Fiscal Year 2013 Program Review Summary Report

Transcription

1 Fiscal Year 2013 Program Review Summary Report July 2013

2 Program Review Contact Person: Kristin Ciesemier Coordinator of Curriculum and Academic Effectiveness Joliet Junior College, District Houbolt Road Joliet, Illinois

3 Table of Contents Career and Technical Education Baking and Pastry Arts Culinary Arts/Chef Training Food Preparation Architectural Technology Construction Engineering Technology Computer Aided Design and Drafting Fire Science Administrator Fire Science Electrocardiology Technician EMT/Paramedic Radiologic Technician Global Supply Management Management and Supervision Administrative Assistant Microcomputers Construction Management Academic Discipline 108 Mathematics Cross-Disciplinary 115 Adult Education and English as a Second Language Dual Credit Student and Academic Support Services 123 Career Services Learning and Tutoring Centers Alumni Relations Grant Development Marketing and Creative Services year Program Review Schedule 141 Career and Technical Education Academic Discipline Cross-Disciplinary Student and Academic Support Services

4 Career and Technical Education 1

5 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Hospitality and Tourism Career Pathway: Restaurants and Food/Beverage Services Program of Study: Baking and Pastry Arts/Baker/Pastry Chef Community College Program Title Degree Type Breads/Cakes CA CCO-Certificate Of Completion Cookies/Pies/Petit Fours/Showpieces CA CCO -Certificate Of Completion Desserts/French Pastry/Custards CA CCO -Certificate Of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Culinary Arts Program at Joliet Junior College provides exceptional programmatic offerings, comprehensive job and career readiness, and competent career training at a substantially reduced price as compared to the competition. Faculty members within the program possess the highest levels of professional certification and training to prepare them to better train students for successful employment. Students in the program and employers who hire Joliet Junior College Culinary Arts students and graduates are equally as pleased with the quality of education, level of confidence and career preparedness received within the program. Outcomes/Objectives Pastry and Baking Certificates of Completion offered through the program (CA 122, CA 123 and CA 124) are designed to meet specific needs of personal enrichment for those who enjoy pastries and baking and specific skill attainment in this specialized area of concentration. Each of these certificates and the courses that comprise them are quite specific in scope. Program Outcomes: Demonstrate accurate knife cuts/skills. Demonstrate appropriate work ethic through proper conduct and dress. Demonstrate proficiency in professional cooking techniques. Demonstrate proper state and federal sanitation guidelines. Demonstrate emerging management skills including leadership necessary for building and maintaining a food service team. 2

6 Demonstrate organizational skills in planning and documenting food production activities and the ability to implement and maintain cost and quality controls to meet operational goals of the various service areas. To what extent are these outcomes/objectives being achieved? The outlined student outcomes bring cohesiveness to our culinary arts curriculum. The outcomes determine our curriculum, course design and delivery, as well as help to ensure we are adequately addressing the needs and expectations of industry. The outcomes build on each other to teach new skills, reinforce those skills and build mastery for each student. Classes during the first year of a student s education cover all of the basic cooking methods, knife skills, terminology, baking principles and culinary math applications, while setting realistic expectations of what is needed to be successful in the food and beverage industry. Students complete competency sheets which must be signed off by their instructor after they can successfully demonstrate competency of the technique or method listed and taught in the course. Students sign off themselves as they are shown/taught the concept (awareness), as they practice it in their work groups (group participation) and then when they demonstrate it on an individual basis for the instructor. The instructor then provides comments and notation of the concept being successfully demonstrated or instructions on how to improve. How satisfied are students with their preparation for employment? Culinary Arts students are very satisfied with their preparation for their culinary arts career. The curriculum has been developed to cover basic competences needed by a student to secure an entry-level position in the industry. These competencies include practical or applied technical skills as well as critical thinking skills. Because the program spends approximately 70% of the required contact hours in the practical lab setting, students get a great deal of hands-on instruction and substantial time for practical application of the lessons taught. This results in students having a sense of confidence in their abilities as they gain practical experience using professional techniques, terminology, and cooking methods. How satisfied are employers in the preparation of graduates? Employers continually report they are very satisfied with our students. We ask often what we can do to help better prepare our students for success and to be good employees and the feedback is generally very positive and minimal. The main thing we hear is simply to continue to reinforce the sense of urgency needed for a professional to succeed in this fast-paced industry. Feedback often states that our students are very hard working, well-grounded and well rounded. How does this program contribute to programs in other fields? The Culinary Arts program serves as a key component of the Hospitality Program at JJC. Students studying to be hospitality professionals (front of the operation managers) must take two classes taught by Culinary Arts faculty. The first course is a Hospitality Food Preparation course (HOSP 112) as part of the core curriculum. This course is a five credit hour lab based class covering kitchen operations and food preparation. Students "work" in a kitchen lab setting so that as future leaders in the hospitality industry they have a good practical understanding of the workings of a commercial kitchen and the work conditions and abilities necessary for a cook. This practical understanding will help them to be better equipped to manage foodservice employees and understand cost, quality issues, and safety concerns commonly experienced in a commercial food service operation. 3

7 The second course offered within the Hospitality Program is a food service sanitation course (CA 106). This two credit hour course covers food sanitation and safety issues involved with food preparation and distribution of food and beverage to the consumer. At the completion of the course, students will take the state sanitation certification exam. Passing this state exam earns the student a FSSMC food manager's food handling certification, required for any operation which provides food to the public. Earning this certification and completing this course not only prepare students for success in the hospitality industry as part of their personal credentials, but also prepares them to be leaders ensuring safe food is prepared and served in their operations. In addition, students from other fields and programs of study often take culinary arts classes to gain a new or different perspective in their specific areas of study. For example, art students periodically take the culinary arts ice carving class to experience a different approach to three dimensional artwork and sculpture. Agriculture students occasionally take classes related to product fabrication to learn how animal proteins are utilized by chefs, as well as what characteristics of certain cuts of meat or poultry appeal to chefs and why. Nursing students occasionally take a culinary arts nutrition course or food preparation course if they are interested in pursuing a career in dietetics, nutrition or healthcare foodservice management. How does this program contribute to achieving the college s strategic plan goals? The Culinary Arts department continually strives to meet and exceed JJC s strategic agenda through our course offerings, faculty professional development and industry focused approach to teaching culinary arts. Our efforts have increased program completion and enrollment rates as well as increased student satisfaction while completing the program. The program continuously monitors the job market and responds to changes in employer demands to ensure our students are adequately prepared for the workforce. Goal 2 of JJC s Strategic Plan challenges academic programs to anticipate and respond to labor market demands including the growing number of fields that require an understanding of sustainability. Recent curriculum changes within our program have incorporated sustainability competencies throughout the degree program to ensure JJC culinary students practice sustainability behaviors in all course offerings. Students learn how to conserve water, reduce energy usage, alter procurement practices to reduce waste, separate scraps for compost, and purchase more environmentally friendly kitchen products. These skills and the knowledge related to sustainable efforts will be valuable as students enter the workforce. The Culinary Arts program is currently working on increasing and strengthening resources development through the completion of our new Culinary Arts facility which will open in Downtown Joliet in The center will cost approximately $50 million causing the college and culinary department to commit to pursuing additional private and public funds to build the facility. In relation to strategic goal 5, which is to expand the use of technology and sustainable methods, the culinary arts program recently secured grant funding to purchase 26 tablet devices for student to utilize in the classroom. The tablets will allow culinary students to utilize the latest point of service software for expediting kitchen orders, learn new applications related to kitchen management, cost controls, and nutrition, and access additional web based recipe applications from new sources to add to their skill development and mastery. 4

8 Need How strong is the occupational demand for the program? Overall job opportunities are expected to be good as a combination of employment growth and current workers leaving the occupation leads to a large number of job openings. Cooks with formal training will have the best job prospects. Candidates who demonstrate eagerness and are able to do more refined tasks will have the best job opportunities at restaurant chains, upscale restaurants, and hotels. Nonetheless, those seeking full-time jobs at upscale restaurants and hotels are likely to face competition, as the number of job applicants often exceeds the number of job openings. Students/graduates who are most prepared, have a good work ethic and attitude will have the best opportunities. How has demand changed in the past five years and what is the outlook for the next five years. According to the U.S. Bureau of Labor Statistics, the employment of cooks is projected to grow 8 percent from 2010 to 2020, with individual growth rates varying by specialty. For example the projected growth for restaurant chefs from will average between 10 percent and 19 percent, with more than 300,000 expected job openings. Employment opportunities for food preparation workers are expecting a 10 percent increase during that same time. Projections for bakers and pastry chefs are unclear as only bakers are noted in the data showing a 1 percent expected growth rate for the same period. There is not a specific category for bakery owners or pastry chefs. What is the district need vs. state need? According to the O*NET Online website created by the U.S. Department of Labor, the state of Illinois is expected to increase the amount of restaurant cook positions by 14 percent from for a total of 1,250 additional jobs. This represents a 1 percent increase over national projections for the same time period. Projections for bakers and pastry chefs are unclear as only bakers are noted in the data showing a 3.5 percent expected growth rate or 10 additional jobs for the same period. There is not a specific category for bakery owners or pastry chefs. Employment projections for the district which JJC serves are higher than national and state projections for certain occupations. From the district is projecting a 13 percent increase in Food Service Managers, 15 percent increase in food preparation supervisors, 16 percent increase in first line food preparation managers, 3.5 percent in bakers and 18 percent increase in food and beverage serving workers. Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? Student enrollment for the Culinary Arts Degree program has increased steadily over the past decade. The current student enrollment headcount for the spring 2013 semester for the Culinary Arts Program is approximately 625 students. 5

9 The overall degree completion rates for the Associates in Applied Science Culinary Arts have averaged 38 per year with an increase from 31 in 2008 to 48 in CA Degrees & Certificates Awarded by Year CA 122 CA 124 CA123 CA 100 CA 310 The AAS degree in Culinary Arts has maintained a 93 percent and above retention rate for the fall semesters between For the past three years the fall semester has maintained more than a 96 percent retention rate while the college overall maintained an 88 percent rate. The spring semester retention rate for was 94 percent in 2012 and 96 percent in 2011 while the college has maintained 86% and 87% respectively. In regard to the Culinary Arts Pastry Certificates of Completion (CA 122, CA 123 and CA 124) completion rates may appear relatively low. This can be directly attributed to the fact that very few students attend JJC to pursue completion of these certificates. The majority of students who enroll in courses contained in the pastry certificates of completion (CA 122, CA 123 and CA 124) are culinary arts students who have completed the AAS degree but have an interest in taking one or several additional pastry courses for professional development, but NOT the entire certificate of completion. A smaller percentage of students enrolled in these pastry certificate courses are students not enrolled in the AAS degree at all. These students however simply choose to enroll in a pastry certificate course for personal enrichment. Note that once the CA program moves to the new facility in 2015, we will begin offering a new pastry and baking AAS degree and we anticipate a substantial number of students will enroll with the goal of completing this degree. In regard to the Culinary Arts Food Preparation Certificate of Completion CA 310, as was stated earlier, most students who enroll in CA classes do so to pursue the AAS degree. Students who typically apply for the Food Preparation Certificate of Completion (CA 310) are students who apply for the certificate but still continue on to complete the AAS degree as well. The number of completers is therefore quite low in relation to the number of completers of the AAS degree. 6

10 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% Culinary Arts Retention Rates 2008 without "W" 2009 without "W" 2010 without "W" 2011 without "W" 2012 without "W" Spring Fall JJC Overall What are the barriers to retention? Barriers to student retention include the influence of non-academic factors such as lack of social or family support, socioeconomic factors, commitments to employers and family, and changes in academic/career goals. Our department focuses on maintaining appropriate class size, student and faculty relationships, campus connectivity, and academic support services in order to be proactive in retaining students. Culinary arts students who do not return to JJC often cite life circumstances such as family responsibilities, conflicts with employment, financial circumstances, or new employment opportunities as the reason. Many of the respondents who cited their current life circumstances as reasons for not returning indicated they planned to return to JCC in the future. Another circumstance, although much less significant, for students not completing the AAS Degree is they decide to transfer to a 4-year degree program prior to graduating from the program at JJC. Since private institutions offer the bachelor s degree and do not accept/provide credit for all courses offered at JJC, students may elect to leave JJC early to pursue the advanced degree. Lastly, one last reason for students not completing the AAS Degree at JJC is that they may have completed or achieved their personal academic goals. This finding is consistent with the fact that JJC is a two-year institution and that many students enroll at the college with goals that can be met in a short period of time. Many students goals do not involve earning an academic degree or certificate. Students often choose JJC simply to enroll in a single specific course such as nutrition or baking, which they have decided to take for personal enrichment or individual skill enhancement reasons. Although it may appear as if this student has not been retained, that student may in fact have registered at the institution as a Culinary Arts AAS Degree student solely to satisfy a personal goal of taking a single class. Once that course has been successfully completed, the student may choose to be no longer enrolled in any other courses in the program. 7

11 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% Culinary Arts Retention Rates 2008 without "W" 2009 without "W" 2010 without "W" 2011 without "W" 2012 without "W" Spring Fall JJC Overall What are the placement rates for students? Placement rates are difficult to determine for the AAS degree and Certificates of Completion. As a matter of reference, the program has a job posting area where employers can post job openings and new available positions. The Department Chair often receives calls from these employers stating that they are not getting student applicants from the program applying for the open positions. This is attributed to four primary reasons: Students or graduates are currently working in the industry and are not looking for other positions Students or graduates are working outside the industry and are not ready to leave current positions Students or graduates are not employed and are not currently looking for employment Students do not want to or are not able to choose a job that will require them to commute to work No matter what is the individual student s employment situation, there are always positions available for students and alumni and positions are posted for our students and graduates in our academic department. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Our program has evolved from one whose primary goals were to provide the college with an economical means of producing food for the foodservice while at the same time providing quality culinary instruction. Obviously, because this is an educational institution, there is a greater emphasis on culinary instruction while still trying to keep a feasible balance with foodservice operations. The program operates a revenue generating foodservice outlet which helps to keep costs down by recuperating some of the expenses. The Culinary Arts program at JJC exemplifies a quality education within a growing industry for an affordable cost. Students have the opportunity to earn an AAS degree in culinary arts over a two 8

12 year period for an approximate cost of $9000 which includes all tuition, fees and supplies. The Chicago metropolitan area has a number of competing culinary arts programs offering comparable AAS degrees at varying costs. While community college programs are quite similar in cost to JJC, private (for profit) institutions offering similar programs are a great deal more expensive. The two biggest competitors to our program which provide a quality culinary education are Le Cordon Bleu of Chicago and Kendall College Chicago. The tuition and fees for an Associate of Occupational Studies Degree in Culinary Arts at the Le Cordon Bleu Chicago is approximately $37,210. Comparably, an Associate of Applied Science Degree in culinary arts from Kendall College in Chicago including tuition and fees is $53,722. The median loan debt for a student at Kendall College who completed the program between July 1, 2010 and June 30, 2011 is $15,680, which is almost $6000 more than the total cost of tuition and fees required to complete the JJC s Culinary Arts AAS degree. Compared to other CTE programs at the college? JJC CTE programs are currently all offered for the same rate of tuition. The only variable factor is the cost of the fee associated with each course. Some courses which are solely lecture based may have a small fee associated with them while other such as a meat fabrication course may have a much greater fee to cover the cost of the expensive materials used in the course. This course fee structure is similar for all CTE programs at JJC. Why are the costs higher or lower? The costs are much higher at private institutions due to these institutions being for profit. It has nothing to do with the quality of the education provided. CTE programs at JJC are similar in cost due to the college using a standard tuition rate formula. There is however talk at the institution of beginning a differentiated tuition rate for some programs such as nursing which have a waiting list to begin and a higher starting salary upon graduation. What steps can be taken to offer the program more cost-effectively? The program already incorporates many cost saving concepts in concert with acceptable industry practices. Culinary instructors demonstrate various means of saving money, utilizing product, and reducing waste during classroom and lab instruction. This practical application of cost saving principles assists the program in keeping costs low for students, while preparing them for success in the foodservice industry. Are there needs for additional resources? As mentioned previously the program is transitioning to a new culinary arts facility in The planning of the new facility has required the college to seek outside additional funding for the construction of the facility and necessary equipment. Commercial foodservice equipment and the infrastructure necessary to support it are quite costly. The college is expected to begin a capital campaign in the next few months to address funding issues and potential sources of additional funding, donations and partnerships. Additionally, the program s faculty administer two fundraising events each year to secure additional funds. These funds are allocated to vital causes such as student scholarships, educational equipment and faculty professional development. Being able to hold fund raising events to support professional development for faculty has been vital in regard to our program s 9

13 success. Our ability to generate professional development funding means that our instructors can continue to seek continuing education and training on the latest techniques, methods and trends in the culinary and foodservice industry. This continual training and education has helped our program to become one of the most highly regarded culinary arts programs in the country and our faculty to be some of the most celebrated educators in the field of culinary education. Quality What are the programs strengths and weaknesses? The program strengths include: o Well-trained and skilled faculty o Course competencies building throughout the program leading to mastery of skills o Ongoing faculty professional development o Fundraising events designed to provide students with exceptional real world work opportunities while generating professional development funds for faculty continuing education and training. o Real world application of skills, technology, and terminology learned by students o Ability to grow and add new technology to the program with the addition of the new culinary arts facility, industry software applications and newly added tablet technology Program weaknesses include: o Current facility is much too small to meet current enrollment demands o Condition of current equipment is poor due to some outdated equipment What makes the program unique and attractive to students and employers? What makes our program unique from other culinary arts programs in the area is our approach to teaching the basic culinary skills required for entry-level employment. Our program reinforces basic skills through repeated practice and volume cooking in a real world setting. Employers frequently comment that when a JJC graduate starts working in their operation, the student is already familiar with the fast pace demands of the kitchen and how to use the volume cooking equipment. JJC graduates are more employable because of the practical skills mastered during the pursuit of their degree and ability to adapt these skills to any kitchen environment. Also, JJC has a good student to faculty ratio in the Culinary Arts Program. The administration understands that CTE classes will not function properly and students will not be able to learn adequately with large ratio of students to faculty in a CTE class. The smaller class size allows the JJC Culinary Arts Program to be very successful in preparing students for success as they enter the workforce. What are the performance rates on related credentialing exams? As mentioned earlier, the JJC culinary arts program (and its curriculum) is accredited with the American Culinary Federation Education Foundation Accrediting Commission. This means that all AAS Culinary Arts graduates qualify to test for the first level of chef certification, Certified Culinarian (CC). Because the AAS Degree has qualified and been accredited by the ACF, students graduating from the JJC Culinary Arts Program must pass a final written and 12-hour practical cooking exam. If they pass both of these and successfully meet all the requirements for graduation, they are then qualified to apply for the Certified Culinarian credential through the American Culinary Federation. 100% of the students that meet these requirements and apply for the credential are guaranteed to earn the certification. 10

14 We are not notified by the ACF of when a student applies for the CC, but 100% of the successful completers of the AAS Degree who pass their final exams are qualified to earn the CC credential. Graduates simply need to complete the required paperwork and pay any associated fees to earn this highly regarded credential. Although 100% of our graduates who fill out the application and pay the associated fee earn the CC credential, many students opt to not apply as they do not have the additional funds required for the application process. Additionally, students take the state sanitation certification exam at the completion of the CA 106 course. Almost every student passes this exam and earns a Food Service Sanitation Manager s Certification (FSSMC). If a student does not pass the exam on the first attempt, he or she can retake the exam one additional time for no charge. If a student fails the exam a second time (happens very rare), the student will have to re-register for the course. How does the college plan to improve the curriculum before the next review? The culinary arts department is reassessing the delivery of beverage management content areas within the curriculum. The program covers items such as Dram Shop Laws, purchasing of alcoholic beverages, packaging, and processing of wine, beer and spirits, however this coverage could be further developed to include responsible alcohol service, food and beverage pairing, etc. The program will be examining avenues to alter CA 213 Hospitality Supervision to become more inclusive of beverage management and incorporate a new name such as Culinary Supervision. The new course would incorporate additional areas of beverage management and culinary related supervision, employee management and operational and food production facility management. We have also contacted the person in the area that teaches the TAPS sanitation certification which could update our food safety and sanitation course. The faculty is evaluating the effectiveness of the content within the TAPS certification program to assess the feasibility of adopting this content into the curriculum. The TAPS responsible beverage service curriculum might also be appropriate for this addition. The program is developing new degree tracks for students. The new degree tracks are expected to be developed and operational with the opening of our new culinary facility in New anticipated degree tracks include: o Pastry and Baking AAS and COC o Culinary Management AAS and COC o Culinary Nutrition AAS and COC Describe any programmatic improvements achieved since the last review period. Since the last review period, the program has created three pastry certificates for students interested in entering the industry and eventually obtaining a position as a pastry chef or baker. At this time, many students are not pursuing the certificates, but rather simply taking various pastry courses for personal enrichment or specific skill attainment. 11

15 The college funded various pieces of new equipment which has enabled the program to teach the most current cooking methods, modern trends in cuisine and ultimately prepare students for success as they enter the food and beverage industry. Accomplishments Deserving Special Attention Students March 2013: The JJC Culinary Student Competition Team competed against three other culinary schools for the State of Illinois student team championship. JJC earned a high gold medal and 1st place as the state champions. They now advance to the Central US regional competition in April against the top teams from 12 other states. April 2012: JJC Student Culinary Competition Team wins SILVER MEDAL in the Central US Regional Hot Foods Team Championships March 2012: JJC Student Culinary Competition Team WINS GOLD MEDAL and 1st place in state of Illinois July 2011: JJC Student Culinary Competition Team wins the NATIONAL FIRST PLACE GOLD MEDAL and title of ACF TOP CULINARY SCHOOL TEAM IN AMERICA! July 2011: JJC Culinary Arts Student Aaron Guajardo III won top honors in the nation as the 1st place Gold Medal recipient and the title of ACF Top Culinary Student in America! Student Ender Oktayrun won the Gold Medal and the 2011 ACF Student Culinarian for the Central United States The JJC Student Culinary Competition Team won the Gold Medal and the 2011 ACF Junior Hot Foods Culinary Competition Team Competition for the Central United States The JJC Student Culinary Knowledge Bowl Team won the Gold Medal for the 2011 Culinary Knowledge Bowl in the Central United States Competition What makes the program unique and attractive to students and employers? What are the performance rates on related credentialing exams? How does the college plan to improve the curriculum before the next review? Faculty Faculty members in the Culinary Arts Program are committed to ongoing professional development activities and life-long learning. January 2013: JJC Chef Andy Chlebana competed in Lyon, France as the team captain for the prestigious Pastry Team USA. This is a four-member team representing America and our instructor is serving as the team captain. Team USA competed against 22 other nations and ultimately placed 4th in the world. Chef Andy is also a graduate of our culinary arts program. October 2012: Chef Instructor Tim Bucci competed as a member of the prestigious Team USA in the World Culinary Olympics in Germany. He and his team competed against 38 other countries in this world Olympics earning a second place gold medal in the cold food category and a 6th place overall. Team USA is a 6-member team. Chef Bucci is also a graduate of our culinary arts program. May 2012: Two of the Culinary Arts Faculty (Michael McGreal and Fred Ferrara) returned to college themselves to work on advanced degrees and both have earned Master s Degrees in Education April 2012: JJC Pastry Chef Andy Chlebana secures a spot on the Prestigious Team USA World Pastry Team and title of Team Captain. He will compete with the US Pastry Team in Lyon, France in January 2013 March 2012: Chef Michael McGreal finishes authoring and has his third culinary related book published 12

16 Chef Michael McGreal has been selected to serve as the National Education Chair for the Chef and Child Federation Chef Andy Chlebana competed in the Indianapolis pastry and showpiece competition and took home FIRST PLACE GOLD! Chef Andy Chlebana competed in the National Showpiece Championship in Atlanta and took home top honors and FIRST PLACE in the nation! Chef Kyle Richardson was elected to serve as the American Culinary Federation s Vice President for the Central United States Chef Michael McGreal awarded the Presidential Medallion of Excellence at the 2011 National American Culinary Federation Convention Pastry Instructor Chef Andy Chlebana wins $10,000 on the Food Network Sugar Challenge Chef Instructor Tim Bucci earns a spot as a member of Team USA; the U.S. Culinary Olympic Team Chef Kyle Richardson has just been elected to serve as the American Culinary Federation s Vice President of the Central US Chef Michael McGreal is serving as the ACF Central US Chairperson for the First Lady s Chefs Move to Schools Initiative Describe any programmatic improvements planned before the next review. The entire curriculum is under review as we look to transition to the new facility in We will have a full service restaurant, begin offering evening and weekend classes, and will restructure course offerings to allow students to begin the program in any semester. Currently students can only take certain classes in certain semesters. This will change as we transition into the new facility where all classes will be offered all semesters. Over the next two years, faculty will review all course offerings and sequencing to determine where and to what extent changes are necessary and modify curriculum to implement the changes. We will begin this planning during the summer The college is constructing a new state of the art culinary arts facility. This will allow the program to teach using modern equipment in classes that are better suited to accommodate the number of students in each section. This is a very exciting improvement to the program as the current facility was constructed and outfitted over 40 years ago. We have been working diligently with the college administration and the architects to design state of the art teaching kitchens and effective learning environments. Plan development is now in its final stages as we finalize space allocations, design, equipment selection and placement. This program meets the minimum requirements of a Program of Study according to Perkins IV because (insert one or more of the following) The program incorporates and aligns secondary and postsecondary education elements. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 13

17 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Hospitality and Tourism Career Pathway: Restaurants and Food/Beverage Services Program of Study: Culinary Arts/Chef Training Community College Program Title Degree Type Culinary Arts CA AAS-Associate In Applied Science Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Culinary Arts Program at Joliet Junior College provides exceptional programmatic offerings, comprehensive job and career readiness, and competent career training at a substantially reduced price as compared to the competition. Faculty members within the program possess the highest levels of professional certification and training to prepare them to better train students for successful employment. Students in the program and employers who hire Joliet Junior College Culinary Arts students and graduates are equally as pleased with the quality of education, level of confidence and career preparedness received within the program. Outcomes/Objectives The Culinary Arts AAS Degree (CA 100) is designed to prepare individuals for technical, supervisory and managerial positions within the food service industry. The program of study combines practical and theoretical facets of the industry, enabling students to apply the lessons and techniques they have learned. Students who successfully complete the program and earn an A.A.S. degree are qualified to apply for their first industry recognized certification as a Certified Culinarian (C.C.) from the American Culinary Federation. Program Outcomes: Demonstrate accurate knife cuts/skills. Demonstrate appropriate work ethic through proper conduct and dress. Demonstrate proficiency in professional cooking techniques Demonstrate proper state and federal sanitation guidelines. Demonstrate emerging management skills including leadership necessary for building and maintaining a food service team. 14

18 Demonstrate organizational skills in planning and documenting food production activities and the ability to implement and maintain cost and quality controls to meet operational goals of the various service areas. To what extent are these outcomes/objectives being achieved? The outlined student outcomes bring cohesiveness to our culinary arts curriculum. The outcomes determine our curriculum, course design and delivery, as well as help to ensure we are adequately addressing the needs and expectations of industry. The outcomes build on each other to teach new skills, reinforce those skills and build mastery for each student. Classes during the first year of a student s education cover all of the basic cooking methods, knife skills, terminology, baking principles and culinary math applications, while setting realistic expectations of what is needed to be successful in the food and beverage industry. Students complete competency sheets which must be signed off by their instructor after they can successfully demonstrate competency of the technique or method listed and taught in the course. Students sign off themselves as they are shown/taught the concept (awareness), as they practice it in their work groups (group participation) and then when they demonstrate it on an individual basis for the instructor. The instructor then provides comments and notation of the concept being successfully demonstrated or instructions on how to improve. How satisfied are students with their preparation for employment? Culinary Arts students are very satisfied with their preparation for their culinary arts career. The curriculum has been developed to cover basic competences needed by a student to secure an entry-level position in the industry. These competencies include practical or applied technical skills as well as critical thinking skills. Because the program spends approximately 70% of the required contact hours in the practical lab setting, students get a great deal of hands-on instruction and substantial time for practical application of the lessons taught. This results in students having a sense of confidence in their abilities as they gain practical experience using professional techniques, terminology, and cooking methods. How satisfied are employers in the preparation of graduates? Employers continually report they are very satisfied with our students. We ask often what we can do to help better prepare our students for success and to be good employees and the feedback is generally very positive and minimal. The main thing we hear is simply to continue to reinforce the sense of urgency needed for a professional to succeed in this fast-paced industry. Feedback often states that our students are very hard working, well grounded and well rounded. How does this program contribute to programs in other fields? The Culinary Arts program serves as a key component of the Hospitality Program at JJC. Students studying to be hospitality professionals (front of the operation managers) must take two classes taught by Culinary Arts faculty. The first course is a Hospitality Food Preparation course (HOSP 112) as part of the core curriculum. This course is a five credit hour lab based class covering kitchen operations and food preparation. Students "work" in a kitchen lab setting so that as future leaders in the hospitality industry they have a good practical understanding of the workings of a commercial kitchen and the work conditions and abilities necessary for a cook. This practical understanding will help them to be better equipped to manage foodservice employees and understand cost, quality issues, and safety concerns commonly experienced in a commercial food service operation. 15

19 The second course offered within the Hospitality Program is a food service sanitation course (CA 106). This two credit hour course covers food sanitation and safety issues involved with food preparation and distribution of food and beverage to the consumer. At the completion of the course, students will take the state sanitation certification exam. Passing this state exam earns the student a FSSMC food manager's food handling certification, required for any operation which provides food to the public. Earning this certification and completing this course not only prepare students for success in the hospitality industry as part of their personal credentials, but also prepares them to be leaders ensuring safe food is prepared and served in their operations. In addition, students from other fields and programs of study often take culinary arts classes to gain a new or different perspective in their specific areas of study. For example, art students periodically take the culinary arts ice carving class to experience a different approach to three dimensional artwork and sculpture. Agriculture students occasionally take classes related to product fabrication to learn how animal proteins are utilized by chefs, as well as what characteristics of certain cuts of meat or poultry appeal to chefs and why. Nursing students occasionally take a culinary arts nutrition course or food preparation course if they are interested in pursuing a career in dietetics, nutrition or healthcare foodservice management. How does this program contribute to achieving the college s strategic plan goals? The Culinary Arts department continually strives to meet and exceed JJC s strategic agenda through our course offerings, faculty professional development and industry focused approach to teaching culinary arts. Our efforts have increased program completion and enrollment rates as well as increased student satisfaction while completing the program. The program continuously monitors the job market and responds to changes in employer demands to ensure our students are adequately prepared for the workforce. Goal 2 of JJC s Strategic Plan challenges academic programs to anticipate and respond to labor market demands including the growing number of fields that require an understanding of sustainability. Recent curriculum changes within our program have incorporated sustainability competencies throughout the degree program to ensure JJC culinary students practice sustainability behaviors in all course offerings. Students learn how to conserve water, reduce energy usage, alter procurement practices to reduce waste, separate scraps for compost, and purchase more environmentally friendly kitchen products. These skills and the knowledge related to sustainable efforts will be valuable as students enter the workforce. The Culinary Arts program is currently working on increasing and strengthening resources development through the completion of our new Culinary Arts facility which will open in Downtown Joliet in The center will cost approximately $50 million causing the college and culinary department to commit to pursuing additional private and public funds to build the facility. In relation to strategic goal 5, which is to expand the use of technology and sustainable methods, the culinary arts program recently secured grant funding to purchase 26 tablets devices for student to utilize in the classroom. The tablets will allow culinary students to utilize the latest point of service software for expediting kitchen orders, learn new applications related to kitchen management, cost controls, and nutrition, and access additional web based recipe applications from new sources to add to their skill development and mastery. 16

20 Need How strong is the occupational demand for the program? Overall job opportunities are expected to be good as a combination of employment growth and current workers leaving the occupation leads to a large number of job openings. Cooks with formal training will have the best job prospects. Candidates who demonstrate eagerness and are able to do more refined tasks will have the best job opportunities at restaurant chains, upscale restaurants, and hotels. Nonetheless, those seeking full-time jobs at upscale restaurants and hotels are likely to face competition, as the number of job applicants often exceeds the number of job openings. Students/graduates who are most prepared, have a good work ethic and attitude will have the best opportunities. How has demand changed in the past five years and what is the outlook for the next five years. According to the U.S. Bureau of Labor Statistics, the employment of cooks is projected to grow 8 percent from 2010 to 2020, with individual growth rates varying by specialty. For example the projected growth for restaurant chefs from will average between 10 percent and 19 percent, with more than 300,000 expected job openings. Employment opportunities for food preparation workers are expecting a 10 percent increase during that same time. Projections for bakers and pastry chefs are unclear as only bakers are noted in the data showing a 1 percent expected growth rate for the same period. There is not a specific category for bakery owners or pastry chefs. What is the district need vs. state need? According to the O*NET Online website created by the U.S. Department of Labor, the state of Illinois is expected to increase the amount of restaurant cook positions by 14 percent from for a total of 1,250 additional jobs. This represents a 1 percent increase over national projections for the same time period. Projections for bakers and pastry chefs are unclear as only bakers are noted in the data showing a 3.5 percent expected growth rate or 10 additional jobs for the same period. There is not a specific category for bakery owners or pastry chefs. Employment projections for the district which JJC serves are higher than national and state projections for certain occupations. From the district is projecting a 13 percent increase in Food Service Managers, 15 percent increase in food preparation supervisors, 16 percent increase in first line food preparation managers, 3.5 percent in bakers and 18 percent increase in food and beverage serving workers. Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? Student enrollment for the Culinary Arts Degree program has increased steadily over the past decade. The current student enrollment headcount for the spring 2013 semester for the Culinary Arts Program is approximately 625 students. The overall degree completion rates for the Associates in Applied Science Culinary Arts have averaged 38 per year with an increase from 31 in 2008 to 48 in

21 CA Degrees & Certificates Awarded by Year CA 122 CA 124 CA123 CA 100 CA The AAS degree in Culinary Arts has maintained a 93 percent and above retention rate for the fall semesters between For the past three years the fall semester has maintained more than a 96 percent retention rate while the college overall maintained an 88 percent rate. The spring semester retention rate for was 94 percent in 2012 and 96 percent in 2011 while the college has maintained 86% and 87% respectively. In regard to the Culinary Arts Pastry Certificates of Completion (CA 122, CA 123 and CA 124) completion rates may appear relatively low. This can be directly attributed to the fact that very few students attend JJC to pursue completion of these certificates. The majority of students who enroll in courses contained in the pastry certificates of completion (CA 122, CA 123 and CA 124) are culinary arts students who have completed the AAS degree but have an interest in taking one or several additional pastry courses for professional development, but NOT the entire certificate of completion. A smaller percentage of students enrolled in these pastry certificate courses are students not enrolled in the AAS degree at all. These students however simply choose to enroll in a pastry certificate course for personal enrichment. Note that once the CA program moves to the new facility in 2015, we will begin offering a new pastry and baking AAS degree and we anticipate a substantial number of students will enroll with the goal of completing this degree. In regard to the Culinary Arts Food Preparation Certificate of Completion CA 310, as was stated earlier, most students who enroll in CA classes do so to pursue the AAS degree. Students who typically apply for the Food Preparation Certificate of Completion (CA 310) are students who apply for the certificate but still continue on to complete the AAS degree as well. The number of completers is therefore quite low in relation to the number of completers of the AAS degree. 18

22 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% Culinary Arts Retention Rates 2008 without "W" 2009 without "W" 2010 without "W" 2011 without "W" 2012 without "W" Spring Fall JJC Overall What are the barriers to retention? Barriers to student retention include the influence of non-academic factors such as lack of social or family support, socioeconomic factors, commitments to employers and family, and changes in academic/career goals. Our department focuses on maintaining appropriate class size, student and faculty relationships, campus connectivity, and academic support services in order to be proactive in retaining students. Culinary arts students who do not return to JJC often cite life circumstances such as family responsibilities, conflicts with employment, financial circumstances, or new employment opportunities as the reason. Many of the respondents who cited their current life circumstances as reasons for not returning indicated they planned to return to JCC in the future. Another circumstance, although much less significant, for students not completing the AAS Degree is they decide to transfer to a 4-year degree program prior to graduating from the program at JJC. Since private institutions offer the bachelor s degree and do not accept/provide credit for all courses offered at JJC, students may elect to leave JJC early to pursue the advanced degree. Lastly, one last reason for students not completing the AAS Degree at JJC is that they may have completed or achieved their personal academic goals. This finding is consistent with the fact that JJC is a two-year institution and that many students enroll at the college with goals that can be met in a short period of time. Many students goals do not involve earning an academic degree or certificate. Students often choose JJC simply to enroll in a single specific course such as nutrition or baking, which they have decided to take for personal enrichment or individual skill enhancement reasons. Although it may appear as if this student has not been retained, that student may in fact have registered at the institution as a Culinary Arts AAS Degree student solely to satisfy a personal goal of taking a single class. Once that course has been successfully completed, the student may choose to be no longer enrolled in any other courses in the program. 19

23 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% Culinary Arts Retention Rates 2008 without "W" 2009 without "W" 2010 without "W" 2011 without "W" 2012 without "W" Spring Fall JJC Overall What are the placement rates for students? Placement rates are difficult to determine for the AAS degree and Certificates of Completion. As a matter of reference, the program has a job posting area where employers can post job openings and new available positions. The Department Chair often receives calls from these employers stating that they are not getting student applicants from the program applying for the open positions. This is attributed to four primary reasons: Students or graduates are currently working in the industry and are not looking for other positions Students or graduates are working outside the industry and are not ready to leave current positions Students or graduates are not employed and are not currently looking for employment Students do not want to or are not able to choose a job that will require them to commute to work No matter what is the individual student s employment situation, there are always positions available for students and alumni and positions are posted for our students and graduates in our academic department. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Our program has evolved from one whose primary goals were to provide the college with an economical means of producing food for the foodservice while at the same time providing quality culinary instruction. Obviously, because this is an educational institution, there is a greater emphasis on culinary instruction while still trying to keep a feasible balance with foodservice operations. The program operates a revenue generating foodservice outlet which helps to keep costs down by recuperating some of the expenses. The Culinary Arts program at JJC exemplifies a quality education within a growing industry for an affordable cost. Students have the opportunity to earn an AAS degree in culinary arts over a two year period for an approximate cost of $9000 which includes all tuition, fees and supplies. The 20

24 Chicago metropolitan area has a number of competing culinary arts programs offering comparable AAS degrees at varying costs. While community college programs are quite similar in cost to JJC, private (for profit) institutions offering similar programs are a great deal more expensive. The two biggest competitors to our program which provide a quality culinary education are Le Cordon Bleu of Chicago and Kendall College Chicago. The tuition and fees for an Associate of Occupational Studies Degree in Culinary Arts at the Le Cordon Bleu Chicago is approximately $37,210. Comparably, an Associate of Applied Science Degree in culinary arts from Kendall College in Chicago including tuition and fees is $53,722. The median loan debt for a student at Kendall College who completed the program between July 1, 2010 and June 30, 2011 is $15,680, which is almost $6000 more than the total cost of tuition and fees required to complete the JJC s Culinary Arts AAS degree. Compared to other CTE programs at the college? JJC CTE programs are currently all offered for the same rate of tuition. The only variable factor is the cost of the fee associated with each course. Some courses which are solely lecture based may have a small fee associated with them while other such as a meat fabrication course may have a much greater fee to cover the cost of the expensive materials used in the course. This course fee structure is similar for all CTE programs at JJC. Why are the costs higher or lower? The costs are much higher at private institutions due to these institutions being for profit. It has nothing to do with the quality of the education provided. CTE programs at JJC are similar in cost due to the college using a standard tuition rate formula. There is however talk at the institution of beginning a differentiated tuition rate for some programs such as nursing which have a waiting list to begin and a higher starting salary upon graduation. What steps can be taken to offer the program more cost-effectively? The program already incorporates many cost saving concepts in concert with acceptable industry practices. Culinary instructors demonstrate various means of saving money, utilizing product, and reducing waste during classroom and lab instruction. This practical application of cost saving principles assists the program in keeping costs low for students, while preparing them for success in the foodservice industry. Are there needs for additional resources? As mentioned previously the program is transitioning to a new culinary arts facility in The planning of the new facility has required the college to seek outside additional funding for the construction of the facility and necessary equipment. Commercial foodservice equipment and the infrastructure necessary to support it are quite costly. The college is expected to begin a capital campaign in the next few months to address funding issues and potential sources of additional funding, donations and partnerships. Additionally, the program s faculty administer two fundraising events each year to secure additional funds. These funds are allocated to vital causes such as student scholarships, educational equipment and faculty professional development. Being able to hold fund raising events to support professional development for faculty has been vital in regard to our program s success. Our ability to generate professional development funding means that our instructors 21

25 can continue to seek continuing education and training on the latest techniques, methods and trends in the culinary and foodservice industry. This continual training and education has helped our program to become one of the most highly regarded culinary arts programs in the country and our faculty to be some of the most celebrated educators in the field of culinary education. Quality What are the programs strengths and weaknesses? The program strengths include: o Well-trained and skilled faculty o Course competencies building throughout the program leading to mastery of skills o Ongoing faculty professional development o Fundraising events designed to provide students with exceptional real world work opportunities while generating professional development funds for faculty continuing education and training. o Real world application of skills, technology, and terminology learned by students o Ability to grow and add new technology to the program with the addition of the new culinary arts facility, industry software applications and newly added tablet technology Program weaknesses include: o Current facility is much too small to meet current enrollment demands o Condition of current equipment is poor due to some outdated equipment What makes the program unique and attractive to students and employers? What makes our program unique from other culinary arts programs in the area is our approach to teaching the basic culinary skills required for entry-level employment. Our program reinforces basic skills through repeated practice and volume cooking in a real world setting. Employers frequently comment that when a JJC graduate starts working in their operation, the student is already familiar with the fast pace demands of the kitchen and how to use the volume cooking equipment. JJC graduates are more employable because of the practical skills mastered during the pursuit of their degree and ability to adapt these skills to any kitchen environment. Also, JJC has a good student to faculty ratio in the Culinary Arts Program. The administration understands that CTE classes will not function properly and students will not be able to learn adequately with large ratio of students to faculty in a CTE class. The smaller class size allows the JJC Culinary Arts Program to be very successful in preparing students for success as they enter the workforce. What are the performance rates on related credentialing exams? As mentioned earlier, the JJC culinary arts program (and its curriculum) is accredited with the American Culinary Federation Education Foundation Accrediting Commission. This means that all AAS Culinary Arts graduates qualify to test for the first level of chef certification, Certified Culinarian (CC). Because the AAS Degree has qualified and been accredited by the ACF, students graduating from the JJC Culinary Arts Program must pass a final written and 12-hour practical cooking exam. If they pass both of these and successfully meet all the requirements for graduation, they are then qualified to apply for the Certified Culinarian credential through the American Culinary Federation. 100% of the students that meet these requirements and apply for the credential are guaranteed to earn the certification. 22

26 We are not notified by the ACF of when a student applies for the CC, but 100% of the successful completers of the AAS Degree who pass their final exams are qualified to earn the CC credential. Graduates simply need to complete the required paperwork and pay any associated fees to earn this highly regarded credential. Although 100% of our graduates who fill out the application and pay the associated fee earn the CC credential, many students opt to not apply as they do not have the additional funds required for the application process. Additionally, students take the state sanitation certification exam at the completion of the CA 106 course. Almost every student passes this exam and earns a Food Service Sanitation Manager s Certification (FSSMC). If a student does not pass the exam on the first attempt, he or she can retake the exam one additional time for no charge. If a student fails the exam a second time (happens very rare), the student will have to re-register for the course. How does the college plan to improve the curriculum before the next review? The culinary arts department is reassessing the delivery of beverage management content areas within the curriculum. The program covers items such as Dram Shop Laws, purchasing of alcoholic beverages, packaging, and processing of wine, beer and spirits, however this coverage could be further developed to include responsible alcohol service, food and beverage pairing, etc. The program will be examining avenues to alter CA 213 Hospitality Supervision to become more inclusive of beverage management and incorporate a new name such as Culinary Supervision. The new course would incorporate additional areas of beverage management and culinary related supervision, employee management and operational and food production facility management. We have also contacted the person in the area that teaches the TAPS sanitation certification which could update our food safety and sanitation course. The faculty is evaluating the effectiveness of the content within the TAPS certification program to assess the feasibility of adopting this content into the curriculum. The TAPS responsible beverage service curriculum might also be appropriate for this addition. The program is developing new degree tracks for students. The new degree tracks are expected to be developed and operational with the opening of our new culinary facility in New anticipated degree tracks include: o Pastry and Baking AAS and COC o Culinary Management AAS and COC o Culinary Nutrition AAS and COC Describe any programmatic improvements achieve d since the last review period. Since the last review period, the program has created three pastry certificates for students interested in entering the industry and eventually obtaining a position as a pastry chef or baker. At this time, many students are not pursuing the certificates, but rather simply taking various pastry courses for personal enrichment or specific skill attainment. The college funded various pieces of new equipment which has enabled the program to teach the most current cooking methods, modern trends in cuisine and ultimately prepare students for success as they enter the food and beverage industry. 23

27 Accomplishments Deserving Special Attention Students March 2013: The JJC Culinary Student Competition Team competed against three other culinary schools for the State of Illinois student team championship. JJC earned a high gold medal and 1st place as the state champions. They now advance to the Central US regional competition in April against the top teams from 12 other states. April 2012: JJC Student Culinary Competition Team wins SILVER MEDAL in the Central US Regional Hot Foods Team Championships March 2012: JJC Student Culinary Competition Team WINS GOLD MEDAL and 1st place in state of Illinois July 2011: JJC Student Culinary Competition Team wins the NATIONAL FIRST PLACE GOLD MEDAL and title of ACF TOP CULINARY SCHOOL TEAM IN AMERICA! July 2011: JJC Culinary Arts Student Aaron Guajardo III won top honors in the nation as the 1st place Gold Medal recipient and the title of ACF Top Culinary Student in America! Student Ender Oktayrun won the Gold Medal and the 2011 ACF Student Culinarian for the Central United States The JJC Student Culinary Competition Team won the Gold Medal and the 2011 ACF Junior Hot Foods Culinary Competition Team Competition for the Central United States The JJC Student Culinary Knowledge Bowl Team won the Gold Medal for the 2011 Culinary Knowledge Bowl in the Central United States Competition What makes the program unique and attractive to students and employers? What are the performance rates on related credentialing exams? How does the college plan to improve the curriculum before the next review? Faculty Faculty members in the Culinary Arts Program are committed to ongoing professional development activities and life-long learning. January 2013: JJC Chef Andy Chlebana competed in Lyon, France as the team captain for the prestigious Pastry Team USA. This is a four-member team representing America and our instructor is serving as the team captain. Team USA competed against 22 other nations and ultimately placed 4th in the world. Chef Andy is also a graduate of our culinary arts program. October 2012: Chef Instructor Tim Bucci competed as a member of the prestigious Team USA in the World Culinary Olympics in Germany. He and his team competed against 38 other countries in this world Olympics earning a second place gold medal in the cold food category and a 6th place overall. Team USA is a 6-member team. Chef Bucci is also a graduate of our culinary arts program. May 2012: Two of the Culinary Arts Faculty (Michael McGreal and Fred Ferrara) returned to college themselves to work on advanced degrees and both have earned Master s Degrees in Education April 2012: JJC Pastry Chef Andy Chlebana secures a spot on the Prestigious Team USA World Pastry Team and title of Team Captain. He will compete with the US Pastry Team in Lyon, France in January 2013 March 2012: Chef Michael McGreal finishes authoring and has his third culinary related book published Chef Michael McGreal has been selected to serve as the National Education Chair for the Chef and Child Federation 24

28 Chef Andy Chlebana competed in the Indianapolis pastry and showpiece competition and took home FIRST PLACE GOLD! Chef Andy Chlebana competed in the National Showpiece Championship in Atlanta and took home top honors and FIRST PLACE in the nation! Chef Kyle Richardson was elected to serve as the American Culinary Federation s Vice President for the Central United States Chef Michael McGreal awarded the Presidential Medallion of Excellence at the 2011 National American Culinary Federation Convention Pastry Instructor Chef Andy Chlebana wins $10,000 on the Food Network Sugar Challenge Chef Instructor Tim Bucci earns a spot as a member of Team USA; the U.S. Culinary Olympic Team Chef Kyle Richardson has just been elected to serve as the American Culinary Federation s Vice President of the Central US Chef Michael McGreal is serving as the ACF Central US Chairperson for the First Lady s Chefs Move to Schools Initiative Describe any programmatic improvements planned before the next review. The entire curriculum is under review as we look to transition to the new facility in We will have a full service restaurant, begin offering evening and weekend classes, and will restructure course offerings to allow students to begin the program in any semester. Currently students can only take certain classes in certain semesters. This will change as we transition into the new facility where all classes will be offered all semesters. Over the next two years, faculty will review all course offerings and sequencing to determine where and to what extent changes are necessary and modify curriculum to implement the changes. We will begin this planning during the summer The college is constructing a new state of the art culinary arts facility. This will allow the program to teach using modern equipment in classes that are better suited to accommodate the number of students in each section. This is a very exciting improvement to the program as the current facility was constructed and outfitted over 40 years ago. We have been working diligently with the college administration and the architects to design state of the art teaching kitchens and effective learning environments. Plan development is now in its final stages as we finalize space allocations, design, equipment selection and placement. This program meets the minimum requirements of a Program of Study according to Perkins IV because (insert one or more of the following) The program incorporates and aligns secondary and postsecondary education elements. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 25

29 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Hospitality and Tourism Career Pathway: Restaurants and Food/Beverage Services Program of Study: Food Preparation/Professional Cooking/Kitchen Assistant Community College Program Title Degree Type Food Preparation, CA CCO-Certificate Of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Culinary Arts Program at Joliet Junior College provides exceptional programmatic offerings, comprehensive job and career readiness, and competent career training at a substantially reduced price as compared to the competition. Faculty members within the program possess the highest levels of professional certification and training to prepare them to better train students for successful employment. Students in the program and employers who hire Joliet Junior College Culinary Arts students and graduates are equally as pleased with the quality of education, level of confidence and career preparedness received within the program. Outcomes/Objectives The Culinary Arts Program Food Preparation Certificate of Completion (CA 310) was designed to provide a fundamental and basic understanding of general cooking and baking principles, sanitation and safety, and a general understanding of foodservice purchasing. This certificate will only provide a general introductory understanding of food preparation and related principles designed to improve cooking abilities or entry-level understanding for someone desiring to begin employment in the foodservice industry. This certificate of completion is in no way a substitute for the intensive training, knowledge and experience acquired for completion of the CA 100 AAS Degree in Culinary Arts. Students wishing to pursue management, leadership or ownership opportunities later in their career are strongly encouraged to pursue the AAS Degree (CA 100). Program Outcomes: Demonstrate accurate knife cuts/skills. Demonstrate appropriate work ethic through proper conduct and dress. Demonstrate proficiency in professional cooking techniques Demonstrate proper state and federal sanitation guidelines. 26

30 Demonstrate emerging management skills including leadership necessary for building and maintaining a food service team. Demonstrate organizational skills in planning and documenting food production activities and the ability to implement and maintain cost and quality controls to meet operational goals of the various service areas. To what extent are these outcomes/objectives being achieved? The outlined student outcomes bring cohesiveness to our culinary arts curriculum. The outcomes determine our curriculum, course design and delivery, as well as help to ensure we are adequately addressing the needs and expectations of industry. The outcomes build on each other to teach new skills, reinforce those skills and build mastery for each student. Classes during the first year of a student s education cover all of the basic cooking methods, knife skills, terminology, baking principles and culinary math applications, while setting realistic expectations of what is needed to be successful in the food and beverage industry. Students complete competency sheets which must be signed off by their instructor after they can successfully demonstrate competency of the technique or method listed and taught in the course. Students sign off themselves as they are shown/taught the concept (awareness), as they practice it in their work groups (group participation) and then when they demonstrate it on an individual basis for the instructor. The instructor then provides comments and notation of the concept being successfully demonstrated or instructions on how to improve. How satisfied are students with their preparation for employment? Culinary Arts students are very satisfied with their preparation for their culinary arts career. The curriculum has been developed to cover basic competences needed by a student to secure an entry-level position in the industry. These competencies include practical or applied technical skills as well as critical thinking skills. Because the program spends approximately 70% of the required contact hours in the practical lab setting, students get a great deal of hands-on instruction and substantial time for practical application of the lessons taught. This results in students having a sense of confidence in their abilities as they gain practical experience using professional techniques, terminology, and cooking methods. How satisfied are employers in the preparation of graduates? Employers continually report they are very satisfied with our students. We ask often what we can do to help better prepare our students for success and to be good employees and the feedback is generally very positive and minimal. The main thing we hear is simply to continue to reinforce the sense of urgency needed for a professional to succeed in this fast-paced industry. Feedback often states that our students are very hard working, well grounded and well rounded. How does this program contribute to programs in other fields? The Culinary Arts program serves as a key component of the Hospitality Program at JJC. Students studying to be hospitality professionals (front of the operation managers) must take two classes taught by Culinary Arts faculty. The first course is a Hospitality Food Preparation course (HOSP 112) as part of the core curriculum. This course is a five credit hour lab based class covering kitchen operations and food preparation. Students "work" in a kitchen lab setting so that as future leaders in the hospitality industry they have a good practical understanding of the workings of a commercial kitchen and the work conditions and abilities necessary for a cook. This practical understanding will help them to be better equipped to manage foodservice 27

31 employees and understand cost, quality issues, and safety concerns commonly experienced in a commercial food service operation. The second course offered within the Hospitality Program is a food service sanitation course (CA 106). This two credit hour course covers food sanitation and safety issues involved with food preparation and distribution of food and beverage to the consumer. At the completion of the course, students will take the state sanitation certification exam. Passing this state exam earns the student a FSSMC food manager's food handling certification, required for any operation which provides food to the public. Earning this certification and completing this course not only prepare students for success in the hospitality industry as part of their personal credentials, but also prepares them to be leaders ensuring safe food is prepared and served in their operations. In addition, students from other fields and programs of study often take culinary arts classes to gain a new or different perspective in their specific areas of study. For example, art students periodically take the culinary arts ice carving class to experience a different approach to three dimensional artwork and sculpture. Agriculture students occasionally take classes related to product fabrication to learn how animal proteins are utilized by chefs, as well as what characteristics of certain cuts of meat or poultry appeal to chefs and why. Nursing students occasionally take a culinary arts nutrition course or food preparation course if they are interested in pursuing a career in dietetics, nutrition or healthcare foodservice management. How does this program contribute to achieving the college s strategic plan goals? The Culinary Arts department continually strives to meet and exceed JJC s strategic agenda through our course offerings, faculty professional development and industry focused approach to teaching culinary arts. Our efforts have increased program completion and enrollment rates as well as increased student satisfaction while completing the program. The program continuously monitors the job market and responds to changes in employer demands to ensure our students are adequately prepared for the workforce. Goal 2 of JJC s Strategic Plan challenges academic programs to anticipate and respond to labor market demands including the growing number of fields that require an understanding of sustainability. Recent curriculum changes within our program have incorporated sustainability competencies throughout the degree program to ensure JJC culinary students practice sustainability behaviors in all course offerings. Students learn how to conserve water, reduce energy usage, alter procurement practices to reduce waste, separate scraps for compost, and purchase more environmentally friendly kitchen products. These skills and the knowledge related to sustainable efforts will be valuable as students enter the workforce. The Culinary Arts program is currently working on increasing and strengthening resources development through the completion of our new Culinary Arts facility which will open in Downtown Joliet in The center will cost approximately $50 million causing the college and culinary department to commit to pursuing additional private and public funds to build the facility. In relation to strategic goal 5, which is to expand the use of technology and sustainable methods, the culinary arts program recently secured grant funding to purchase 26 tablets devices for student to utilize in the classroom. The tablets will allow culinary students to utilize the latest point of service software for expediting kitchen orders, learn new applications related 28

32 to kitchen management, cost controls, and nutrition, and access additional web based recipe applications from new sources to add to their skill development and mastery. Need How strong is the occupational demand for the program? Overall job opportunities are expected to be good as a combination of employment growth and current workers leaving the occupation leads to a large number of job openings. Cooks with formal training will have the best job prospects. Candidates who demonstrate eagerness and are able to do more refined tasks will have the best job opportunities at restaurant chains, upscale restaurants, and hotels. Nonetheless, those seeking full-time jobs at upscale restaurants and hotels are likely to face competition, as the number of job applicants often exceeds the number of job openings. Students/graduates who are most prepared, have a good work ethic and attitude will have the best opportunities. How has demand changed in the past five years and what is the outlook for the next five years. According to the U.S. Bureau of Labor Statistics, the employment of cooks is projected to grow 8 percent from 2010 to 2020, with individual growth rates varying by specialty. For example the projected growth for restaurant chefs from will average between 10 percent and 19 percent, with more than 300,000 expected job openings. Employment opportunities for food preparation workers are expecting a 10 percent increase during that same time. Projections for bakers and pastry chefs are unclear as only bakers are noted in the data showing a 1 percent expected growth rate for the same period. There is not a specific category for bakery owners or pastry chefs. What is the district need vs. state need? According to the O*NET Online website created by the U.S. Department of Labor, the state of Illinois is expected to increase the amount of restaurant cook positions by 14 percent from for a total of 1,250 additional jobs. This represents a 1 percent increase over national projections for the same time period. Projections for bakers and pastry chefs are unclear as only bakers are noted in the data showing a 3.5 percent expected growth rate or 10 additional jobs for the same period. There is not a specific category for bakery owners or pastry chefs. Employment projections for the district which JJC serves are higher than national and state projections for certain occupations. From the district is projecting a 13 percent increase in Food Service Managers, 15 percent increase in food preparation supervisors, 16 percent increase in first line food preparation managers, 3.5 percent in bakers and 18 percent increase in food and beverage serving workers. Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? 29

33 Student enrollment for the Culinary Arts Degree program has increased steadily over the past decade. The current student enrollment headcount for the spring 2013 semester for the Culinary Arts Program is approximately 625 students. The overall degree completion rates for the Associates in Applied Science Culinary Arts have averaged 38 per year with an increase from 31 in 2008 to 48 in CA Degrees & Certificates Awarded by Year CA 122 CA 124 CA123 CA 100 CA The AAS degree in Culinary Arts has maintained a 93 percent and above retention rate for the fall semesters between For the past three years the fall semester has maintained more than a 96 percent retention rate while the college overall maintained an 88 percent rate. The spring semester retention rate for was 94 percent in 2012 and 96 percent in 2011 while the college has maintained 86% and 87% respectively. In regard to the Culinary Arts Pastry Certificates of Completion (CA 122, CA 123 and CA 124) completion rates may appear relatively low. This can be directly attributed to the fact that very few students attend JJC to pursue completion of these certificates. The majority of students who enroll in courses contained in the pastry certificates of completion (CA 122, CA 123 and CA 124) are culinary arts students who have completed the AAS degree but have an interest in taking one or several additional pastry courses for professional development, but NOT the entire certificate of completion. A smaller percentage of students enrolled in these pastry certificate courses are students not enrolled in the AAS degree at all. These students however simply choose to enroll in a pastry certificate course for personal enrichment. Note that once the CA program moves to the new facility in 2015, we will begin offering a new pastry and baking AAS degree and we anticipate a substantial number of students will enroll with the goal of completing this degree. In regard to the Culinary Arts Food Preparation Certificate of Completion CA 310, as was stated earlier, most students who enroll in CA classes do so to pursue the AAS degree. Students who typically apply for the Food Preparation Certificate of Completion (CA 310) are students who apply for the certificate but still continue on to complete the AAS degree as well. The number of completers is therefore quite low in relation to the number of completers of the AAS degree. 30

34 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% Culinary Arts Retention Rates 2008 without "W" 2009 without "W" 2010 without "W" 2011 without "W" 2012 without "W" Spring Fall JJC Overall What are the barriers to retention? Barriers to student retention include the influence of non-academic factors such as lack of social or family support, socioeconomic factors, commitments to employers and family, and changes in academic/career goals. Our department focuses on maintaining appropriate class size, student and faculty relationships, campus connectivity, and academic support services in order to be proactive in retaining students. Culinary arts students who do not return to JJC often cite life circumstances such as family responsibilities, conflicts with employment, financial circumstances, or new employment opportunities as the reason. Many of the respondents who cited their current life circumstances as reasons for not returning indicated they planned to return to JCC in the future. Another circumstance, although much less significant, for students not completing the AAS Degree is they decide to transfer to a 4-year degree program prior to graduating from the program at JJC. Since private institutions offer the bachelor s degree and do not accept/provide credit for all courses offered at JJC, students may elect to leave JJC early to pursue the advanced degree. Lastly, one last reason for students not completing the AAS Degree at JJC is that they may have completed or achieved their personal academic goals. This finding is consistent with the fact that JJC is a two-year institution and that many students enroll at the college with goals that can be met in a short period of time. Many students goals do not involve earning an academic degree or certificate. Students often choose JJC simply to enroll in a single specific course such as nutrition or baking, which they have decided to take for personal enrichment or individual skill enhancement reasons. Although it may appear as if this student has not been retained, that student may in fact have registered at the institution as a Culinary Arts AAS Degree student solely to satisfy a personal goal of taking a single class. Once that course has been successfully completed, the student may choose to be no longer enrolled in any other courses in the program. 31

35 100.0% 98.0% 96.0% 94.0% 92.0% 90.0% 88.0% 86.0% 84.0% 82.0% Culinary Arts Retention Rates 2008 without "W" 2009 without "W" 2010 without "W" 2011 without "W" 2012 without "W" Spring Fall JJC Overall What are the placement rates for students? Placement rates are difficult to determine for the AAS degree and Certificates of Completion. As a matter of reference, the program has a job posting area where employers can post job openings and new available positions. The Department Chair often receives calls from these employers stating that they are not getting student applicants from the program applying for the open positions. This is attributed to four primary reasons: Students or graduates are currently working in the industry and are not looking for other positions Students or graduates are working outside the industry and are not ready to leave current positions Students or graduates are not employed and are not currently looking for employment Students do not want to or are not able to choose a job that will require them to commute to work No matter what is the individual student s employment situation, there are always positions available for students and alumni and positions are posted for our students and graduates in our academic department. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Our program has evolved from one whose primary goals were to provide the college with an economical means of producing food for the foodservice while at the same time providing quality culinary instruction. Obviously, because this is an educational institution, there is a greater emphasis on culinary instruction while still trying to keep a feasible balance with foodservice operations. The program operates a revenue generating foodservice outlet which helps to keep costs down by recuperating some of the expenses. The Culinary Arts program at JJC exemplifies a quality education within a growing industry for an affordable cost. Students have the opportunity to earn an AAS degree in culinary arts over a two year period for an approximate cost of $9000 which includes all tuition, fees and supplies. The 32

36 Chicago metropolitan area has a number of competing culinary arts programs offering comparable AAS degrees at varying costs. While community college programs are quite similar in cost to JJC, private (for profit) institutions offering similar programs are a great deal more expensive. The two biggest competitors to our program which provide a quality culinary education are Le Cordon Bleu of Chicago and Kendall College Chicago. The tuition and fees for an Associate of Occupational Studies Degree in Culinary Arts at the Le Cordon Bleu Chicago is approximately $37,210. Comparably, an Associate of Applied Science Degree in culinary arts from Kendall College in Chicago including tuition and fees is $53,722. The median loan debt for a student at Kendall College who completed the program between July 1, 2010 and June 30, 2011 is $15,680, which is almost $6000 more than the total cost of tuition and fees required to complete the JJC s Culinary Arts AAS degree. Compared to other CTE programs at the college? JJC CTE programs are currently all offered for the same rate of tuition. The only variable factor is the cost of the fee associated with each course. Some courses which are solely lecture based may have a small fee associated with them while other such as a meat fabrication course may have a much greater fee to cover the cost of the expensive materials used in the course. This course fee structure is similar for all CTE programs at JJC. Why are the costs higher or lower? The costs are much higher at private institutions due to these institutions being for profit. It has nothing to do with the quality of the education provided. CTE programs at JJC are similar in cost due to the college using a standard tuition rate formula. There is however talk at the institution of beginning a differentiated tuition rate for some programs such as nursing which have a waiting list to begin and a higher starting salary upon graduation. What steps can be taken to offer the program more cost-effectively? The program already incorporates many cost saving concepts in concert with acceptable industry practices. Culinary instructors demonstrate various means of saving money, utilizing product, and reducing waste during classroom and lab instruction. This practical application of cost saving principles assists the program in keeping costs low for students, while preparing them for success in the foodservice industry. Are there needs for additional resources? As mentioned previously the program is transitioning to a new culinary arts facility in The planning of the new facility has required the college to seek outside additional funding for the construction of the facility and necessary equipment. Commercial foodservice equipment and the infrastructure necessary to support it are quite costly. The college is expected to begin a capital campaign in the next few months to address funding issues and potential sources of additional funding, donations and partnerships. Additionally, the program s faculty administer two fundraising events each year to secure additional funds. These funds are allocated to vital causes such as student scholarships, educational equipment and faculty professional development. Being able to hold fund raising events to support professional development for faculty has been vital in regard to our program s success. Our ability to generate professional development funding means that our instructors 33

37 can continue to seek continuing education and training on the latest techniques, methods and trends in the culinary and foodservice industry. This continual training and education has helped our program to become one of the most highly regarded culinary arts programs in the country and our faculty to be some of the most celebrated educators in the field of culinary education. Quality What are the programs strengths and weaknesses? The program strengths include: o Well-trained and skilled faculty o Course competencies building throughout the program leading to mastery of skills o Ongoing faculty professional development o Fundraising events designed to provide students with exceptional real world work opportunities while generating professional development funds for faculty continuing education and training. o Real world application of skills, technology, and terminology learned by students o Ability to grow and add new technology to the program with the addition of the new culinary arts facility, industry software applications and newly added tablet technology Program weaknesses include: o Current facility is much too small to meet current enrollment demands o Condition of current equipment is poor due to some outdated equipment What makes the program unique and attractive to students and employers? What makes our program unique from other culinary arts programs in the area is our approach to teaching the basic culinary skills required for entry-level employment. Our program reinforces basic skills through repeated practice and volume cooking in a real world setting. Employers frequently comment that when a JJC graduate starts working in their operation, the student is already familiar with the fast pace demands of the kitchen and how to use the volume cooking equipment. JJC graduates are more employable because of the practical skills mastered during the pursuit of their degree and ability to adapt these skills to any kitchen environment. Also, JJC has a good student to faculty ratio in the Culinary Arts Program. The administration understands that CTE classes will not function properly and students will not be able to learn adequately with large ratio of students to faculty in a CTE class. The smaller class size allows the JJC Culinary Arts Program to be very successful in preparing students for success as they enter the workforce. What are the performance rates on related credentialing exams? As mentioned earlier, the JJC culinary arts program (and its curriculum) is accredited with the American Culinary Federation Education Foundation Accrediting Commission. This means that all AAS Culinary Arts graduates qualify to test for the first level of chef certification, Certified Culinarian (CC). Because the AAS Degree has qualified and been accredited by the ACF, students graduating from the JJC Culinary Arts Program must pass a final written and 12-hour practical cooking exam. If they pass both of these and successfully meet all the requirements for graduation, they are then qualified to apply for the Certified Culinarian credential through the American Culinary Federation. 100% of the students that meet these requirements and apply for the credential are guaranteed to earn the certification. 34

38 We are not notified by the ACF of when a student applies for the CC, but 100% of the successful completers of the AAS Degree who pass their final exams are qualified to earn the CC credential. Graduates simply need to complete the required paperwork and pay any associated fees to earn this highly regarded credential. Although 100% of our graduates who fill out the application and pay the associated fee earn the CC credential, many students opt to not apply as they do not have the additional funds required for the application process. Additionally, students take the state sanitation certification exam at the completion of the CA 106 course. Almost every student passes this exam and earns a Food Service Sanitation Manager s Certification (FSSMC). If a student does not pass the exam on the first attempt, he or she can retake the exam one additional time for no charge. If a student fails the exam a second time (happens very rare), the student will have to re-register for the course. How does the college plan to improve the curriculum before the next review? The culinary arts department is reassessing the delivery of beverage management content areas within the curriculum. The program covers items such as Dram Shop Laws, purchasing of alcoholic beverages, packaging, and processing of wine, beer and spirits, however this coverage could be further developed to include responsible alcohol service, food and beverage pairing, etc. The program will be examining avenues to alter CA 213 Hospitality Supervision to become more inclusive of beverage management and incorporate a new name such as Culinary Supervision. The new course would incorporate additional areas of beverage management and culinary related supervision, employee management and operational and food production facility management. We have also contacted the person in the area that teaches the TAPS sanitation certification which could update our food safety and sanitation course. The faculty is evaluating the effectiveness of the content within the TAPS certification program to assess the feasibility of adopting this content into the curriculum. The TAPS responsible beverage service curriculum might also be appropriate for this addition. The program is developing new degree tracks for students. The new degree tracks are expected to be developed and operational with the opening of our new culinary facility in New anticipated degree tracks include: o Pastry and Baking AAS and COC o Culinary Management AAS and COC o Culinary Nutrition AAS and COC Describe any programmatic improvements achieve d since the last review period. Since the last review period, the program has created three pastry certificates for students interested in entering the industry and eventually obtaining a position as a pastry chef or baker. At this time, many students are not pursuing the certificates, but rather simply taking various pastry courses for personal enrichment or specific skill attainment. The college funded various pieces of new equipment which has enabled the program to teach the most current cooking methods, modern trends in cuisine and ultimately prepare students for success as they enter the food and beverage industry. 35

39 Accomplishments Deserving Special Attention Students March 2013: The JJC Culinary Student Competition Team competed against three other culinary schools for the State of Illinois student team championship. JJC earned a high gold medal and 1st place as the state champions. They now advance to the Central US regional competition in April against the top teams from 12 other states. April 2012: JJC Student Culinary Competition Team wins SILVER MEDAL in the Central US Regional Hot Foods Team Championships March 2012: JJC Student Culinary Competition Team WINS GOLD MEDAL and 1st place in state of Illinois July 2011: JJC Student Culinary Competition Team wins the NATIONAL FIRST PLACE GOLD MEDAL and title of ACF TOP CULINARY SCHOOL TEAM IN AMERICA! July 2011: JJC Culinary Arts Student Aaron Guajardo III won top honors in the nation as the 1st place Gold Medal recipient and the title of ACF Top Culinary Student in America! Student Ender Oktayrun won the Gold Medal and the 2011 ACF Student Culinarian for the Central United States The JJC Student Culinary Competition Team won the Gold Medal and the 2011 ACF Junior Hot Foods Culinary Competition Team Competition for the Central United States The JJC Student Culinary Knowledge Bowl Team won the Gold Medal for the 2011 Culinary Knowledge Bowl in the Central United States Competition What makes the program unique and attractive to students and employers? What are the performance rates on related credentialing exams? How does the college plan to improve the curriculum before the next review? Faculty Faculty members in the Culinary Arts Program are committed to ongoing professional development activities and life-long learning. January 2013: JJC Chef Andy Chlebana competed in Lyon, France as the team captain for the prestigious Pastry Team USA. This is a four-member team representing America and our instructor is serving as the team captain. Team USA competed against 22 other nations and ultimately placed 4th in the world. Chef Andy is also a graduate of our culinary arts program. October 2012: Chef Instructor Tim Bucci competed as a member of the prestigious Team USA in the World Culinary Olympics in Germany. He and his team competed against 38 other countries in this world Olympics earning a second place gold medal in the cold food category and a 6th place overall. Team USA is a 6-member team. Chef Bucci is also a graduate of our culinary arts program. May 2012: Two of the Culinary Arts Faculty (Michael McGreal and Fred Ferrara) returned to college themselves to work on advanced degrees and both have earned Master s Degrees in Education April 2012: JJC Pastry Chef Andy Chlebana secures a spot on the Prestigious Team USA World Pastry Team and title of Team Captain. He will compete with the US Pastry Team in Lyon, France in January 2013 March 2012: Chef Michael McGreal finishes authoring and has his third culinary related book published Chef Michael McGreal has been selected to serve as the National Education Chair for the Chef and Child Federation 36

40 Chef Andy Chlebana competed in the Indianapolis pastry and showpiece competition and took home FIRST PLACE GOLD! Chef Andy Chlebana competed in the National Showpiece Championship in Atlanta and took home top honors and FIRST PLACE in the nation! Chef Kyle Richardson was elected to serve as the American Culinary Federation s Vice President for the Central United States Chef Michael McGreal awarded the Presidential Medallion of Excellence at the 2011 National American Culinary Federation Convention Pastry Instructor Chef Andy Chlebana wins $10,000 on the Food Network Sugar Challenge Chef Instructor Tim Bucci earns a spot as a member of Team USA; the U.S. Culinary Olympic Team Chef Kyle Richardson has just been elected to serve as the American Culinary Federation s Vice President of the Central US Chef Michael McGreal is serving as the ACF Central US Chairperson for the First Lady s Chefs Move to Schools Initiative Describe any programmatic improvements planned before the next review. The entire curriculum is under review as we look to transition to the new facility in We will have a full service restaurant, begin offering evening and weekend classes, and will restructure course offerings to allow students to begin the program in any semester. Currently students can only take certain classes in certain semesters. This will change as we transition into the new facility where all classes will be offered all semesters. Over the next two years, faculty will review all course offerings and sequencing to determine where and to what extent changes are necessary and modify curriculum to implement the changes. We will begin this planning during the summer The college is constructing a new state of the art culinary arts facility. This will allow the program to teach using modern equipment in classes that are better suited to accommodate the number of students in each section. This is a very exciting improvement to the program as the current facility was constructed and outfitted over 40 years ago. We have been working diligently with the college administration and the architects to design state of the art teaching kitchens and effective learning environments. Plan development is now in its final stages as we finalize space allocations, design, equipment selection and placement. This program meets the minimum requirements of a Program of Study according to Perkins IV because (insert one or more of the following) The program incorporates and aligns secondary and postsecondary education elements. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 37

41 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Architecture and Construction Cluster Career Pathway: Design/Pre-Construction Pathway Program of Study: Architectural Technology Community College Program Title Degree Type Architectural Technology TE Associate In Applied Science TECH 0035 Architectural Technology TE Certificate of Achievement TECH 0036 Architectural Technology TE Certificate Of Completion TECH 0037 Architectural Profession TE Certificate Of Completion TECH 0038 Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings Increase the marketing and outreach efforts to increase enrollment in the architecture program. Expand faculty expertise by bringing in architectural adjunct faculty. Create more efficient studio space and a resource library. Update program and courses through the Curriculum Committee process. Formalize articulation agreements with the 5 architectural transfer programs in Illinois. Outcomes/Objectives What are the student learning outcomes/objectives of the program? Architectural Technology students will: o Determine the role of architecture and architects in the built environment profession. o Interpret the legal, contractual and business aspects of professional architectural practice. o Prepare working drawings and construction documents for various building and project types including residential and commercial. o Assemble a portfolio or student work used for employment, placement and/or entrance into higher learning. o Compare and evaluate performance, sustainability and efficiency of the various building systems, methods and materials used in the construction industry. o Create designs that meet stated requirements and balance form and function. 38

42 o Demonstrate technical competency by producing professional level designs and drawings in various architectural related softwares. To what extent are these outcomes/objectives being achieved? These outcomes are being achieved in that many students that are looking to pursue further architectural education are being accepted at transfer programs based on the skills and outcomes of their architectural courses here at JJC. Students who are opting for employment are finding opportunities in related fields based on the marketable skills outlined through the program objectives. How satisfied are students with their preparation for employment? Students that have found employment in fields related to architecture feel prepared. The CADD and BIM/Revit courses I have taken at JJC were the reason I got the job and I am using this everyday on the job! stated one student. How satisfied are employers in the preparation of graduates? The advisory board for the program is comprised of some local firms that have hired our students and they continuously come back to us when they have a job opening to post or are looking for a student for employment opportunities. That support and input form the firms demonstrates that students are prepared with the job skills necessary for local employment. How does this program contribute to programs in other fields? The architecture program interests a lot of students looking to explore a career in the built environment. Often, students are not exactly sure what career paths are available and use the architecture program and courses to explore related programs. We have had students start in architecture and then move to studying engineering, construction management, computer aided design and drafting or other similar fields. In addition, the visual and design skills learned in the arch program contribute to other programs through collaboration in related design disciplines such as landscape design, interior design, art and other fine art programs. How does this program contribute to achieving the college s strategic plan goals? JJC STRATEGIC PLAN - GOALS Goal 1: Increase student success and completion: The architectural technology program was developed based on a demonstrated need for the program in our district. Local architectural firms had the need for better trained employees, especially as the profession was becoming more technologically advanced. Also, students expressed interest in pursuing architecture as their career choice and JJC is able to now provide the basis for that education or career exploration for students undecided as to if the architecture profession or something related is meant for them. By access to the architecture program, students have a better chance of succeeding in their career choice. Goal 2: Develop programs that anticipate and respond to labor market demand including the growing number of fields that require an understanding of sustainability: The architecture program has been responding since its inception to the ever changing needs of the industry. As the sustainability of the built environment has become more imminent and demanding, our program has responded by infiltrating the curriculum with sustainable 39

43 practices and technology. While there has been a downward shift in employment projections in the industry, we have made sure to keep the program viable for current and future students. Goal 3: Increase and strengthen resource development and utilization: The program has become very efficient in utilizing many local resources to enhance the learning environment as well as more efficient use of supplies and materials. Grant applications have been utilized to obtain equipment and supplies to support the program. Goal 4: Address the needs of the growing minority, underrepresented and underprepared student populations: The activities within the AEC program are all inclusive in underrepresented populations including advisory board and panel members, career and college on-campus events, as well as adjunct staff. Goal 5: Expand the use of technology and sustainable methods: Technology is infused throughout the program as well as offerings of specific discipline related courses focused on the technology and software used in the industry. These skills are increasing the marketability of students as well as enhancing the professional portfolio and better preparing students to work in a global industry. Need How strong is the occupational demand for the program? The program was first offered in 2007 and had steady growth for a few years until the enrollment began to drop in fall 2010 and spring This drop coincides with decreases seen in other program affected by the economic recession. How has demand changed in the past five years and what is the outlook for the next five years. Despite the downturn of the last five years, the next five years is expected to see greater than average growth in the architecture occupation. What is the district need vs. state need? STATE NEED: Illinois Architecture and Engineering Occupations +7.63% Architects +19.2% Architectural Drafters -3.18% DISTRICT NEED (employment change, percent): from LWA 10 (Will) LWA 6 (DuPage) LWA 11 (Grundy) Architects +15% +18% +11.5% Architectural Drafters +9.76% +11% 0% Enrollment/Retention/Placement 40

44 ENROLLMENT: Duplicated headcount and (credit hours) Academic Year Fall (96) 40 (124) 56 (173) 45 (122) Spring 12 (24) 34 (112) 57 (182) 26 (76) 35 (116) ENROLLMENT by degree code Academic Year Semester FL SP FL SP FL SP FL SP FL SP TE235 AAS TE236 CAC TE237 CCO TE238 CCO COMPLETION o 2011 o o o 2012 o o TE 235 AAS: 2 graduates TE 237 CCO: 3 graduates TE 235 AAS: 1 graduate TE 237 CCO: 1 graduate The students that began the program at its inception in 2007/2008 were not ready to move into either the workforce or transfer until approximately 2009 and later. Of the students seriously pursuing architecture, there are many outcomes that can be measured and be declared successfully placed Note: An associate s degree is not required for transfer and many architecture programs only accept certain courses, therefore not all students that begin the program are degrees seeking. Since 2009, about 80% of qualified students successfully transferred into their architecture program/college of choice. The remaining 20% re-applied at either other institutions or were accepted the following year. Most program students are pursuing further education rather than full-time employment. However, about 40% of program students seek part time employment and are successful of finding a job in the industry. Is there an increase/decline in the last five years? In the last five years, there was a slight decrease in enrollment which is continuing through spring 2013 as well. However, we have been focusing on program promotion and with the expected job growth, are optimistic that the program will continue to see growth again as it did in its first few years. What are the barriers to retention? o The largest barrier to retention is the reality of architecture as a career. Many students are not aware of the educational and employment requirements for professional licensing. Many students enroll in the ARCH 100 Intro class only to discover that architecture is not really what they want to pursue. At that point, the numbers and retention rates in the ARCH 100 course bring down the program average. 41

45 o Beyond the entry level courses, some students find that they would like to pursue a career related to architecture and change majors. We have had students switch to construction management, computer aided design and drafting, interior design and others. We feel that the architecture program did its job by providing a student with an interest in architecture, the opportunity to explore career choices at a community college and be able to transfer more effectively and economically into another program best suited to their needs. o Because the program is not robust with students, course offerings some semesters are limited due to low enrollment and that has caused some retention problems with some students. As the program grows, we are hoping to better engage the student in the entire educational offering of the program. What are placement rates with local employers? Most program students are pursuing further education rather than full-time employment. However, about 40% of program students seek part time employment and are successful of finding a job in the industry. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Compared to other CTE programs at the college? o No operational cost data is available to compare to other similar programs (architecture) in the state. Comparing overall unit cost data, the net instructional unit cost for FY 2011, Joliet district 525 is $207.63, below the state average of $ Peer colleges range from $ $ o Chargebacks: There has been a total of $39,654 from Fall 2007 Spring 2011 to the College of DuPage for chargebacks for Pre-Architecture. College of DuPage is the closest peer college with a similar architecture program and has substantially higher enrollment for the program than JJC. o Compared to other CTE programs at the college, Architectural Technology accounts for about 120 credit hours out of a total of 9000 per year in the Technical Department (1.5%). The budget, resources and expenses for the architectural technology program are shared within the architecture, engineering and construction programs as well as the CADD program. Together, these combined programs operational costs are relative to the credit hours generated within the technical department and stay within budget on a yearly basis. o Note: Per Bureau of Labor Statistics, the annual average base salary for an architect is $72,550 and as noted above, there is a 15% projected growth rate in the profession. Therefore, the program is found to be cost-effective based on labor market supply/demand data. Why are the costs higher or lower? See explanation above. What steps can be taken to offer the program more cost-effectively? o The largest expense for the architectural program is supplies. There are a lot of materials used for projects, model building, etc. We currently recycle as many materials as possible which help reduce costs. We have also received donations in the form of tools that our students can use. Many of the supplies and equipment is shared between other programs to help spread the cost. o We are currently evaluating having the students purchase a list of basic tools that will them be their responsibility and ownership. We currently provide items such as x-acto knife, metal straightedges, scales, drafting equipment, etc. and many of the items get lost by the 42

46 end of the year and need to be replaced. However, there is no secure place for the students to keep large equipment on campus so that causes an issue. o Other cost-effective steps are to combine industry continuing education with workshops and lecture series offered by the program to share in the cost and revenue of such courses. Are there needs for additional resources? o The greatest need for the architectural program is space. The current studio space is small, cramped and ineffectively laid out. There is not ample room for a productive work space for the design students as well as a conference/critique space and material storage. o As the program grows, it is anticipated that a full time faculty member dedicated to architecture should be added to the existing faculty to help grow and support the program. o Other resources are an annual need such as supplies, equipment and technology. Quality Strengths o Adjunct Faculty: Experienced working professionals o Advisory Board: Diverse membership of many local and regional architects and professionals from many different firm types and backgrounds. o Related Programs: The ARCH program shares resources and courses with other related disciplines within the department: Engineering, CM and CADD o There are many shared resources for crits, etc. in related disciplines (design and fine arts) across campus. o Local industry support for events such as career night, student competitions, etc. o Full time faculty members have diverse, interdisciplinary backgrounds Weaknesses o Lack of adequate studio space o Limited marketing resources to grow and develop the program o Faculty responsibilities split between other programs and obligations o Low enrollment in the program and cannot fill course offerings consistently What makes the program unique and attractive to students and employers? o The program is unique in that it is offered under the A/E/C umbrella which provides the student with a multi-disciplinary approach to architectural education at the community college. ARCH students are often in class with engineering or construction students and they have the opportunity to learn in an environment that mimics the real world. o The faculty is diverse and brings various levels of expertise to the program. Many of the projects done in courses are real world examples giving the student exposure into a practical application of the lesson and topical content. o The eagerness of transfer institutions to formalize articulation and transfer agreements with the program reinforces the quality of the education received as well as working with students for a seamless as possible transition to the school of their choice. o Employers serve on our advisory board and support the program in other ways, therefore showing their support, giving their feedback and insight and continuously working with us to make sure the program is meeting current needs. Employers feel confident that students from the program can perform the level of work that is needed in the industry. What are the performance rates on related credentialing exams? Not applicable at this time. How does the college plan to improve the curriculum before the next review? 43

47 o o o A revamp of the original AAS Architectural Technology degree is in development and has been approved by the advisory board. Based on the trend of students that are using the degree for transfer, we have updated some course requirements to better prepare the transfer student as well as added additional technology courses to reflect current industry needs and demands. Topical outlines for many of the courses have incorporated sustainable construction topics, but additional content will be incorporated again to reflect current industry requirements. We plan to add LEED Green Associate credentialing to the program requirements. Describe any programmatic improvements achieve d since the last review period. The Architectural Technology program is a new program since 2007 and this is the first program review. Describe any programmatic improvements planned before the next review. Submit the updated program and course changes to Curriculum committee by August 2013 for incorporation Fall 2014 Formalize and obtain written, formal signed articulation agreements with the 5 architectural transfer programs in Illinois Studio Space: Continue to work with the college on space availability to obtain more efficient studio space for the architecture program Market and Recruiting: Increase the marketing efforts to increase enrollment in the architecture program Expand the architectural adjunct faculty pool to bring in additional expertise Create an architectural resource library Develop kids college courses for the summer to engage younger students with an interest in architecture This program meets the minimum requirements of a Program of Study according to Perkins IV because: The program incorporates and aligns secondary and postsecondary education elements. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 44

48 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Construction Management Career Cluster: Architecture and Construction Career Pathway: Construction Pathway Program of Study: Construction Engineering Technology Community College Program Title Degree Type Advanced Construction Technology TE Certificate of Achievement Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Construction Management and Architectural, Engineering and Construction (AEC) program provide educational pathways that lead to career opportunities in the built environment. Courses in the Construction Management program fall under both prefixes: o AEC: Architecture/Engineering/Construction. o CM: Construction Management. Curriculum revisions have been made and efforts will be focused on achieving program accreditation from the American Council for Construction Education (ACCE). Outcomes/Objectives What are the student learning outcomes/objectives of the program? A. Analyze and describe the construction project process and roles and responsibilities from inception to completion including delivery methods, documentation, organization, services and chronology in the construction industry. B. Interpret the legal, contractual and business aspects of professional construction related practice. C. Demonstrate competency of the latest technology utilized in the built industry. D. Identify, read and interpret all the drawings, blueprints and specifications for all construction disciplines as well as use graphical methods, hand and technology, as effective communication techniques. E. Compare and evaluate performance, green and sustainability and efficiency of the various building systems, methods and materials used in the construction industry. F. Demonstrate the proper use of surveying equipment, measuring, applications and mathematical calculations associative to surveying. 45

49 G. Calculate quantity takeoffs, analyze bids, develop schedules and assemble the paper work and procedures for construction estimating and scheduling. H. Apply management techniques and tools such as negotiating, scheduling, time management, estimating, costing and project documentation to a construction project. To what extent are these outcomes/objectives being achieved? These outcomes are being achieved by students on a course by course basis as well as on a program level. In reviewing student s assessments, the majority of students in AEC/CM courses are achieving an A or B grade in the core classes. The retention rates are satisfactory and increase in the upper level courses indicating that students are getting closer to mastery of the objectives. Another measure of outcomes is with job placement and transfer status which is very satisfactory. How satisfied are students with their preparation for employment? The students are extremely satisfied with their preparation for employment. Graduates often return for career night events and speak highly of the practical application of the principles and techniques learned in class. We just had this situation on the job is a quote heard often from returning adult students currently working in the industry. Advisory board members that have hired our students are extremely pleased with how prepared the students are and that translates into better employment opportunities which essentially satisfy the student s goals. How satisfied are employers in the preparation of graduates? Rarely, have we ever heard from an employer that our graduates are not prepared for the work. Often, employers send other employees to a few of our courses to improve skills and earn new technologies. At a recent advisory board meeting, a member stated I would rather hire a JJC associate level graduate rather than someone coming from a four-year program that only has book smarts. Overall, through the job opportunities and the support of our local industry, that demonstrates overall satisfaction with the preparedness of our graduates. How does this program contribute to programs in other fields? As a part of the entire AEC program, the Construction Management program is an integral part for a student looking to a career in the construction or built environment industry. As students explore the various career options, CM students may find a better match in engineering or architecture. Also, other technical fields and programs at JJC can see students exploring related coursework in their programs to specialize such as electrical, CADD, HVAC, welding, etc. to name a few. The CM program also provides coursework for students in other fields such as blueprint reading, materials and testing, structural analysis, etc. How does this program contribute to achieving the college s strategic plan goals? JJC STRATEGIC PLAN - GOALS o Goal 1: Increase student success and completion: The construction management program provides opportunities for students to either start a career in the industry or to receive credentials for those already working in the industry. Either the AAS degree or a certificate provides that piece of paper credential for securing employment or a promotion/advancement. Student success is measured in employability and job success. From our program, we also are the avenue for those students wishing to pursue further education at the Bachelor level to open up even more employment doors. 46

50 o o o Goal 2: Develop programs that anticipate and respond to labor market demand including the growing number of fields that require an understanding of sustainability: The construction management degree and certificate program is constantly updating curriculum and topical content in the courses to best meet the demands of the industry. Through our advisory board and industry contacts, we stay abreast of the needs of students entering and working in the profession and reflect those in our program. As the sustainability of the built environment has become more imminent and demanding, our program has responded by infiltrating the curriculum with sustainable practices and technology. While there has been a downward shift in employment projections in the industry, we have made sure to keep the program viable for current and future students. Goal 3: Increase and strengthen resource development and utilization: The program has become very efficient in utilizing many local resources to enhance the learning environment. Through grants and increased presence in the community, we are strengthening relationships and resources to support our program. Goal 4: Address the needs of the growing minority, underrepresented and underprepared student populations: The activities within the CM program try to focus on these populations. We are beginning recruitment and career exploration at the junior high level as well as targeting underrepresented populations specifically females. We have highlighted graduates from theses populations on JJC website and are always looking for strategies and grant opportunities to address these specific needs. The construction industry is one avenue that we can specifically demonstrate success through our contacts and industry support. o Goal 5: Expand the use of technology and sustainable methods: Technology is continuously being incorporated in many ways in our program. Students are being trained on specific industry software as well as being exposed to the ways business is conducted in the information age. We offer classes in nontraditional methods such as blended online coursework so that students can practice more sustainable living as well as be given the avenue to use technology to enhance their education. Need How strong is the occupational demand for the program? o The occupation demand for careers in Construction Management and related is very positive and optimistic. Many indicators are pointing in the upward and positive direction of employability in construction management. o Retention/Persistence Indicator: One of the best measures of the occupational demand has come from the student body itself. A great many of our students are returning adult students who are currently working in the construction industry or related. They are in the program because they see a future of opportunities in the field and the educational requirement to advance into the management roles. o Transfer Rates/Articulation Indicator: Of the students who are interested in pursuing additional education, they are successful in transferring to their chosen program. We assist students in aligning their coursework, both in general education and core program requirements to provide a seamless transition between JJC and their transfer institution. Through professional association meetings, four year colleges and universities are interested in recruiting transfer students and attend our college nights. 47

51 o Advisory Board Input Indicator: The members of our advisory board at the last meeting indicated that the job outlook is looking up relative to the last few years. They are very much in support of continuing to build our program in Construction Management. o Job Placement Rates Indicator: Students seeking employment in the past years have successfully found jobs in the industry or related and there are companies that have placed employment opportunities with JJC with openings for assistant project management, surveying positions, construction administration assistant, etc. These indicators demonstrate that there is occupational demand for construction management and related careers. How has demand changed in the past five years and what is the outlook for the next five years. o In the last five years, the economic downturn hit the construction industry and unemployment in the industry increased. With this setback in the industry, enrollment at JJC has decreased as well in the construction and AEC programs over the last five years. More than five years ago, there was an increasing demand for more qualified management in the construction industry and many students returned to obtain educational credentials to align themselves in better positions for promotions and advancements into management. Based on the economic challenges the construction industry has seen in the last few years, there is many indications that the outlook for growth is very positive. Per the below, the Bureau of Labor Statistics are showing a 16.6% percent growth from in Construction Management, higher than all average of all occupations. Bureau of Labor Statistics Selected Occupational Projections Data What is the district need vs. state need? o Per the statistics below, the JJC district has an even higher need than the state average for Construction Management and related professional occupation. o STATE NEED: (Per the State of Illinois Occupational Employment Projections (Long Term) ) Illinois Construction Managers +8.19% General Construction +7% Construction Inspection, Codes +14.6% 48

52 DISTRICT NEED (employment change, percent): from LWA 10 (Will) LWA 6 (DuPage) LWA 11 (Grundy) Construction Managers % % % General Construction +8.48% % +3.12% Construction Inspection, Codes % % % Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? ENROLLMENT: Duplicated headcount and (credit hours) ENROLLMENT by degree code GRADUATION RATES Academic Year Fall 150 (410) 120 (326) 111 (305) Spring 163 (450) 143 (380) 118 (312) Academic Year Semester FL SP FL SP FL SP TE310 AAS TE332 AAS TE334 CCO Academic Year TE310 AAS TE332 AAS TE334 CCO ENROLLMENT TRENDS: From the last program review, there has definitely been a decrease in enrollment coinciding with the economic and employment challenges that plagued the construction industry. During this time, there was a great deal more returning adult students, many of whom were using the slower times at work to pursue academic credentials. In the 49

53 year (not yet recorded), we have seen an increase in the number of younger students now entering our beginning classes, indicating students are again pursing construction management as a career choice based on the positive outlook! RETENTION RATES PROGRAM: 100.0% 95.0% 90.0% AEC/CM Retention Rates (without 'W') 85.0% Academic Year Spring Fall JJC Overall Tech Dept COURSES: RETENTION RATE TRENDS: The retention rates for the last few years are showing that students in the AEC and CM program courses have a higher retention rate than the overall JJC average and just about the same as the Technical department average. The type of students we saw during this time were students already committed to a career in the construction industry and therefore were more motivated to stay in school, especially during the hard economic times. The two introductory courses analyzed, AEC 100 and AEC 106 are good indicators to see how many students begin their courses in construction and stay in the curriculum. Again, we see a higher retention rate than JJC overall average and about on course with the technical department average. There is a drop in retention in the spring semester of 2012 and further analysis shows that the class sizes were fairly small that semester and one student dropping the course caused the average retention rate to plummet. 50

54 PLACEMENT While there are no statistical data to track placement in careers or transfer, the informal data from student communication and advising indicates a successful placement rate. While the industry has had a definite lack of quality employment, many of our students seeking jobs have found something in the industry or related. As well, we have had our transfer students successfully be accepted into the programs that they have chosen. Our current students that are employed have kept their jobs and are credentialed for further opportunities. As the industry improves and grows, it is anticipated that placement will be as successful. We are going to begin a more formal plan for tracking current and past students to have more substantive evidence for placement in careers and education. Is there an increase/decline in the last five years? There has been a decrease in the last five years (see analysis and data above) reflective of what has happened in the construction economy. Additional notes are detailed above. What are the barriers to retention? o The largest barrier to retention is career exploration and job opportunity. Some students begin the construction management program and find a related career choice such as architecture or engineering, or maybe something completely different. We lose some students to the construction trades, as gainful and steady employment takes precedence over courses sometimes in meeting a student s immediate needs. o The economic downturn of the construction industry has definitely had an impact on enrollment and retention in the program. Newer, younger students are at the largest risk and often look to other career choices with a more definitive job prospect. What are placement rates with local employers? As stated above, we do not have formal placement rates, but graduates have found employment in the industry or have continued with current jobs and promotion opportunities. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Compared to other CTE programs at the college? o No operational cost data is available to compare to other similar programs (construction management) in the state. Comparing overall unit cost data, the net instructional unit cost for FY 2011, Joliet district 525 is $207.63, below the state average of $ Peer colleges range from $ $ o Chargebacks: The only chargebacks to JJC for Construction related programs has been in There was $2143 in 2208 for Construction Surveying to Parkland College and $1650 to Triton College for Construction Management. o Compared to other CTE programs at the college, Construction Management currently accounts for about 650 credit hours out of a total of 9000 per year in the Technical Department (7.2%). The budget, resources and expenses for the construction management program are shared with the other related programs of Architecture, Engineering and CADD. Together, these combined programs operational costs are relative to the credit hours generated within the technical department and stay within budget on a yearly basis. 51

55 o Note: Per Bureau of Labor Statistics, the annual average base salary for a construction manager is $83,860 with an Associate s degree and at least 5 years work experience in the field. As noted above, there is a 10-15% projected growth rate in the profession. Therefore, the program is found to be cost-effective based on labor market supply/demand data. Why are the costs higher or lower? See explanation above. What steps can be taken to offer the program more cost-effectively? o Steps are always taken to help reduce costs of the program. By utilizing shared resources with related programs, the cost-effectiveness of the program is demonstrated. o Consumable supplies and materials are a recurring cost for the program. One method to try and reduce these costs is to look for donation of materials from local suppliers beyond what we already receive. o Equipment is traditionally expensed in the program budget as well as sought after with grant awards. Much of the equipment in our construction lab has been received through grant monies. Are there needs for additional resources? o The greatest need is for recruitment and marketing. We often hear in the community that they were unaware that JJC had a construction management program. There is a lot of opportunity for promotion with the correct manpower and JJC marketing support staff expertise. o Staying current in technology is an ongoing need as well in the program. Software costs are shared with the architecture and CADD programs, but there is proprietary software that would be a great asset to our program as well as future technologies as they are developed. o To expand our program, the physical space of the construction lab would need to be expanded to accommodate more students and additional materials and equipment. Quality What are the programs strengths and weaknesses? STRENGTHS o Full time faculty: The diversity of the full time faculty members that teach in the construction management program and the multi-disciplined background and approach; experienced and professional licensed o Adjunct faculty: a strong network of industry professionals that bring their expertise and on the job experiences to the program, as well as support students in career advice, mentoring, etc. o Events: Hosting many career and educational events to meet the needs of the students in pursuing further education as well as exploring career choices; Also, host sustainable fairs, field trips, guest speakers, etc. for current industry practices and happenings o Provide courses for professional credentialing such as OSHA and LEED o Construction program has sufficient inventory of equipment and tools for the hands-on portion of courses o Student Body: the diverse make-up ethnically, age, experience, etc. is a great blend of many backgrounds to share in the classroom and as network of resources within the student body 52

56 o Advisory board is supportive of the program and is willing to provide input in the advancement of the program at JJC o Grant opportunities that have been successful bring money, students and recognition to the program o Partnerships with local industry and unions o Connecting the pathways from middle school through college WEAKNESSES: o Faculty in core program is also supporting other programs, roles and administrative duties causing work load issues. o JJC administration turnover has been inconsistent for career and technical education o Alumni tracking has not been done o There are no clubs or student committees representing the interests of construction students o The economy has a direct impact on the futility of the construction program. o Marketing and recruiting professional resources o Physical space in construction lab limits hands on opportunities. o Advisory board is not self-governing What makes the program unique and attractive to students and employers? The program is unique in that is a very practical, rather than theoretical approach to construction management. The multi-disciplined approach gives the student the same experience they will receive on the job in working together as a team in the construction industry. The real life nature of the courses provides valuable and necessary job skills as well as prepares the student for vast opportunities in the construction industry. These assets are well known to employers who seek our graduates and our educational opportunities for their own employees. The practical, real world applications from courses and experienced professionals teaching, better prepare the student and employers do not have as much training burden. What are the performance rates on related credentialing exams? Not applicable. How does the college plan to improve the curriculum before the next review? o By the next review, the program should have completed the accreditation process. Curriculum has just been through a revision, so no further major changes are planned. Sustainability, BIM and other technological advancements in the industry will be continuously incorporated into existing courses or new elective courses and seminars. Describe any programmatic improvements achieved since the last review period. The Construction Business degree was eliminated from the program and content incorporated into the Construction Management degree. This was done to simplify the degree process for students as well as to align with accreditation standards. The program is in the midst of the accreditation process and therefore, all degree seeking students will graduate with an ACCE accredited degree. The Project Management Certificate was renamed to be Construction Project Management to eliminate confusion with other industries that use that term. 53

57 Minor curriculum changes have been made to combine the two degrees and update the CM AAS degree with elective credits as well as modifications to some of the core classes. The introductory course, AEC 100 Construction Fundamentals has been changed to CM100 Introduction to Construction Management, to better reflect the emphasis on construction management. We are continuing with preparing the self-study and field visit which is the next step in the accreditation process. Two faculty members are the primary members of an NSF, ATE grant called Mentorlinks. The purpose of the grant is to research and investigate a sustainable energy program application at JJC. With mentorship, the outcome is to develop curriculum for the program. Faculty, full and part-time, have attended many professional development sessions on various topics such as sustainable construction, alternative energy and have attended yearly meetings and conferences of professional organizations such as the ASC: Associated Schools of Construction and the ACCE: American Council Construction Education In our multi-disciplinary approach, we have added a few new adjunct instructors that cross disciplines in the BIM/Revit technology class offered to our students. We have also added a new adjunct instructor, a code professional, to teach the codes class. We have expanded our advisory board with new members covering other disciplines as well as path of study partnerships. We have formalized an articulation agreement with our major transfer institution, Purdue Calumet; anticipated signatures by May With the financial assistance of our advisory board, we have established a program scholarship for construction management students in our program. Expanded our recruitment efforts to focus more on junior high age students to foster interest in the many career opportunities of A/E/CM and better establish the path of study through college. We have offered college and career sessions Meet the professional and Transfer night for our students to gain exposure into career fields and options as well as offerings to continuing their education. We have also sponsored a sustainability fair that allowed students the chance to see and speak to many companies currently involved in sustainable practices in many areas of expertise. The A/E/CM program hosted a one semester, for credit, academic training session for engineering technicians in conjunction with IDOT (Illinois Dept. of Transportation). Students complete 16 semester hours of AEC/CM and gen ed. courses to provide them with the fundamental skills to pursue a career with IDOT. Describe any programmatic improvements planned before the next review. The most important goal is achieving program accreditation from the American Council for Construction Education (ACCE). Continually increase enrollment and retention in the Construction Management curriculum. To continue to partner with industry companies, unions and community both in degree development as well as financial and academic support of our programs and events. To continue building a network of adjunct instructors that are leaders in their discipline and technology. Procure additional indoor and outdoor physical space for efficient and safe support of our programs hands-on curriculum. Work with our advisory board to be more proactive and self -governing. 54

58 To continue recruitment at the middle school age for all students as well as underrepresented sectors. Continue to stay current on sustainable building practices, BIM and green construction and continuously incorporate this into all of the curriculums and courses. Provide additional opportunities for our students through competitions or clubs. This program meets the minimum requirements of a Program of Study according to Perkins IV because The program incorporates and aligns secondary and postsecondary education elements. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 55

59 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Architecture and Construction Cluster Career Pathway: Design/Pre-Construction Pathway Program of Study: Computer Aided Design & Drafting (CADD) Community College Program Title Degree Type Computer Aided Design & Drafting TE Associate in Applied Science CADD/Mechanical Design Technology TE Certificate of Achievement CADD Management TE Certificate of Achievement CADD/Mechanical Design Technology TE Certificate of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: IMPROVEMENTS & RATIONALE FOR ACTION SUMMARY OF FINDINGS Empirical data collected and tallied for this reporting period (spring 2013), indicate that there are areas for concern that warrant review of instructional methods and development of additional skill building guides. While there has been an 11% increase in the success rate of students taking the National Associate level exam, a dramatic decline in the success rate of students taking the National Professional level drawing exam has been noted. Another area of concern is that while the students achieved the overall average grade goal of 75% for the dimensioning exam they failed to achieve the goal that 75% of the students taking the exam would achieve a 75%. During this reporting period only 64.29% of the students achieved the assessment goal. Outcomes/Objectives CADD Program Student Learning Outcomes: Prepare industry standard 2 dimensional mechanical design drawings in accordance with American National Standard Institute (ANSI). Create drawings that are electronically scaled using methods in both paper space and modelspace drawing environments. Create industry specific drawings using dimensioning methods, practices, and advanced techniques. Comprehending and demonstrating mastery of 25 of AutoCAD s 80 dimension variables. Successfully complete the National AutoCAD Certification Exam(s) for both Associate & Professional levels. (2 dimensional drawings). 56

60 Develop industry standard 3 dimensional parametric solid model design drawings in accordance with American National Standard Institute (ANSI). Demonstrate high-order skills for efficient use of design software application for production and design process management. To what extent are these outcomes/objectives being achieved? Empirical data collected and tallied for this reporting period (spring 2013), indicate that there are areas for concern that warrant review of instructional methods and development of additional skill building guides. While there has been an 11% increase in the success rate of students taking the National Associate level exam, a dramatic decline in the success rate of students taking the National Professional level drawing exam has been noted. Another area of concern is that while the students achieved the overall average grade goal of 75% for the dimensioning exam they failed to achieve the goal that 75% of the students taking the exam would achieve a 75%. During this reporting period only 64.29% of the students achieved the assessment goal. How satisfied are students with their preparation for employment? Student comments via s and surveys indicate satisfaction with the relevance of CAD Program coursework. There are strong similarities and parallels among the information taught in classes and the skills expected of them by employers. How satisfied are employers in the preparation of graduates? Employer feedback indicates satisfaction with Joliet Junior College s CADD Program students. Elcon, Inc., Chicago Bridge & Iron (CB&I, Inc.), Cross Country Contractors and many other employers continue to hire our students and offer student Internships throughout the summer months. How does this program contribute to programs in other fields? The Manufacturing, Electronic Automation, Architecture, and Interior Design programs all have integrated CADD Program components. Curriculum development is also underway for integration with the Criminal Justice Studies (CRJ) program (security management design), and Heating, Ventilation and Air Conditioning (HVAC) Program (system design). The new coursework will be made part of their respective degree programs. NEED: IDES employment opportunity statistics for students living in Joliet Junior College s district reveal a no increase in drafting occupations between the year 2010 and 2020 however positions will be available statewide. Illinois Projected Base Year Year Employment Change Average Annual Job Openings Annual Standard Occupational Classification (SOC) Employment Employment due to Compound Code Title Number Percent Growth Replacements Total Growth Drafters, Engineering & Mapping Technicians 23,239 23, Architectural & Civil Drafters 3,020 2, Electrical & Electronics Drafters Mechanical Drafters 2,161 2, Drafters, All Other Will County Drafters, Enginrng & Mapping Techs Architectural and Civil Drafters Electrical and Electronics Drafters Mechanical Drafters Drafters, All Other

61 Enrollment/Retention/Placement Over the last five years there has been a 20% decline in student enrollment in the CADD Program. Retention rates over the past five years during fall semester have been increasing and are currently almost 90%. Spring rates are slightly lower and have been fluctuating no apparent trend. The most notable barrier to retention is job employment. Many of the CADD Program students find employment after getting underway with their degree program Students completing the Associate of Applied Science degree in Computer Aided Design & Drafting are in demand in Joliet Junior College s local area. Recent experience indicates that approximately 9 12 CADD Program students are placed in Internships or direct employment positions per year. COST-EFFECTIVENESS As of May, 2010 there has been only one full time faculty member in the CADD Program which has and will continue to reduce the cost per instructional unit for the CADD Program. All other classes are taught by adjunct faculty. There has been a decrease in cost per enrolled student directly related to the procurement and increase in license count of Autodesk Master Educational Suite of CADD software application. The license count was increased from 37 seats to 79 seats and the purchase, instead of annual leasing fees, resulted in an annual savings of over $8, Additional resources are not required until the capacity of the program exceeds 350 students per year. (Current annual headcount is approximately 260/year.) QUALITY Strengths: Focused industry and high school based CADD Advisory Board comprised of ComEd, Scientel Wireless, Meece Engineering, Per Se Recruiting, Argonne Labs, Civil Solutions, Cross Country Contractors and a variety of District 525 high schools. Established and proven know-how/experience with CADD applications using industry personnel from Caterpillar, Scientel Wireless, and Meece Engineering. Modern facility with state-of-the-art hardware and most current CADD software applications available on the market today. Wide use of icampus (ANGEL) based course content delivery used to enhance and prepare the student s ability to work in a digital file management environment needed in today s engineering climates. Weaknesses: There are no full time tenure track employees, other than Program Coordinator, which is putting the program in jeopardy due to lack of empowerment and personal commitment to the program. Computer Aided Design & Drafting (CADD) skill-set requirements are being transferred to Engineering graduates. The need for CADD designers, while still in demand, is diminishing when considered as a stand-alone profession. The CADD Program struggles to achieve a fixed rolling schedule for its program elective courses. 58

62 What makes the program unique and attractive to students and employers? The Computer Aided Design and Drafting discipline of engineering varies by industry as does the employment and projection demands. Because all things in the built environment involve design drawings CADD designers will always be in demand. While designers and draftsman do not command the salary of a degreed engineer the CADD Program provides the means for entry to the disciplines of an engineering career. What are the performance rates on related credentialing exams? For the National Associate level exam (written exam) a score of 77% (72% for Autodesk) is our goal for all students taking the Associate level exam. For the National Professional level exam (drawing exam) a score of 80 (77% for Autodesk) is our current goal. Element No. 2: Our goal that all students pass the National Certification Exam(s) remains in place however, the elements of tracking have been modified to provide further data refinements. The new achievement score tracking continues to assure the students pass the National Exam(s). Results/Rates: There has been an 11% increase in the success rate of students taking the National Associate level exam. However we have experienced a decline in the success rate of students taking the National Professional level drawing exam. Students achieved the overall average grade goal of 75% for the dimensioning exam. However they failed to achieve the goal that 75% of the students taking the exam would achieve a 75% or better. During this reporting period only 64.29% of the students achieved the assessment goal. Note: Due to the increased efforts to better prepare students for the National Certification Exams described in detail in the fall 2012 report progress is being made. The preliminary results from the fall term indicate that 73% of all students taking the National Certification Exams passed. There were 11 attempts of which 8 students were Nationally Certified. How does the college plan to improve the curriculum before the next review? The CADD Advisory Board continues to note the importance for incorporation of Building Information Modeling (BIM) systems and product life-cycle applications as critical to the continued success of our student body. Additional quality elements identified in the empirical data collected each semester from the annual Student Learning Assessment report continues to provide guidelines for change in the CADD Program s course offerings and direction for adaptation and change further meet the needs of our students. The CADD Advisory Board identified the need for a preparatory certificate in the area of plant engineering studies. The Board felt that while students are versed in the academic applications they lack preparation for the world-of-work. The areas of study suggested were Oil Refinery, Food Preparation, and Nuclear Power Plant industries. Recent course development and software purchase in the field of GIS informational database and graphical systems were made during the fall 2012 term DESCRIBE ANY PROGRAMMATIC IMPROVEMENTS ACHIEVED SINCE THE LAST REVIEW PERIOD. Certificate of Achievement (TE 059 CADD Management) was developed and approved for implementation in December

63 A new class, CADD 230, Design Process Management, was developed to prepare students entering the workforce with an understanding of the complexities and operating processes of the design engineering industry. The addition of Siemens NX version 8.0 has been added to the 3D Parametric modeling software applications to better prepare the students for emerging technologies. DESCRIBE ANY PROGRAMMATIC IMPROVEMENTS PLANNED BEFORE THE NEXT REVIEW. As a result of attrition, changing economies of scale, industry trends, and emerging technologies the CADD Program is undergoing a series of rebuilding efforts and changes. Incorporate Building Information Modeling (BIM) systems and product life-cycle applications. Explore a preparatory certificate in the area of plant engineering studies for Oil Refinery, Food Preparation, and Nuclear Power Plant industries, and 3D parametric modeling certifications. Implement GIS informational database and graphical systems. Implement RasterCAD Design ware, REVIT, and CAD Management offerings. THIS PROGRAM MEETS THE MINIMUM REQUIREMENTS OF A PROGRAM OF STUDY ACCORDING TO PERKINS IV because it meets ALL of the following items and evidence of each is on file in the Technical Department. 1. The program incorporates and aligns secondary and postsecondary education elements. 2. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. 3. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). 4. The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 60

64 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Law, Public Safety, Corrections, Security Career Pathway: Emergency and Fire Management Services Program of Study: Fire Service Administrator Community College Program Title Degree Type Fire Service Administrator FS Certificate of Achievement Fire Inspector FS Certificate of Completion Fire Officer FS Certificate of Completion Fire Service Instructor FS Certificate of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings Out dated Certificates of Achievement and Certificates of Completion (Fire Service Administrator FS335 Certificate of Achievement, Fire Inspector FS315 Certificate of Completion, Fire Officer FS320 Certificate of Completion, and Fire Service Instructor FS340 Certificate of Completion) have been removed due to no longer meeting current standards for certification. Outcomes/Objectives What are the student learning outcomes/objectives of the program? Program discontinued. To what extent are these outcomes/objectives being achieved? Program discontinued. How satisfied are students with their preparation for employment? Program discontinued. How satisfied are employers in the preparation of graduates? Program discontinued. How does this program contribute to programs in other fields? Program discontinued. 61

65 How does this program contribute to achieving the college s strategic plan goals? Program discontinued. Need How strong is the occupational demand for the program? Program discontinued. How has demand changed in the past five years and what is the outlook for the next five years? Program discontinued. What is the district need vs. state need? Program discontinued. Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? Program discontinued. Is there an increase/decline in the last five years? Program discontinued. What are the barriers to retention? Program discontinued. What are placement rates with local employers? Program discontinued. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Program discontinued. Compared to other CTE programs at the college? Program discontinued. What steps can be taken to offer the program more cost-effectively? Program discontinued. Are there needs for additional resources? Program discontinued. Quality What are the programs strengths and weaknesses? Program discontinued. What makes the program unique and attractive to students and employers? 62

66 Program discontinued. What are the performance rates on related credentialing exams? Program discontinued. How does the college plan to improve the curriculum before the next review? Program discontinued. Describe any programmatic improvements achieve d since the last review period. Program discontinued. Describe any programmatic improvements planned before the next review. Program discontinued. This program meets the minimum requirements of a Program of Study according to Perkins IV Program discontinued. 63

67 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Law, Public Safety, Corrections, Security Career Pathway: Emergency and Fire Management Services Program of Study: Fire Science Community College Program Title Degree Type Fire Science Technology FS Associate in Applied Science Fire Fighter FS Certificate of Achievement Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Fire Science Department prepares students for entry level positions in the fire service through the development knowledge and practical skills, as well as, further the professional development of those already in the fire service. Outcomes/Objectives What are the student learning outcomes/objectives of the program? SLO A- Differentiate the phases of and understand the chemical processes involved in the combustion process. SLO B- Assess fire prevention activities bases on an understanding of fire inspection procedures, fire protection systems, engineering systems, and public education programs. SLO C- Differentiate the types of building construction and the effects that construction type has on firefighting operations. SLO D -Differentiate the roles and responsibilities of the firefighter, company officer, chief officer, fire service instructor, fire prevention officer, and fire investigator. SLO E -Distinguish between different types of fire apparatus and choose the proper type for the needed function. SLO F- Examine how current legal issues and laws effect fire service operations. SLO G-Formulate strategies for firefighting operations and recommend tactical plans. SLO H- Choose best practices based on occupational health and safety as well as operational safety. SLO I- Integrate the use of the incident command system and chain of command into emergency operations as well as daily non-emergency operations. SLO J- Perform fire suppression, rescue, and hazardous materials related tasks. To what extent are these outcomes/objectives being achieved? 64

68 These goals are being met with near 100% effectiveness, based on pass rates on Office of the State Fire Marshal certification exams and certifications received. How satisfied are students with their preparation for employment? Based on surveys of current students and graduates, students are highly satisfied with their preparation level for employment. How satisfied are employers in the preparation of graduates? Per survey of our advisory board, employers are highly satisfied with the preparedness of our students. How does this program contribute to programs in other fields? This program contributes to and works in conjunction with the Emergency Medical Services program by teaching the rescue and other technical skills that may necessary in order to deliver emergency care. Fire suppression and EMS personnel usually serve in a dual role, hence training and education in both fields is highly entwined. How does this program contribute to achieving the college s strategic plan goals? This program prepares students for a career path, provides continuing education for workforce development, and provides well trained and highly skilled professionals to the community it serves. (JJC Goal 1: Increase student success and completion. JJC Goal 2: Develop programs that anticipate and respond to labor market demand including the growing number of fields that require an understanding of sustainability.) Need How strong is the occupational demand for the program? The occupational demand for this program is high and growing. How has demand changed in the past five years and what is the outlook for the next five years? The trend in this field over the last five years has shown a shift from hiring personnel and then training them to only hiring personnel who have a minimum level of training. Over the next five years that trend is expected to continue with the minimum level of training to enter the profession steadily increasing. What is the district need vs. state need? On a local level the district is increasing in population and posing an increased demand for emergency services and thereby an increased demand for emergency response professionals. On a state level the trend continues to hold true and is compounded by the fact that there are a limited number of institutions providing the type of training that is available through this program Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? Both enrollment and retention rates have increased from 2008 thru

69 FSCI Graduates & Completers by Year Total Degrees & certificates AAS FS300 CAC FS310 CAC FS330 Is there an increase/decline in the last five years? Enrollment has increased by 88% between 2008 and 2012 while retention percentage has shown a slight increase also. What are the barriers to retention? Barriers to retention seem to lie mainly in the difficulty level of the program due to the high standards set for certification. What are placement rates with local employers? The Fire Academy/Internship program has a 100% placement and retention rate. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Programs specific data for similar programs was not available. Compared to other CTE programs at the college? CTE programs at JJC are similar in cost due to the college using a standard tuition rate formula. The only variable factor is the cost of the fee associated with each course which varies based on consumables. What steps can be taken to offer the program more cost-effectively? None identified. Are there needs for additional resources? The program transitioned to the new Health Professions Center in January Quality What are the programs strengths and weaknesses? 66

70 The program offers the opportunity for field training which is necessary to achieve recognized certification levels. Also, the core of the program meets recognized national standards in the program field. Weakness include only having one fulltime faculty member dedicated to fire science and a lack of facilities for hands on instruction. What makes the program unique and attractive to students and employers? This program offers a blend of academic and practical experience through course work, internship opportunities, and psychomotor skills objectives. This variety of learning experiences creates well rounded professionals, who have the required credentials for hiring and advancement. What are the performance rates on related credentialing exams? Students have a 100% pass rate on related credentialing exams including Office of the State Fire Marshal Basic Operations Firefighter, Instructor I, Hazmat Operations, Fire Apparatus Engineer, Vehicle Machinery Operations, and Instructor II. How does the college plan to improve the curriculum before the next review? The college will continue to change and adapt the program to meet changing standards and practices within the industry and pursue the development of advanced professional certification course work Describe any programmatic improvements achieve d since the last review period. Certification programs have been updated to current Illinois Office of the State Fire Marshal standards. Curriculum has been revised to meet Fire and Emergency Services Higher Education (FESHE) guidelines and is in the process of receiving national recognition as a FESHE program. Out dated certificate of achievement (Firefighter Certificate of Achievement, FS310) has been removed due to no longer meeting current standards for certification. Describe any programmatic improvements planned before the next review. Continue to update courses and program to remain compliant to changing OSFM and FESHE standards. Develop Certificate of Achievement in Fire Prevention. Develop a seamless transfer track in which students would require no additional general education requirements when transferring to a University in pursuit of a Baccalaureate degree. Develop additional courses that equate to Office of the State Fire Marshal professional certifications. This program meets the minimum requirements of a Program of Study according to Perkins IV because The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 67

71 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Health Science Cluster Career Pathway: Diagnostics Services Pathway Program of Study: Electrocardiography Technician- Certificate of Completion Community College Program Title Degree Type Electrocardiography Technician NU Certificate of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings An attempt was made to collect data from area hospitals/medical clinics, as well as nearby community colleges. Information obtained is listed below. Of the 8 community colleges surveyed, only 1 (Triton College) offers an EKG Technician program. It appears that the role of EKG Technician is being phased out by most hospitals; instead, they are training current employees (RN s and other allied health personnel) to perform EKG s. There is still an interest among students in the EKG Technician courses; being able to perform/interpret an EKG is a valuable skill to have for many allied health professionals. Following discussions with the Department Chair and Dean, the recommendation was to require students interested in this program to have an educational background and/or work experience in the healthcare field, or be planning to attend a healthcare degree program. Since very few facilities in the area are hiring EKG Technicians, it is important that potential students understand that acquiring these skills alone will not likely lead to a position as an EKG Technician. This program has been cost-effective; main cost has been instructor salary (adjunct instructor), as well as time devoted to overseeing the program by the Manager of Healthcare Continuing Education and assistance provided by the program clerk. The only equipment/supply cost has been the purchase of a refurbished EKG machine in 2012 for $2,600. In terms of quality of program, students and clinical site preceptors have been satisfied with the EKG courses. It is important to note that students who complete the two required EKG courses, NA 122 and NA 125, are eligible to take a national certification exam to become a Certified Cardiographic Technician (CCT). They do not need to take the additional two courses (OFS 101, Basic Keyboarding, and MGMT 102, Human Relations) that are required in order to earn the Certificate of Completion and complete the program (NU073). Therefore, the majority of students who take NA 122/NA 125 choose not to complete the program, which significantly alters the data. The number of program completers is much lower than 68

72 the number of students who have successfully completed the two EKG courses. The recommendation is to eliminate OFS 101 and MGMT 102 as requirements for the COC. This program leads to an industry-recognized credential. Outcomes/Objectives What are the student learning outcomes/objectives of the program? Students will: o Interact in a Professional manner with patients; o Perform 12-lead EKG s. o Discuss EKG (interpret readings from an EKG strip). To what extent are these outcomes/objectives being achieved? Students have the opportunity to interact with patients during their clinical rotation. They practice placing leads for the EKG and discussing the readings. Some students have the opportunity to observe the holter monitor. Need How satisfied are students with their preparation for employment? Two students responded to the follow-up survey (conducted by the college). Based on program evaluations completed by students after their clinical rotation, only one student reported feeling unprepared for clinicals. Since 2007, a total of 189 students have completed the two EKG courses (NA 122 and NA 125). How satisfied are employers in the preparation of graduates? Information not available. How does this program contribute to programs in other fields? Some students complete this program prior to enrollment/acceptance into other healthcare programs, such as Radiology Technician, Nursing, and Advanced Certified Nurse Assistant program. It provides students with a foundation in the area of electrocardiography, and adds to their skill set. How strong is the occupational demand for the program? According to information posted on the Illinois Department of Employment Security website, in 2008 there were 44 Cardiovascular Technologists/Technicians in Will County. By 2018, the projection is 55. Average annual job openings are 1 (due to growth) and 1 (due to replacements). For Grundy, Kankakee, and Livingston counties, there were 41 in 2008, with a projection of 52 by Average annual job openings are the same as in Will County. A Google search on careerbuilder.com (11/14/12) revealed one job opening in Illinois for an Echo Technician 2 Associate s degree and one year experience required. There were no postings for an EKG technician. How has demand changed in the past five years and what is the outlook for the next five years. It does not appear that the demand has changed. What is the district need vs. state need? 69

73 The projected growth in Illinois is approximately 21%. However, this data indicates a minimum education level of an Associate s degree. There is a difference between a technician and a technologist. Oftentimes these terms are used interchangeably, and there is confusion as to what the educational requirements are, and what they are trained to do. Program length can vary from a one-semester certificate program to a two-year Associate s program. Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? Students who have earned a Certificate of Completion in the Electrocardiography Technician program are as follows: o 2008: 1 o 2009: 3 o 2010: 0 o 2011: 4 o 2012: 8 Is there an increase/decline in the last five years? The program began five years ago. What are the barriers to retention? Students are eligible to work, and take a national certification exam, after completing the two EKG classes (NA 122 and NA 125). The other two classes (keyboarding and human relations) are not required for employment. Many students decide not to take these additional classes and complete the certificate. What are placement rates with local employers? Information not available; only two students responded to the occupational survey. Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Information not available. Compared to other CTE programs at the college? This is difficult to assess, since the EKG Technician program is included with the other NA courses in Healthcare. Why are the costs higher or lower? The costs are lower because the main expense is the instructor salary. It is difficult to compare, however, since data from other programs is included. What steps can be taken to offer the program more cost-effectively? The two EKG courses are very cost-effective, since the main expense is the instructor salary. Are there needs for additional resources? None identified Quality What are the programs strengths and weaknesses? Strengths: Students have very positive reviews of both the EKG class and clinical experience. They acquire valuable skills which make them more marketable in the healthcare field when combined with other skills and experience (such as CNA, office skills). 70

74 Weaknesses: The number of students who complete the program is low; the additional required classes for the Certificate of Completion are not required to work as an EKG technician, so most students do not take them. It appears that most healthcare facilities have phased out the role of the EKG technician; they are cross-training current employees to perform EKG s (nurses, nurse assistants, etc.) Many students enroll in the EKG classes with the hope of obtaining employment as a technician upon course completion. What makes the program unique and attractive to students and employers? Students feel these courses will lead to a job as an EKG technician. Employers view this as a valuable skill, but are also looking for employees with multiple skills. What are the performance rates on related credentialing exams? Data not available. How does the college plan to improve the curriculum before the next review? Recommendation is to require only NA 122 and NA 125 for Certificate of Completion Describe any programmati c improvements achieved since the last review period. This is the first program review; program began in Describe any programmatic improvements planned before the next review. Recommendation is to require students interested in this program to have either an educational background and/or work experience in healthcare, or planning to attend a healthcare degree program. This program meets the minimum requirements of a Program of Study according to Perkins IV because the program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 71

75 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: EMT/Paramedic Career Cluster: Health Science Career Pathway: Diagnostics Services Program of Study: Emergency Medical Services Community College Program Title Emergency Medical Services FSCI 175 Paramedic FS180 Degree Type 03 Associate in Applied Science 20 Certificate of Achievement Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Emergency Services program provides students with knowledge, professionalism and skills necessary to be successful in entry level and advanced level careers in Emergency Medical Services. Outcomes/Objectives To what extent are outcomes/objectives being achieved? All students complete written and skills testing for each outcome. How satisfied are students with their preparation for employment? Based upon verbal feedback, the students feel that they have been prepared well for the profession. How satisfied are employers in the preparation of graduates? Based upon feedback from the Advisory Committee members, the employers feel the graduates have been well prepared and prefer students from JJC. How does this program contribute to programs in other fields? The majority of our students go on to become firefighter/paramedics. A small percentage go onto nursing. How does this program contribute to achieving the college s strategic plan goals? o JJC Goal 1: Increase student success and completion We provide a strong academic program by assuring that the curriculum exceeds the IDPH required curriculum and provide the needed learning facilities for students entering the EMS profession. 72

76 o Goal 2: Develop programs that anticipate and respond to labor market demand including the growing number of fields that require an understanding of sustainability We educate students currently employed with area fire departments and EMS agencies. Need How strong is the occupational demand for the program? Occupational demand is expected to grow by 33% between 2010 and 2020 according to national labor statistics. How has demand changed in the past five years and what is the outlook for the next five years? Demand has slowed, although it is still above average. What is the district need vs. state need? Labor statistics show a 2.78% annual growth locally and 2.4% statewide. Enrollment/Retention/Placement Student enrollment has shown an increase of 156% from 2007 to 2012, retention rates have remained constant, and placement rates are at 75%. Is there an increase/decline in the last five years? There have been increases since 2007 based on enrollment statistics. What are the barriers to retention? The fact that completion of the degree program is not required for employment encourages many students to leave the program after achieving state licensing and finding employment. What are placement rates with local employers? Based on survey of local employers 75% on students find local employment. 73

77 Cost-effectiveness Is the operational cost of the program average compared to other similar programs in the state? Program specific data for similar programs was not available. Compared to other CTE programs at the college? CTE programs at JJC are similar in cost due to the college using a standard tuition rate formula. The only variable factor is the cost of the fee associated with each course which varies based on consumables. What steps can be taken to offer the program more cost-effectively? None identified. Are there needs for additional resources? The program transitioned to the new Health Professions Center in January Quality Strengths 100% pass rate on licensing exam at EMT-Basic level, 99% pass rate on state exam at paramedic level for the past 10+ years. Graduates are preferred by community employers. AAS in EMS offered, ease of obtaining dual degrees in EMS and Fire Science. Two paramedic cohorts offered, one starting in spring and one in fall making for a seamless transition. Programs qualify for financial and veterans aide. Weaknesses Lack of facilities for realistic skills instruction One fulltime faculty member for the program Describe any programmatic improvements achieve d since the last review period. The curriculum for EMS 101, 201, 209, 215, 216, 217, 218, and 219 have been updated to the new National Standards curriculum to maintain compliance with the governing agency, (Illinois Department of Public Health). The curriculum for EMS 204 was updated due to a book update. Describe any programmatic improvements planned before the next review. Implement student post-completion and employer surveys. Increase skill lab hours. Increase field internship ambulance ride along hours Provide more realism through use of new skills areas, onsite ambulance, and onsite dispatch center. This program meets the minimum requirements of a Program of Study according to Perkins IV because The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 74

78 SUMM ARY REPORT OF REVIEW RESU LTS CAREE R & TECH ED PRO G RAM S RE VIEWE D IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Health Science Cluster Career Pathway: Diagnostics Services Pathway Program of Study: Radiologic Technology Community College Program Title Degree Type Radiologic Technology, NU Associate in Applied Science Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: IMPROVEMENTS & RATIONALE FOR ACTION Summary of Findings Mission Statement: To provide a comprehensive education in order to prepare students to become entry-level radiographers. The program coordinator is examining ways to utilize adjunct faculty to enable actual energized lab experiences instead of simulated/non-energized labs. Outcomes/Objectives What are the student learning outcomes/objectives of the program? Program Outcomes 1. Students will complete the program within 24 months. 2. Students will pass the ARRT national certification on the 1st attempt. 3. Of those pursuing employment, students will be gainfully employed within 6 months postgraduation. 4. Students will be satisfied with their education. 5. Employers will be satisfied with the graduate's performance. 6. Graduate students with entry level clinical skills 7. Students will develop problem solving and critical thinking skills and communication skills. To what extent are these outcomes/objectives being achieved? How satisfied are students with their preparation for employment? How satisfied are employers in the preparation of graduates? 75

79 Outcome Measurement Benchmark Timeframe Results Students will complete the program within 24 months. Students will pass the ARRT national certification on the 1st attempt. Of those pursuing employment, students will be gainfully employed within 6 months postgraduation. Students will be satisfied with their education. Employers will be satisfied with the graduate's performance. Retention Rate ARRT 1st Time Pass Rates Contact graduates Graduate Follow-up Survey Employer Survey 75% or Higher 80% or higher 75% or higher - set by JRCERT 75% or Higher 75% or Higher Annually May Annually May-June November Survey May Survey November Survey : 93% (14start/13complete) : 64% (14/9) : 79% (19/15) : 72% (18/13) : 90% (20/18) 5 year average = 80% (85/68) 2008: 100% (9) 2009: : 100% (10) 2011: 100% (15) 2012: 100% (14) 5 year average = 100% 2008: 54% 2009: : 100% 2011: 93% 2012: 86% 5 year average = 82% Developing Survey Instrument Developing Survey Instrument Student Learning Outcomes and accompanying rubrics were developed collaboratively in 2010 with other community colleges in the area. How does this program contribute to achieving the college s strategic plan goals? The program has strategies to increase student success and completion. All students pass the certification exam required to enter the labor market. Need How strong is the occupational demand for the program? How has demand changed in the past five years and what is the outlook for the next five years. What is the district need vs. state need? Demand for the program is steady and very little growth is expected locally and statewide in the future. 76

80 Labor Projections by IDES Will Cou nty Gru ndy, Kan kak eeli ving ston Illin ois Standard Occupational Classification (SOC) Cod Base Year Emplo yment Project ed Year Employment Change Average Annual Job Openings Employ ment due to Numb Perce Grow Replace er nt th ments Tot al Annu al Com poun d Gro wth e Title Radiologic Technologists/ Technicians Radiologic Technologists/ Technicians Radiologic Technologists & Technicians 8,464 9,515 1, Enrollment/Retention/Placement What are the trends in student enrollment, retention and placement? This is a competitive admission program and 20 students are accepted each year. Approximately 150 applications are received each year. This number remains steady. Enrollment by Term 7FL SP FL SP FL SP FL SP FL SP NU Degrees Awarded by Fiscal year RADIOLOGY TECHNOLOGY Is there an increase/decline in the last five years? There has been no change due to the limitation on program size. What are the barriers to retention? Students leave the program for economic as well as personal and professional life decisions. Mandatory hospital observation prior to admission to the program has helped with retention rates. What are placement rates with local employers? 77

81 Placement Rates Year Number of Completers Number working in Radiology/Imaging % % % % TOTAL % Percentage working in Radiology/Imaging Cost-effectiveness The program moved into the new Health Professions Center with new classrooms, labs, resources, anthropomorphic phantoms, and energized X-ray equipment in the labs. At this time no additional requests are anticipated. Quality What are the programs strengths and weaknesses? o Strengths: State of the art equipment has been installed and is in use. The program moved into the new Health Professions Center and had new classrooms, labs, resources, anthropomorphic phantoms, and energized X-ray equipment in the labs. o Weaknesses: Clinical limitations at local and area hospitals. What are the performance rates on related credentialing exams? Students will pass the ARRT national certification on the 1st attempt ARRT 1st Time Pass Rates 80% or higher Annually May- June Program Director 2008: 100% (9) 2009: : 100% (10) 2011: 100% (15) 2012: 100% (14) How does the college plan to improve the curriculum before the next review? Lab schedules/offerings may be revised Describe any programmatic improvements achieved since the last review period. Recent improvements include relocation to the new building and use of new equipment and resources. A new program coordinator was hired in 2008 and developed the master plan for the new location. The number of clinical sites has increased from two to eight in order to provide a more well-rounded clinical education. Describe any programmatic improvements planned before the next review. 78

82 The curriculum will be reviewed and lab schedules/offerings revised. The program coordinator is examining ways to utilize adjunct faculty to enable actual energized lab experiences instead of simulated/non-energized labs. This program meets the minimum requirements of a Program of Study according to Perkins IV because The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 79

83 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Business, Management and Administration Career Pathway: Management Program of Study: Global Supply Management Community College Program Title Degree Type Global Supply Management BU Certificate of Achievement Global Supply Management BU Certificate of Completion Warehousing and Distribution Specialist BU Certificate of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Global Supply Program began as a joint effort between Prairie State College, South Suburban College, Kankakee Community College and Joliet Jr. College, with each school hosting alternating semesters of course offerings. Currently the program is hosted by Kankakee Community College and Joliet Jr. College, both Prairie State and South Suburban having withdrawn from the joint project. After participating in this Global Supply Management program for six years, the Joliet Jr. College Business Department recognizes that successful continuation of the program requires significant analysis of both the nature of the global supply industry in general and the most effective method of structuring the program at Joliet Junior College in particular. This analysis will require an additional year of review and planning. We are seeking this additional review period in a good faith effort to significantly modify and improve this program and in an effort to make our program more relevant in a field of enormous importance in the global economy. In order to gain additional understanding of the global supply industry operations and employment needs, we are developing a separate Advisory Committee with both academic and industry representation. Prior to recommending any changes to our current program, we will seek feedback from this Advisory Committee. Subject to an opportunity to present possible changes to the Advisory Committee, Business Department faculty have considered some options for improving the program, which we are identifying here. 80

84 At present, we offer only Certificates of Completion and Achievement in the Global Supply Management program. While there may be merit in continuing these certificates, we are considering offering an opportunity for students to earn an Associates of Applied Science in Management or Marketing with a certificate in Global Supply Management incorporated within the degree. We have begun discussions with a local university, the University of St. Francis, in an effort to develop an articulation agreement permitting students to transfer from our program into a bachelor s degree program in this field. Our goal would be to explore articulation agreements with other universities as well. In order to better prepare students for careers in global supply and to assist them in developing employment opportunities, we will be attempting to develop and incorporate a meaningful internship program in this field. Although the current program was intentionally developed as a totally on line program, we would like to consider offering traditional face-to-face courses options in order to make the program more available for students preferring that delivery method. Outcomes/Objectives We will develop a full set of Outcomes/Objectives consistent with the revisions as anticipated in the foregoing section. Need As part of our further review of this program, we will conduct an in depth current analysis of national, regional and local needs and demands pertaining to a Global Supply Management program. While we are optimistic as to the potential needs and demands in the Global Supply field, we prefer to conduct further analysis and review prior to making our projections. Will County Occupational Outlook (Source: Bureau of Labor Statistics) Projected Base Year Year Employment Change Average Annual Job Openings Annual Standard Occupational Classification (SOC) Employment Employment due to Compound Code Title Number Percent Growth Replacements Total Growth Transportation, Storage & Dist Mgrs National Occupational Outlook (Source: Bureau of Labor Statistics) Enrollment/Retention/Placement We believe enrollment/retention/placement may be significantly increased as a result of the review activities described above. 81

85 Fall Enrollment FL 2008FL 2009FL 2010FL 2011FL BU101 BU102 BU Spring Enrollment SP 2009SP 2010SP 2011SP 2012SP BU101 BU102 BU103 Certificate Completers BU101 CAC Global Supply BU102 CAC Global Supply Cost-effectiveness The further review described above is designed to improve the cost-effectiveness of our Global Supply Management Program. Quality The further review described above is designed to improve the quality of our Global Supply Management Program. 82

86 Describe any programmatic improvements achieve d since the last review period. No major improvements were undertaken. Describe any programmatic improvements planned before the next review. We are seeking this additional review period in a good faith effort to significantly modify and improve this program and in an effort to make our program more relevant in a field of enormous importance in the global economy. Potential programmatic improvements include the following: In order to gain additional understanding of the global supply industry operations and employment needs, we are developing a separate Advisory Committee with both academic and industry representation. Prior to recommending any changes to our current program, we will seek feedback from this Advisory Committee. Subject to an opportunity to present possible changes to the Advisory Committee, Business Department faculty have considered some options for improving the program, which we are identifying here. At present, we offer only Certificates of Completion and Achievement in the Global Supply Management program. While there may be merit in continuing these certificates, we are considering offering an opportunity for students to earn an Associates of Applied Science in Management or Marketing with a certificate in Global Supply Management incorporated within the degree. We have begun discussions with a local university, the University of St. Francis, in an effort to develop an articulation agreement permitting students to transfer from our program into a bachelor s degree program in this field. Our goal would be to explore articulation agreements with other universities as well. In order to better prepare students for careers in global supply and to assist them in developing employment opportunities, we will be attempting to develop and incorporate a meaningful internship program in this field. Although the current program was intentionally developed as a totally on line program, we would like to consider offering traditional face-to-face courses options in order to make the program more available for students preferring that delivery method. This program meets the minimum requirements of a Program of Study according to Perkins IV because The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. 83

87 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Business, Management and Administration Cluster Career Pathway: Management Pathway (4.1000) Program of Study: Management and Supervision Community College Program Title Degree Type Business Administration BU Associate in Applied Science Management & Supervision BU Associate in Applied Science Management & Supervision BU Certificate of Achievement Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings Advisory Board has been expanded to include more representatives from transfer universities, workforce development programs and local business representatives in order to obtain more diverse and complete input. Department faculty regularly meet with high school teachers to help promote dual credit opportunities for high school students within the district to earn college credit within these programs during high school Additional course offerings at satellite campuses in Frankfort, Mokena and Romeoville increase the accessibility of these courses for all students. In recognition of increased student interest in on-line and blended courses, we have increased our offerings in those formats The program includes many transfer options and articulation agreements with four-year institutions to encourage management students to continue their education. Outcomes/Objectives Joliet Jr. College has established specific general education outcomes applicable to all students, including those enrolled in business programs, as well as program specific outcomes. As graduates of Joliet Jr. College, Business Department AAS programs, students will demonstrate: Organized and coherent communication, both oral and written. 84

88 The ability to accurately apply correct mathematical methods and techniques in various applications such as applied sciences, theoretical mathematics, physics, natural sciences and other applied sciences. An ability to understand the physical world. (Science) Competence in using academic technology including finding, evaluating and utilizing appropriate information sources. An understanding of cultural issues. An ability to think critically and analytically. Graduates with the AAS in Management and Supervision will: MS.1. Understand the functions of management MS.2. Analyze the internal strengths and weaknesses of an organization and the external environment s opportunities and threats MS.3. Identify issue(s) within an organization and establish plans for overcoming these issues MS.4. Develop goals and objectives for an organization and its employees MS.5. Design a plan for leading and directing employees toward the achievement of organizational objectives MS.6. Use spreadsheets, presentation software and word processors. MS.7. Understand the laws impacting companies, including employment laws and contracts MS.8. Demonstrate an ability to communicate effectively by successfully completing ENG 101 or 130 MS.9. Demonstrate an ability to communicate effectively by successfully completing SPCH 101. MS.10. Communicate effectively by successfully completing the written portion of homework, assignments, and exams. MS.11. Work effectively in groups and teams in the classroom. MS.12. Understand the ethical considerations inherently involved in managing an organization and its resources. Need According to the Illinois Department of Employment Security (IDES), there are 1704 openings per year for general and operations managers. The entry level rate of pay for these positions is over $28 per hour. Skills needed by these types of managers include active listening, management of human resources, and time management. According to the IDES, entry-level management positions: o Hire, train, and supervise other employees o Have years of work experience o Work is often physically active o Work indoors or outdoors, depending on field o Often work long hours o Are usually promoted to this position Enrollment/Retention/Placement Retention: No "W" 2007FL 2008FL 2009FL 2010FL 2011FL No "W" or No No "W" or No No "W" or No No "W" or No No "W" or "F" "W" "F" "W" "F" "W" "F" "W" "F" 88.2% 76.7% 88.2% 76.9% 89.7% 79.2% 88.9% 78.8% 87.3% 76.5% W = withdrawal from course F = failing grade 85

89 Completion: Figure 1. Number of People who have completed Management & Supervision Programs at Joliet Junior College and All Illinois Community Colleges, Fiscal Years (Program #520205) JJC Total of all IL Community Colleges FY2011 FY2010 FY2009 FY2008 Source ICCB Databook Section III Annual Enrollment and Completion Data Cost-effectiveness Quality Strengths: The Business Department has actively and systematically integrated Joliet Junior College general education learning outcomes in courses related to this program. These general education learning outcomes are regularly assessed throughout coursework in this program. A strong Advisory Committee including diverse membership from local universities, chambers of commerce and employers provides continuing quality improvement advice. 86

90 Students work closely with department faculty advisers to plan educational program. Program has been accredited by Accreditation Council for Business Schools & Programs, following substantial review process. A system for full time and adjunct evaluations and continuous quality improvement has been implemented in the Business Department. This system includes: o Faculty is evaluated in accord with terms of full time and adjunct faculty contracts. o Tenured faculty evaluated once every 4 years; o Tenure track evaluated every semester; o Adjunct faculty is evaluated annually. o During all full time faculty scored above 5.0 on 6.0 scale and all adjunct faculty above 3.75 on 5.0 scale. o Faculty participates in self-evaluation process. Weaknesses: Not all Business Department faculty members are currently using the online course management system for posting syllabi and other course materials or course grades. Currently 80% of the Business Department faculty has completed icampus training. ANGEL (icampus) is used by 82% of full time faculty in their traditional and/or online courses. As part of the college s overall Sustainability Program, reductions in paper and photocopying can occur when instructors use online tools for posting course materials. Describe any programmatic improvements achieved since the last review period. Advisory Board has been expanded to include more representatives from transfer universities, workforce development programs and local business representatives in order to obtain more diverse and complete input. In recognition of increased student interest in on-line and blended courses, we have increased our offerings in those formats. We have met with various faculty and administrators from transfer schools to discuss articulation agreements and transfer options for students completing this program with AAS degree. Describe any programmatic improvements planned before the next revie w. Research the possibility of creating a general business AAS degree with areas of concentration in management, marketing, and transportation, warehousing and logistics. Develop and Implement a recruitment promotion campaign across campus to increase enrollment in Management and Business courses and in the certificate and degree program. Emphasis will be placed on students who are enrolled in career programs that will require an understanding of business management theories and applications. These include horticulture, nursing, automotive, construction, hotel and restaurant management, and culinary arts. An information meeting will be held with all academic advisors on campus to introduce them to the value of business and management coursework for all students. Increase the collaboration between faculty in the Management and Supervision program and the staff in the Career Center. Continue to meet with business professionals and managers from companies and organizations throughout the district to develop internship opportunities for students in these programs. Develop a service learning component that introduces students to opportunities in volunteerism and social responsibility. Emphasis will be placed on organizations that are focused on sustainability. 87

91 Investigate the use of e-portfolios for all students in the program. The portfolios would be a compilation of the students personal resume, academic summary, and examples of written work and presentations. Continue evaluation process and make results known to faculty. Work with faculty to identify opportunities for professional development and improvement to teaching methods. Complete report includes Action Plan to implement improvements. This program meets the minimum requirements of a Program of Study ac cording to Perkins IV because the program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The Business Department chairman and faculty meet with area high schools to discuss opportunities for dual credit coursework. Secondary teachers submit their personal qualifications for teaching dual credit courses, along with course curriculum and textbooks for review by Business Department faculty. Secondary students have received dual credit in the following courses that are part of the Management & Supervision programs: ACCY 101 Accounting I (4 credit hours) BUS 111 Principles of Business Communications (3 credit hours) ECON 107 Consumer Economics/Personal Finance 88

92 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Business, Management and Administration Cluster Career Pathway: Administrative and Information Support Pathway Program of Study: Word/Information Processing Community College Program Title Degree Type Administrative Assistant CO Associate in Applied Science Administrative Assistant C0810 Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action 20 Certificate of Achievement Summary of Findings The Administrative Assistant program offers a curriculum that includes the latest technology and skills needed for employment in a wide variety of office positions. Emphasis is placed on the development of communication skills and the use of computer-based word processing, spreadsheet, database, and accounting software in the performance of office functions. Courses are designed for students entering the curriculum for the first time and for students preparing for a return to the work force or make a career change. Many courses are offered online providing the student with additional opportunities for completing the degree. Upon completion of this program, students will be prepared to pass the Microsoft Certification exams. Outcomes/Objectives What are the student learning outcomes/objectives of the program? o Students will demonstrate mastery-level skills in Microsoft Office 2010 (or Microsoft Office 2013 in Fall 2013) o Students will demonstrate fundamental computer hardware and software skills. o Students will think critically and analytically (General Education Outcome) Need According to the Bureau of Labor Statistics, employment of secretaries and administrative assistants is expected to increase by 12 percent, which is about as fast as the average for all occupations, between 2010 and Employment of executive secretaries and administrative assistants is projected to grow 13 percent from 2010 to 2020 as these workers continue to provide high-level support for executives. In addition to jobs coming from employment growth, numerous job openings will arise from the need to 89

93 replace secretaries and administrative assistants who transfer to other occupations or retire. Job opportunities should be best for applicants with extensive knowledge of computer software applications. With new advancements in technology, knowledgeable and experience professionals continue to be in high demand. Job growth in computer-related careers is expected to continue and our program will continue to be needed. A majority of our students in the program are students who are seeking to update or develop new skills in order to find employment. They are students who have returned to school for a variety of reasons: loss of spouse and now need to work; job has been outsourced; job has been eliminated. Our program is a major contributor of credit hours. The average credit hours generated from was 1,265 in the Office Systems programs. The Administrative Assistant program at Joliet Junior College aligns with and fulfills workforce needs for qualified Administrative Assistant professionals. The program contributes to employers needs for competent and well-qualified employees. Courses are designed for students pursuing a certificate or degree, and for students preparing to renew or develop skills for a return to the workforce. Specialized course content focuses on computer applications, communication skills, and record keeping. Our training location availability is a source of strength for the program. Our program offers courses not only at Main and North Campus, but also at satellite locations in Morris and New Lenox. In addition to on-campus training, our program is responsive to meeting the needs of the community by offering on-line courses. We have developed and currently offer eight courses online that are necessary for completion of this degree. By offering online courses, we are meeting the diverse needs of our student population and provide the student with additional opportunities for completing a certificate or degree. The Administrative Assistant program also contributes to other programs such as Medical Administrative Assistant, Health Information Management, Certified Nurse Assistant, Certified Phlebotomy Technician, Pharmacy Technician, Nurse Assistant, and Electrocardiography Technician. Enrollment/Retention/Placement As indicated by the tables below, the OFS program retention rate is very high. 2008SP 2009SP 2010SPSP 2011SP 2012SP Spring Retention Rates No "W" No "W" or "F" No "W" No "W" or "F" No "W" No "W" or "F" No "W" No "W" or "F" No "W" No "W" or "F" OFS 89.6 % 81.1% 94.3 % 88.1% 93.8 % 88.4% 87.1 % 82.8% 87.0 % 81.5% Fall Semester Retention Rates Office Systems 92.3 % 2007FL 2008FL 2009FL 2010FL 2011FL 77.3 % 92.9 % 80.4 % 92.1 % 80.8 % 90.4% 80.0% 91.0% 80.9% Semester Enrollment 2007 FL 2008 FL 2008 SP 2009 FL CO CO SP 2010 FL 2010 SP 2011 FL 2011 SP 2012 SP 90

94 Awards by Year ADMINISTRATIVE ASSISTANT AAS ADMINISTRATIVE ASSISTANT CAC Cost-effectiveness As indicated in the graphic below, the operational cost of the program is below average compared to other similar programs in the state and other CTE programs at the college. According to a recent article (April, 2012) in the U.S. News magazine, the administrative assistant must stay up to date on software improvements because they change so rapidly. In order to stay marketable in this profession and in this society and in this economy, you have to stay up to date. Our department is always on the cutting edge and our computer labs are equipped with the latest technologies. Costs are incurred to continually update our software. It is projected that in fall 2013, Windows 8 and the newest version of Microsoft Office (2013) will be offered in all courses in the CIOS Department. $60.00 $40.00 Direct Instructional Per Unit Cost (Cost per Credit Hour) $52.90 $44 $20.00 $0.00 FY10 FY12 FY10 FY College Net Instructional Unit Cost $226 $212 $198 $208 $198 $187 $230 $225 $220 $221 $229 $215 $218 $214 $216 $208 FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 Joliet Junior College STATE AVERAGES 91

95 Quality The programs are taught by two well-qualified educators with more than 40 years of experience. Both are members in professional organizations Including Illinois Business Education Association and National Business Education Association. The CIOS Department has an effective advisory committee comprised of area professionals that provides a link between the community and the college. This committee plays an important role in guiding, strengthening, and improving our programs, including the Administrative Assistant program. As a graduate of the Administrative Assistant program, students can differentiate themselves from the workforce competition with a high degree of technical knowledge and hands-on experience. New courses including Outlook, Voice Recognition, and Records Management were added to provide additional areas of concentration and to keep the curriculum current. Since the last review, students have been placed in internships both in the college environment and also in the community. This gives the students hands-on experience prior to entering the work force. The last two years we have co-partnered with the International Association of Administrative Professionals (IAAP) in organizing and sponsoring a seminar during the week of Administrative Professional week. Students in our program are encouraged to attend this seminar and network with professionals in the field. The CIOS Department is an on-site testing facility for the Microsoft Office Specialist Certification exam. The courses offered in our program give students the skills they need to pass the certification exams. If students want to attain a competitive edge and help improve employability and earning potential, certification will validate that they have the skills required to perform the job. Certification also helps show potential employers their commitment to continued learning and career growth. The CIOS Department is also the testing facility for CAP (Certified Administrative Professional) and OM (Organizational Management) exams held in November and May of each year by IAAP (International Administrative Professionals). Our computer labs are equipped with the most current software. We continually update our curriculum and software to keep current with the newest technologies. We will be upgrading to Windows 8 and Microsoft Office 2013 in fall, Rooms 2026 and 2028 in the T Building have been remodeled to showcase an office environment. Cubicles are located in the rooms to simulate an office environment. We take great pride in offering our students classes that cover the most up-to-date technologies in our state-of-the-art computer labs. Describe any programmatic improvements achieve d since the last review period. Developed and now offer eight courses online that are required in the program. This flexibility provides the students with additional opportunities for completing a certificate or degree. Adapted the curriculum to align with business trends adding Records Management, Outlook and Voice Recognition. Provided internships in related areas of study under the supervision of both program coordinator and employer; positive feedback from employers surveys. Rooms 2026 and 2028 in the T Building have been remodeled to showcase an office environment. Cubicles are located in the rooms to simulate an office environment. We take great pride in offering our students classes that cover the most up-to-date technologies in our state-of-the-art computer labs. 92

96 The CIOS Department is an on-site testing facility for the Microsoft Office Specialist Certification exam. We are also the testing facility for CAP (Certified Administrative Professional) and OM (Organizational Management) exams held in November and May of each year by IAAP (International Administrative Professionals). Created a brochure to market our program. Describe any programmatic improvements planned before the next review. New advancements occur every day in technology so we need to ensure that students are taught the professional skills needed to be successful in the workforce by providing the latest technologies. Update course numbering to reflect correct course sequence Redesign certificates and semester offerings so courses will fill and students can complete awards. Maintain contact with students and encourage completion or return for completion. Discuss the removal of machine and legal transcription from the curriculum as it is becoming obsolete in the workplace ACTION PLAN TO IMPROVE THE PROGRAM Goal: Increase the collection of evidence indicating student success. Track number of Office Systems students successfully passing the Microsoft Office Certification exams Survey of program graduates LinkedIn OFS presence Goal: Increase the marketability of students Increase the number of internship sites (OFS Coordinator) Continue to integrate the latest technology in the classroom in order to prepare students for the workplace Goal: Keep the program current Create an OFS advisory committee to give input and suggestions to enhance the program. Are we teaching what employers want? Are we teaching students what employers don t need? Update brochure to reflect changes in program Monitor industry trends This program meets the minimum requirements of a Program of Study according to Perkins IV because (insert one or more of the following) The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 93

97 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Career Cluster: Business, Management and Administration Cluster Career Pathway: Administrative and Information Support Program of Study: Information systems analyst/database administrator Community College Program Title Degree Type CIS/Microcomputer For Business CO AAS Associate In Applied Science CIS/Microcomputer Specialist CO CAC Certificate Of Achievement CIS/Microcomputers For Business CO CAC Certificate Of Achievement Microsoft Office Specialist CO CCO Certificate Of Completion Microsoft Office User Specialist CO CCO Certificate Of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings Program offers a curriculum that includes the latest technology and skills needed for employment in a wide variety of Managerial positions. Emphasis is placed on the development of communication skills and the use of computer-based word processing, spreadsheet, database, and accounting software in the performance of office functions. Majority of courses are offered online providing the student with additional opportunities for completing the degree. Upon completion of this program, students will be prepared to pass the Microsoft Certification exams. Outcomes/Objectives Students will demonstrate mastery-level skills in Microsoft Office 2010 (or Microsoft Office 2013 from Fall 2013) Students will demonstrate fundamental computer hardware and software skills. Students will think critically and analytically (General Education Outcome) Improve student success with an emphasis on enrollment, retention, graduation and transfer rates and effective teaching strategies and learning outcomes. Need With new advancements in technology, knowledgeable and experience professionals continue to be in high demand. Job growth in computer-related careers is expected to continue and our program will continue to be needed. 94

98 In addition to on-campus training, our program is responsive to meeting the needs of the community by offering on-line courses. We have developed and currently offer twelve courses online that are necessary for completion of this degree. By offering online courses, we are meeting the diverse needs of our student population and provide the student with additional opportunities for completing a certificate or degree. Enrollment/Retention/Placement CIS courses have an enrollment increase of close to 50% over the past 5 years. We see a pattern of high enrollment and retention in all CIOS courses over the past several years. The CIOS department stands top among the CTE departments in terms of total credit hours generated. Cost-effectiveness Our department is always on the cutting edge and our computer labs are equipped with the latest technologies. Costs are incurred to continually update our software. It is projected that fall, 2013, the newest version of Microsoft Office (2013) and Windows 8 will be offered in all courses in the CIOS Department. We have created many online classes in the last couple of years which makes it possible to offer the entire degree online. This is actually the second degree from the department for the college to offer an entire program online. This will help the college to reduce cost of using the classrooms and computer labs. We also have created many blended classes which students meet 50% time in the computer labs. This also helps the college to reduce cost. Quality Innovative Program Components to include: State of the art computer labs with the newest hard ware and software. Inclusion of Windows 8 and Microsoft office 2013 from fall Many online course developments Many courses updated to reflect the use of latest technology trends Use of ipads in CIS 240 and CIS 250 Developed 2+2 Programs with many universities including DePaul, University of St. Francis, Lewis University and Governor s State University. Describe any programmatic improvements achieve d since the las t review period. Developed and now offering twelve courses online that are required in the program. This is the second degree program within the department completely available thru online. This flexibility provides the students with additional opportunities for completing a certificate or degree. Following courses are currently offered online: o CIS Computer Information Systems Fundamentals o CIS Microsoft Office o CIS BASIC Programming o CIS Fundamentals of Networking o CIS Database Management Systems for Microcomputers o CIS Electronic Spreadsheet Software o CIS Visual BASIC o CIS Management Information Systems o CIS Systems Analysis and Design 95

99 o CIS DOS plus UNIX Operating Systems o CIS Microsoft Office Certification Preparation o CIS Advanced Microsoft Office Adapted the curriculum to align with new technology by adding new software requirements in many courses Provided internships in related areas of study under the supervision of both program coordinator and employer. The CIOS Department is an on-site testing facility for the Microsoft Office Specialist Certification exam offered thru Microsoft. Coordinate with feeder schools to provide an opportunity for transitional programs of study to learn new technology. Work closely with our feeder schools for program requirement and pathways. Design course offerings within the new high school curriculum. Adoption of new technologies and programming versions. Interact with external relations to promote the program, including appearances on local radio stations and interviews in local newspapers. Even with our best marketing efforts, we see a decline in number of students pursuing this degree. The perceived job situation may be the result. Our degree was closely designed with the Bachelor Degrees of many Universities. We have worked with the faculty and administrator of the Universities to establish a 2+2 program. We have conducted several workshops and campus tours for high school students to explore our program as well as the campus environment. We also have participated in several high school career fairs and technology fairs to showcase our programs. Describe any programmatic improvements planned before the next review. New advancements occur every day in technology so we need to ensure that students are taught the professional skills needed to be successful in the workforce by providing the latest technologies. Update course numbering to reflect correct course sequence Redesign certificates and semester offerings so courses will fill and students can complete awards. Maintain contact with students and encourage completion or return for completion. This program meets the minimum requirements of a Program of Study according to Perkins IV because The program incorporates and aligns secondary and postsecondary education elements. The program includes academic & CTE content in a coordinated, non-duplicative progression of courses. The program offers the opportunity for secondary students to acquire postsecondary credits (dual credits). The program leads to an industry-recognized credential or certificate at the postsecondary level, an Associate s degree or Baccalaureate degree. 96

100 SUMMARY REPORT OF REVIEW RESULTS CAREER & TECH ED PROGRAMS REVIEWED IN ACADEMIC YEAR 2013 Program Identification Information 6-digit CIP: Construction Management Career Cluster: Architecture and Construction Career Pathway: Construction Pathway Program of Study: Construction Management Community College Program Title Degree Type Construction Management TE AAS Associate in Applied Science Construction Business TE AAS Associate in Applied Science Project Management TE CCO Certificate of Completion Action Continued with minor improvements Significantly modified Discontinued/Eliminated Placed on inactive status Scheduled for further review Other, please specify: Improvements & Rationale for Action Summary of Findings The Construction Management and Architectural, Engineering and Construction (AEC) program provide educational pathways that lead to career opportunities in the built environment. Courses in the Construction Management program fall under both prefixes: o AEC: Architecture/Engineering/Construction o CM: Construction Management Curriculum revisions have been made and efforts will be focused on achieving program accreditation from the American Council for Construction Education (ACCE). Outcomes/Objectives What are the student learning outcomes/objectives of the program? A. Analyze and describe the construction project process and roles and responsibilities from inception to completion including delivery methods, documentation, organization, services and chronology in the construction industry. B. Interpret the legal, contractual and business aspects of professional construction related practice. C. Demonstrate competency of the latest technology utilized in the built industry. D. Identify, read and interpret all the drawings, blueprints and specifications for all construction disciplines as well as use graphical methods, hand and technology, as effective communication techniques. E. Compare and evaluate performance, green and sustainability and efficiency of the various building systems, methods and materials used in the construction industry. 97

101 F. Demonstrate the proper use of surveying equipment, measuring, applications and mathematical calculations associative to surveying. G. Calculate quantity takeoffs, analyze bids, develop schedules and assemble the paper work and procedures for construction estimating and scheduling. H. Apply management techniques and tools such as negotiating, scheduling, time management, estimating, costing and project documentation to a construction project. To what extent are these outcomes/objectives being achieved? These outcomes are being achieved by students on a course by course basis as well as on a program level. In reviewing student s assessments, the majority of students in AEC/CM courses are achieving an A or B grade in the core classes. The retention rates are satisfactory and increase in the upper level courses indicating that students are getting closer to mastery of the objectives. Another measure of outcomes is with job placement and transfer status which is very satisfactory. How satisfied are students with their preparation for employment? The students are extremely satisfied with their preparation for employment. Graduates often return for career night events and speak highly of the practical application of the principles and techniques learned in class. We just had this situation on the job is a quote heard often from returning adult students currently working in the industry. Advisory board members that have hired our students are extremely pleased with how prepared the students are and that translates into better employment opportunities which essentially satisfy the student s goals. How satisfied are employers in the preparation of graduates? Rarely, have we ever heard from an employer that our graduates are not prepared for the work. Often, employers send other employees to a few of our courses to improve skills and earn new technologies. At a recent advisory board meeting, a member stated I would rather hire a JJC associate level graduate rather than someone coming from a four-year program that only has book smarts. Overall, through the job opportunities and the support of our local industry, that demonstrates overall satisfaction with the preparedness of our graduates. How does this program contribute to programs in other fields? As a part of the entire AEC program, the Construction Management program is an integral part for a student looking to a career in the construction or built environment industry. As students explore the various career options, CM students may find a better match in engineering or architecture. Also, other technical fields and programs at JJC can see students exploring related coursework in their programs to specialize such as electrical, CADD, HVAC, welding, etc. to name a few. The CM program also provides coursework for students in other fields such as blueprint reading, materials and testing, structural analysis, etc. How does this program contribute to achieving the college s strategic plan goals? JJC STRATEGIC PLAN - GOALS o Goal 1: Increase student success and completion: The construction management program provides opportunities for students to either start a career in the industry or to receive credentials for those already working in the industry. Either the AAS degree or a certificate provides that piece of paper credential for securing employment or a promotion/advancement. Student success is measured in employability and job success. 98

102 From our program, we also are the avenue for those students wishing to pursue further education at the Bachelor level to open up even more employment doors. o o o Goal 2: Develop programs that anticipate and respond to labor market demand including the growing number of fields that require an understanding of sustainability: The construction management degree and certificate program is constantly updating curriculum and topical content in the courses to best meet the demands of the industry. Through our advisory board and industry contacts, we stay abreast of the needs of students entering and working in the profession and reflect those in our program. As the sustainability of the built environment has become more imminent and demanding, our program has responded by infiltrating the curriculum with sustainable practices and technology. While there has been a downward shift in employment projections in the industry, we have made sure to keep the program viable for current and future students. Goal 3: Increase and strengthen resource development and utilization: The program has become very efficient in utilizing many local resources to enhance the learning environment. Through grants and increased presence in the community, we are strengthening relationships and resources to support our program. Goal 4: Address the needs of the growing minority, underrepresented and underprepared student populations: The activities within the CM program try to focus on these populations. We are beginning recruitment and career exploration at the junior high level as well as targeting underrepresented populations specifically females. We have highlighted graduates from theses populations on JJC website and are always looking for strategies and grant opportunities to address these specific needs. The construction industry is one avenue that we can specifically demonstrate success through our contacts and industry support. o Goal 5: Expand the use of technology and sustainable methods: Technology is continuously being incorporated in many ways in our program. Students are being trained on specific industry software as well as being exposed to the ways business is conducted in the information age. We offer classes in nontraditional methods such as blended online coursework so that students can practice more sustainable living as well as be given the avenue to use technology to enhance their education. Need How strong is the occupational demand for the program? o The occupation demand for careers in Construction Management and related is very positive and optimistic. Many indicators are pointing in the upward and positive direction of employability in construction management. o Retention/Persistence Indicator: One of the best measures of the occupational demand has come from the student body itself. A great many of our students are returning adult students who are currently working in the construction industry or related. They are in the program because they see a future of opportunities in the field and the educational requirement to advance into the management roles. o Transfer Rates/Articulation Indicator: Of the students who are interested in pursuing additional education, they are successful in transferring to their chosen program. We assist students in aligning their coursework, both in general education and core program requirements to provide a seamless transition between JJC and their transfer institution. 99

103 o o Through professional association meetings, four year colleges and universities are interested in recruiting transfer students and attend our college nights. Advisory Board Input Indicator: The members of our advisory board at the last meeting indicated that the job outlook is looking up relative to the last few years. They are very much in support of continuing to build our program in Construction Management. Job Placement Rates Indicator: Students seeking employment in the past years have successfully found jobs in the industry or related and there are companies that have placed employment opportunities with JJC with openings for assistant project management, surveying positions, construction administration assistant, etc. These indicators demonstrate that there is occupational demand for construction management and related careers. How has demand changed in the past five years and what is the outlook for the next five years. In the last five years, the economic downturn hit the construction industry and unemployment in the industry increased. With this setback in the industry, enrollment at JJC has decreased as well in the construction and AEC programs over the last five years. More than five years ago, there was an increasing demand for more qualified management in the construction industry and many students returned to obtain educational credentials to align themselves in better positions for promotions and advancements into management. Based on the economic challenges the construction industry has seen in the last few years, there is many indications that the outlook for growth is very positive. Per the below, the Bureau of Labor Statistics are showing a 16.6% percent growth from in Construction Management, higher than all average of all occupations. Bureau of Labor Statistics Selected Occupational Projections Data What is the district need vs. state need? o Per the statistics below, the JJC district has an even higher need than the state average for Construction Management and related professional occupation. o State Need: (Per the State of Illinois Occupational Employment Projections (Long Term) ) Illinois Construction Managers +8.19% General Construction +7% Construction Inspection, Codes +14.6% 100