Mott Community College CULINARY ARTS Michigan s Postsecondary Programs of Study March 2011

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1 Mott Community College CULINARY ARTS Michigan s Postsecondary Programs of Study March 2011 INTRODUCTION A program of study is a sequence of instruction based on recommended standards and knowledge and skills, consisting of coursework, co-curricular activities, work-site learning, service learning and other learning experiences. This sequence of instruction provides preparation for a career. A team of Mott Community College faculty and staff worked together on the Culinary Arts Program of Study Team. The purpose is to fulfill requirements included in the Carl D. Perkins Career and Technical Education Act of 2006 relating to programs of study and to provide guidance on the education plan to enter the Culinary Arts program at Mott Community College. MCC Culinary Arts POS TEAM: David Miller, MCC Faculty/Program Coordinator for the Culinary Arts/Baking (Lead Faculty) Deborah Trudeau, PT Culinary Faculty Rose Beane, Director, Learning Center & Disability Services (Student Services) Michael Carr, Faculty, Science & Math Gail Ives, Executive Director, Institutional Research Sherry Bradish, Director, Tech Prep (Facilitator) Resource People: Freida Urquhart, Faculty/Coordinator, Reading Robert Matthews, Executive Dean, Workforce Development - WEC Culinary Arts Associate in Applied Science Program The program prepares the student for mid-level cook and entry chef positions. It combines food industry training and experience with specific interdisciplinary study. The program offers students an opportunity to learn and practice basic and advanced technical skills in food and beverage composition, food identification, nutrition and food preparation and service. Students will become familiar with the layout and workflow of a commercial kitchen while demonstrating professionalism and the development of quality food preparation and service. Students will acquire supervisory skills to better utilize human and physical resources. Students will demonstrate the proper use and maintenance of professional food service equipment and sanitation procedures. Occupational specialty courses and courses to meet general education requirements for the Associate in Applied Science program total 88 credits. Articulation Agreements with Secondary CIP Personal & Culinary Service programs with the MCC Culinary Arts program: GASC Technology Center: Culinary Essentials I & II (local) Bay-Arenac ISD Career Center: Culinary Arts, Tourism, Hospitality Mngmt Lapeer County Ed Tech Center: Culinary Arts & Hospitality Oakland Technical Center: Culinary/Hospitality Sanilac Career Center: Culinary Arts Management Tuscola Technology Center: Hospitality/Food Services Mngmt

2 Mott Community College has worked to align our program with 4-Year institutions that offer Culinary and Hospitality programs to ensure that students at MCC have the skills and competencies necessary to continue their studies. Art Institute (Culinary Arts & Food Service Management) Cleary (2+2 Business Administration) Ferris State University (2+2 for various options) Johnson & Wales (Culinary/Hospitality) STEP 1 INTAKE AND ASSESSMENT TO ENTER A PROGRAM Mott Community College requires all students to apply to the college and take an assessment (ACT Accuplacer) to determine appropriate course selection. Students with 20 on their ACT Test for Reading, Math or Writing may waive corresponding portion(s) of ACCUPLACER MCC uses ACT ACCUPLACER for new students. ACCUPLACER provides course placement recommendations. The assessment is conducted via computer in three sections: a. Reading Comprehension; Grade Levels (between 3 16) are reported for Reading. Students may have a recommendation for ENGL 100 (College Reading & Study Skills); ENGL 020 (Strategic Reading); ENGL 030 (Strategic Reading II); or ENGL 012 (Essential Reading Skills). b. Math (Arithmetic; Elementary Algebra); Provides Options/Recommendations for Course Placement for Math: MATH 021 (Basic Mathematics); MATH 110 (Beginning Algebra); MATH 120 (Intermediate Algebra); MATH 130 (College Algebra); MATH 140 (Trigonometry); MATH 170 (Analytic Geometry & Calculus I); c. Sentence Skills (writing). Students may be requested to submit a writing sample that is scored by MCC faculty. Options/Recommendations for Course Placement for Writing: ENGL 101 (English Comp I). For students who do not place at this (college) level on the Accuplacer test, a writing sample is submitted for review by MCC faculty. Recommendations from faculty assessment of the writing sample may include: ESL 005 (Intermediate ESL), ESL 006 (Advanced ESL), or ESL 007 (Pronunciation & Speaking); ENGL 095 (Writing Exploration); ENGL 098 (Basic Sentence Skills); ENGL 099 (Basic Writing); or ENGL 101. Students who do not have a High School diploma or GED and are seeking financial aid are also required to take ATB (Ability to Benefit). ATB minimum scores to receive federal financial assistance: Language Usage: 42 Reading Skills: 43 Numerical Skills: 41 MCC does not use Compass, TABE or CASAS scores 2

3 The college provides a number of career exploration and interest inventory tools/assessments that students may use or be referred to including MOIS, Discover, Myers-Briggs Type Indicator, Strong Interest Inventory, Self Directed Search, Learning & Study Strategies Inventory (LASSI), and Career Factors Inventory. No Occupational Skills Assessments are used for entry to CTE programs at MCC Workforce Development students go through a comprehensive intake/enrollment process that includes WorkKeys to assess student readiness and a one-stop approach to identifying financial, academic and supportive services needs. Students complete a barriers and obstacles inventory. WorkKeys measures applied job skills and can be used to determine individual readiness for specific occupations based upon job analysis (profiles). The profiles may include scores in up to eight areas. However, applied math, reading for information, and locating information are the three assessments that are taken by all WD students. We may administer the other assessments if an employer or the students requests it. WK profile Culinary/Food Services MCC counselors/advisors are not using with traditional students who enter the college. STEP 2 ACADEMIC STANDARDS At this time, there are no academic entry requirements for the Culinary Arts program at MCC. The Reading Coordinator and Remedial Math Faculty analyzed textbooks to provide information about the content expectations: Reading Levels of Textbooks & Related Instructional Materials A Readability Report from the Humanities faculty indicated that On Cooking (the text for CULA 105 Intro to Professional Cookery) is written at a 10.3 grade level; Math Principles for Food Service (the text for FMG. 104 Food Service Math) is written at a 10.9 grade level; The Bakeshop & Food Service (the text for BAKE 101 Intro to Baking) is written at a 11.0 grade level. Students will need good reading skills to master and apply the concepts effectively in their courses in the program as well as to remain current in the industry. Mathematics skills used in the entry level courses (CULA 105 and BAKE 101) are arithmetic and basic algebra. Students who test into MATH 110 should have the skills necessary for success in the entry courses. Students who place in developmental math would be well served by taking MATH 021 before taking FMG 104, Food Service Math and the subsequent program 3

4 courses as the skills covered in MATH 021 are extensively used. MATH 021 is a pre-requisite for the mathematics general education requirement (MATH 105 Applications Based Math, or MATH 110 Beginning Algebra or 128 Technical Mathematics OR MATH 120 Intermediate Algebra, OR MATH 130 Intermediate Algebra) for Associate Degrees at MCC. The Team worked with the Director of Institutional Research to gather information about MCC assessments and data relative to students in gateway courses to determine if a recommendation for pre-requisites should be made. The Team asked if there is a success profile for students in the Culinary Arts program? Is there a correlation between student Accuplacer recommendations for math and their success (grades / completion rates) in the entry gateway courses (CULA 105 Intro to Professional Cookery or BAKE 103 Intro to Ala Carte Dining). Cohort derived from students in CULA-103 Courses analyzed - Math-021, CULA-103 Date range Students in the initial analysis cohort = 254 Cohort students recommended for developmental math on Placement Test = 137 (54%) Cohort students who were recommended for Math-021 AND with Math-021 (developmental math) course records = 86 (63% of those recommended) (Group A) Group A - Math-021 students with S (satisfactory) grade = 59 (68.6%) Group A - Math-021 students with U (unsatisfactory) grade = 27 (31.4%) % of Group A passed both Math-021 and CULA-103 (Recommended Path) % of Group A did NOT pass Math-021 and DID pass CULA % of Group A did NOT pass Math-021 and did NOT pass CULA % of Group A passed Math-021 but did NOT pass CULA-103 Students who are college ready in math (placement recommendation for MATH 110 or higher) are expected to be able to complete the entry courses math requirements. Students with recommendations for developmental math, are more successful in the entry course (CULA 103 when they complete the recommended course. 4

5 STEP 3 OCCUPATIONAL/TECHNICAL STANDARDS No Occupational Skills Assessments are used for entry to CTE programs at MCC. The college provides a number of career exploration and interest inventory tools/ assessments that students may use or be referred to including MOIS, Discover, Myers-Briggs Type Indicator, Strong Interest Inventory, Self Directed Search, Learning & Study Strategies Inventory (LASSI), and Career Factors Inventory. Computer skills have become more important in the food service industry, from ordering to nutritional research to creating menus, to costing and finding recipes. Students should have basic computer skills to enter the program. Note: there is no technology pre-requisite for the Culinary Arts program. STEP 4 CURRICULUM CROSSWALK The new high school graduation requirements are expected to provide additional rigor to the academic skills of students. Textbooks used at GASC Technology Center for Culinary Essentials I include Culinary Essentials, Blencoe, MCGraw Hill, ServSafe Essentials, National Restaurant Assn, and ProStart: Becoming A Restaurant Professional, National Restaurant Assn. Texts for the Culinary Essentials II course are Culinary Fundamentals, Pearson, Prentice Hall and About Professional Baking, Thompson, Delmar Learning. All approved secondary CTE Culinary/Hospitality programs base their curriculum and align with the PROSTART program. Entry requirements for ht Hospitality/Food Services program at GASC include Genuine interest in a career in the food service industry 9 th grade or higher math level (essential math functions, including currency, fractions, weights & measures) for food service operations including scheduling, production, analyzing profit/loss statements 9 th grade or higher reading level Writing, presentation and communications skills Senior students at GASC Technology Center in the Hospitality program can earn credit to meet the senior year Math and/or the Visual and Performing Applied Arts requirement for graduation. Anecdotal evidence from the Program Coordinator leads us to believe that students who have participated in the Hospitality/Culinary programs at the secondary level are likely to do well and complete the program of study. The use of Tech Prep data will enable MCC to track students from the secondary CTE programs to determine if success rates are higher for these students. STEP 5 ALIGN STANDARDS TO COLLEGE COURSEWORK MCC Program faculty reviewed the Technical Skills Standards for CIP (Personal & Culinary Services), comparing GASC Technology Center expected outcomes with competencies and outcomes of MCC courses in the Culinary Arts (CIP ) program. Due to change in staffing we were unable to meet together to discuss the gap analysis for full analysis, but there appears to be sufficient consistency in skills taught and expected performance levels of students to reinforce articulation opportunities. Students from GASC (also available to other secondary programs) who continue in the MCC Culinary Arts program at MCC can earn up to 5 credits: 5

6 FMG 102 Applied Sanitation* 2 credits * students must have completed the program with at least a 3.0 in sanitation and have a current ServSafe Certificate. CULA 105 Intro to Professional Cookery+ 3 credits +To receive credit for BAKE 109 or CULA 105, students must have completed the secondary CTE (Culinary GASC) program with a GPA of 3.5 or successfully passed the Pretest with 80% competency. A copy of the Technical Standards/Gap Analysis between MCC and GASC is attached. The on-going review of the Gap Analysis and Segmenting documents by the secondary and postsecondary instructors provides for the alignment of the programs/curriculum to make sure the students who come to Mott s Culinary Arts program after high school are not missing any content information that may slow their progress and success. Information gained in this exchange helps close those gaps and reassures Mott that the high school programs are teaching the necessary standards to maintain articulation options for students. It should be noted that the Culinary Arts, Baking & Pastry, and Food Service Management programs at Mott Community College use a similar process with our postsecondary partners (Art Institute, Cleary, Ferris State University, Johnson & Wales) to ensure that students who continue into Baccalaureate programs have the skills and competencies necessary for continued success. STEP 6 PROGRAM OF STUDY Program of Study/Sequence of Courses: We find that we will need several documents to use with students interested in the Culinary Arts program: Generic POS for Adults/Students who have not participated in secondary Hospitality/Culinary Services Technology programs. POS for GASC Technology students with options for articulated credit into related MCC AAS (Associate in Applied Science) programs 1. Culinary Arts 2. Baking & Pastry Arts 3. Food Service Management Similar POS for other Secondary programs (i.e. Bay-Arenac, Lapeer County ETC, Oakland Technical Center-NW, Sanilac Career Center, Tuscola Technology Center Program of Study/Sequence of Courses documents for GASC Technology Center and the generic (for students new to Culinary/Hospitality) are attached. STEP 7- EXTERNAL CERTIFICATIONS EARNED The college is in the process of program certification by the American Culinary Federation (ACF). The process is extensive, will require the review of all program components and some possible changes to align with their levels of certification and meet industry standards. An example for Culinary Arts will be the requirement of two (2) semesters of Baking (BAKE 102 BAKE 206). Once the program is certified, students will be able to take the Culinary Certification exam for Certified Culinarian, a national certification recognized in the industry. A national industry certification is the ServeSafe Certificate. Students in the MCC Culinary Arts program are required to take FMG. 102 Applied Sanitation which prepares students for the ServeSafe Certification exam. Students from secondary Culinary and Hospitality programs who enter with a valid ServeSafe Certificate may articulate 2 credits for the FMG. 102 requirement. 6

7 TIPS (Techniques in Preventive Services) Certification is an international certificate. Students in the MCC Culinary Arts and Food Service Management Programs take courses (FMG. 210 Beverage Management, 3 credits) that will prepare them for the exam, although it is not required by the programs. CONCLUSION The Program of Study process allowed us to learn about college processes, identify and analyze academic and technical standards for the Culinary Arts program. We reviewed student progress in the gateway courses. To ensure that the MCC program and the secondary programs prepare students for success in the industry, we will want to continue to review the curriculum and update necessary skills for student success. College Preparedness: The use of computers, application of math and required reading in all program courses and positions in the field suggest that students need these skills for success. At this time we are not recommending a pre-requisite math, reading or computing level for students entering the Culinary Arts program, but will share information with MCC counselors and advisors, Culinary Arts program instructors and Guidance Counselors in the secondary programs. Students with low math, reading or computing skills should be advised to improve their skills (i.e. enroll in complete MATH 021, developmental reading course, introductory computer course) either prior to entry or concurrently with the early courses in the program. CPR is not currently required in the Culinary Arts program, but is being explored as an industry expectation. Sharing Information (Internal): The Team will work to schedule informational sessions about the Program of Study process and results of the Culinary Arts POS to MCC faculty and staff: In-Service program faculty (full and part-time) Schedule informational session for faculty through the Center for Teaching and Learning (CTL) Workshop for Faculty & Staff during Fall Kick Off August/September 2011 Request that the Vice President for Academic Affairs allow an opportunity to present POS results to the Deans Work with the Perkins Coordinator to present POS information to Faculty Coordinators Present information to Culinary Arts Advisory Committee Provide a copy of the POS Report and request an opportunity to in-service MCC advisors and counselors during their scheduled PD Share information through a report to the Board of Trustees Share with faculty in the Business Division at Division meeting Sharing Information (External): Present the MCC Culinary Program of Study at TRENDS (October, 2011) Share the POS process & outcomes with our secondary partners Share POS information with K-12 Counselors at Area Counselor Assn. meetings and/or Counselor In-Service Faculty Coordinators will share information with students in secondary classrooms to prepare for transition to postsecondary and at Career Nights Plan for On-going Review/Next Steps: 7

8 During the ACF accreditation process of the Culinary Arts and Baking & Pastry programs we will review course and program content. Changes in the program will be shared with our secondary and postsecondary partners. Changes in Culinary Arts course titles and numbers will require updates to Articulation agreements and program of study documents with our secondary partners. CPR is not currently required in the Culinary Arts program, but is being explored as an industry expectation. A critical element for WD and other adult students is a clearly defined pathway that allows them to earn college credits and industry recognized credentials in smaller sequential chunks or modules. Adult Career Pathways should have multiple entry and exit points, and where possible should provide opportunities to accelerate the amount of time needed to earn credentials. There may be a few different ways to do that (non-credit to credit articulations, prior learning assessments, compressed/intensive schedule delivery options). Additional work should include formalizing the process by which we create internal articulation agreements to allow for more seamless transitions for students moving from WD programs in to our academic programs at the college. Identify students who have taken advantage of articulated credit and continued in the Culinary Arts program to determine if there is a difference in success rates for students who participated in related CTE courses at the secondary and took advantage of articulated credit(s) vs. those who enrolled in the MCC course(s). Track TP students from secondary programs and their success (whether they choose to use recommended articulated credit or not) Update program brochure and catalog/website to include (skills/interests/aptitudes) for those who may be interested in the Culinary Arts program and alignment with ACF Attachments/Related Reports: Admissions Flow Chart(s) Gap Analysis/Standards Programs of Study Program Guides Articulation Agreements Draft 3/16/11 8