his certification areas, he has taught courses in business, math, speech communication, and professional development. Mr. Noland has earned three degrees in education and in the process been a student at several state universities, including LSU, Southeastern, the University of New Orleans, and the University of Louisiana-Monroe If there are library assistants describe how these individuals are trained to assist students and faculty. As previously stated, all staff members are able to assist students in the Media Center with common issues. For advanced needs, staff members are instructed to seek the appropriate party for support Explain how the instructional resources serve the needs of the educational programs.

64 Page 64 of 70 LCI ensures that instructional supplies and resources are readily available to support its educational programs. In a culinary setting, these items reach beyond the average office and classroom supplies and textbooks. LCI equips instructors with high grade food and food associated supplies, as needed. Supplies are stored in the appropriate areas for preservation and supplies are refreshed in accordance with food safety policies for the health and safety of all. Students have access to internet and computer use which is often incorporated into a course. The Media Center is able to accommodate one class at a time comfortably and is also a designated break area for student individual use. Instructors have access, as members of the American Culinary Federation, to high quality instructional materials. Instructors also commit to professional development to enhance their instruction skill sets throughout the year. In addition, instructional resource materials are selected and distributed to courses unique to the specialty areas of the course How does the campus determine which reference works are acquired? The majority of reference material is selected based on relevancy. Material should be an enhancement for student learning. Some material is donated, while others are purchased What percentage of total tuition revenue is spent for library acquisitions? LCI s Media Center budget is approximately 0.5% of total tuition revenue. This budget is allocated for library acquisitions and thin-client maintenance During the past three years, have budget allocations for library acquisitions been increased, decreased, or maintained at previous levels? During the past three years, budgetary allocations have been maintained at previous levels Explain. The Media Center budget has been held constant, as LCI plans to build an enlarged new Media Center adjacent to the current campus that houses testing and study rooms. For this reason, LCI is holding out on any major upgrades to the current Media Center as we work towards the new Media Center Explain how reference materials and periodicals are organized for easy usage and preservation. Reference materials are organized according to program area. It is understood that generally students will naturally need reference items relating to their correlating degree program. For this reason, reference material is grouped into 3 categories. These 3 categories are Advanced Culinary, Baking & Pasty, and Management. Students are also given a thumb drive with important student reference documents loaded onto it, including the General Catalog How does the campus provide physical and/or online resources necessary to make the educational program(s) effective? LCI maintains a robust website with important student links readily accessible. Students are able to utilize the Media Center throughout the day when they are not in class. Unscheduled labs are available for student use for additional practice, under chef supervision. Online tests for certification exams are coordinated by the instructor and students are given access with the support of the instructor. For advances technical student issues, students are assisted by the LCI Media Center Coordinator Describe the physical and online library resources, including information about the Total number of physical volumes

65 Page 65 of Total number of online collections available N/A Number of titles and/or online collections related to each program offering Advanced Culinary Arts: 367 Advanced Baking & Pastry: 25 Hospitality & Culinary Management: Number of titles and/or online collections related to general education courses taught Number of program-related periodicals to which the institution currently subscribes Number of other periodicals available Describe the library's procedures regarding student borrowing and return of materials. Students borrow materials through completing a check-out process that is documented in the sign-out book by an instructor or authorized staff member. Students are given a date in which the book needs to be returned. Students are held financially liable should the resource be lost or damaged Describe how online resources, if any, are made available to students. Instructors are able to recommend online resources they feel are beneficial to students that pertain to instruction. Students are notified by the instructor how to reach this material. In general, students use a learning management system, called Engrade, that can facilitate communication between student and instructors. This system can also share information and announcements posted by the instructor Describe how the campus monitors student usage of the library and instructional resources? Students are required to check-out reference material. Security features do not allow students to access inappropriate websites. Students also have a confidential password that will allow them to sign on to the computers in the media center. Any improper use could be tracked to the student s login What evidence shows that the institution, in maintaining and improving the quality of its library holdings, seriously considers recommendations of: a. faculty Faculty members make recommendations to the Director, Media Center Coordinator and/or the CEO for resources they would like to see added to the inventory. It is understood that instructors have vested time with students as well as experience in the industry. For these reasons, instructor recommendations are taken very seriously and often honored. b. appropriate national professional organizations and societies, and Several courses utilize education materials designed by ManageFirst Program, which is the education curriculum created by the National Restaurant Association. ManageFirst materials are available in the library as well as online.

66 Page 66 of 70 c. a nationally recognized list (or lists) of online collections, books, and periodicals? LCI organizes its course curriculum, textbook and reference material around nationally recognized and world renowned organizations with expertise in advancing professional careers in the culinary and hospitality industry. This expertise includes the American Culinary Federation (ACF) as well as the James Beard Foundation, a nonprofit organization celebrating exemplary work in the culinary industry. For these reasons, when making library acquisition purchases, preference is given to references that appear on the resource lists determined by the ACF and those that are honored by the receipt of the James Beard Foundation Book awards. American Culinary Federation The ACF, a professional, organization for chefs and cooks, was founded in 1929 in New York City by three chefs organizations: the Société Culinaire Philanthropique, the Vatel Club and the Chefs de Cuisine Association of America. The organization is focused on promoting the professional image of American chefs worldwide through education of culinarians at all levels. The following book and textbook lists were created as a recommendation to further knowledge in the culinary arts: mpetitions/knowledgebowl/books/ James Beard Foundation Book Awards The Book Awards that are administered by the James Beard Foundation were started in 1966 by French s Mustard as the R. T. French Tastemaker Awards. The James Beard Foundation Book Award recipients are books that contribute to the growing canon of information and knowledge about food and beverage. Content, accuracy, design, and writing style are among the elements considered in selection of the award. The following link lists the recipients of the past James Beard Foundation Book Awards: Describe any plans for improving the library. Resources are added on an ongoing basis. As mentioned earlier, LCI will soon be starting the build out process for the new media center which will house testing and study rooms. LCI is also performing research on the addition of an online library resource. FOR ACADEMIC ASSOCIATE S, BACHELOR S, MASTER S, AND DOCTORAL DEGREE INSTITUTIONS 8.23 How does the professionally trained individual maintain his/her professional awareness? 8.24 How many hours a week does the professionally trained individual personally supervise the library? 8.25 Describe the information technology available in the library. List web-based research and information literacy resources currently used by students and faculty What system is used to catalog library titles?

67 Page 67 of Describe how library resources are made available to students. (List the hours during which the library is open.) 8.28 Describe the interlibrary loan or other outside resource agreements, if applicable What evidence indicates that the library collection (on-site and online) includes up-to-date holdings which are pertinent to the various subject fields and are responsive to the needs of individual courses? FOR MASTER S AND DOCTORAL DEGREE INSTITUTIONS 8.30 Describe how the library holdings exceed the requirements of the average student in order to encourage the intellectual development of all students and to enrich the professional development of the faculty Describe the library resources the campus provides to support a better understanding of scholarly research at the graduate level.

68 Page 68 of 70 SELF-STUDY QUESTIONS SUPPLEMENT 9. DISTANCE EDUCATION AND OTHER FORMS OF NONTRADITIONAL EDUCATION For institutions that offer distance education courses or programs or when alternative modes of educational delivery are used. In addition to the self-study questions on the previous pages, institutions that offer distance education and other forms of nontraditional education must answer the questions below. In responding to the following questions, please consult Appendix H, Principles and Guidelines for Nontraditional Education of the Accreditation Criteria. INSTITUTIONAL READINESS 9.1 List the course(s)/program(s) approved by ACICS for delivery through distance education and/or selfpaced Indicate the percentage that each program is available for distance education and/or self-paced instruction. 9.2 Describe the method(s) used to deliver the distance education and/or self-paced course(s)/program(s) Indicate any other institution or entities that are involved in the delivery of distance education for students at the campus If distance education is provided under a consortium agreement, provide the name of the Host institution and the relationship with this institution or entity. Include the percentage of the program offered by the Host institution or entity. 9.3 Describe how the Campus Effectiveness Plan incorporates distance education as a mode of delivery What data is the campus collecting to assess student and faculty satisfaction with distance education and/or self-paced instruction? 9.4 Who oversees the distance education and/or self-paced course/program curriculum? What are this individual s qualifications? Who is responsible for course/program evaluation for nontraditional education mode of delivery? ADMISSIONS REQUIREMENTS AND ENROLLMENT

69 Page 69 of What are the admission requirements for students taking distance education coursework? (If there are any differences from the residential admissions policy, explain.) 9.6 How does the campus make it clear in writing at the time of enrollment: How the student s identity will be verified throughout the course and program? How the student s privacy will be protected in the identity verification process? 9.8 Describe the orientation program for distance education and/or self-paced students. CURRICULUM CONTENT AND INSTRUCTION AND DELIVERY 9.9 Describe how interaction between faculty and students takes place Describe how interaction among students takes place What is the student-teacher ratio for distance education courses? Describe how this ratio is appropriate and provides sufficient interaction between the faculty and the students and among students. FACULTY AND INSTRUCTIONAL SUPPORT 9.12 Describe the faculty training program to prepare faculty to teach self-paced courses or in a distance education environment Identify the educational resources and technology available to faculty on campus and on-line Identify the platform used to deliver instruction. RESOURCES AND EQUIPMENT 9.15 What is the budget allocated to distance education delivery? 9.16 Describe the instructional resources, equipment, and library resources available to students on-line and residentially. STUDENTS AND STUDENT SERVICES

70 Page 70 of Describe the student services available to students taking coursework on-line. STUDENT EVALUATION AND PROGRAM ASSESSMENT 9.19 How are students taking self-paced and/or distance education courses evaluated? 9.20 How is retention monitored? 9.21 Describe the placement services that are available Describe how student, faculty, and employer satisfaction are identified How does the institution measure core competencies for programs and objectives for courses offered in a distance education environment? 9.24 How are equivalent out-of-class assignments, if applicable, incorporated in the syllabi and how are they evaluated? PUBLICATIONS 9.25 Do the statements in the catalog, Web site, and, when appropriate, in advertising and promotional materials meet requirements for institutions offering coursework through distance education? 9.26 Describe the information given in the catalog regarding nontraditional education, if applicable, including mode of delivery, admissions requirements, tests to determine access, resources offered to nontraditional education students, and any special costs for the students associated with nontraditional education.