Bachelor of Science in Culinary Arts Program Review Department of Culinary Arts Chef John Folse Culinary Institute University College

Transcription

1 Bachelor of Science in Culinary Arts Program Review Department of Culinary Arts Chef John Folse Culinary Institute University College David Zerangue Interim Dean, University College Prepared by John M. Kozar Department Head and William Thibodeaux Associate Professor of Culinary Arts Spring 2015

2 Table of Contents Introductory Review 1 1. Program Mission 2 1.1Mission Statement for the Program Relationship to Institutional Mission 2 2. Program Curriculum Most Recent Curriculum Study Major/Minor Student Learning Outcomes and Assessment General Education Requirements (See Appendix B) Anticipated Changes Program Rationale Similar Programs Nearby Relationship with These Programs Assessing Demand for Program List the types of jobs in which graduates with this degree could be expected to be 23 employed 4.2 Specify national, state and area need for graduates and indicate source(s) of data Provide data on degrees awarded, number currently employed and projected demand for 25 graduates 5. Outside Interest in the Program Identify interest on the part of local groups, industry, research centers, other educational 26 institutions, or state agencies 5.2 Summarize any formal arrangements with industry, government, and other agencies 27 outside of the academic community 6. Students Enrollment Admissions Policies and Practices Attrition and Graduation Record (See Appendix A) Career Counseling Follow-up and Student Placement Special Student Services Faculty Faculty Who Are Direct Participants in the Program Narrative of Faculty Accomplishments Staffing Changes Strengths or Specialists Not Existing in Present Faculty Special Faculty Services Departmental Objectives Related to the Program Annual Plans for Program Changes in Departmental/Program Objectives Anticipated Changes in Departmental/Program Objectives Resources allocated to this academic program Informational Resources/Libraries Facilities-Equipment 58

3 10.1 Current Facilities and Equipment Needed Additional Facilities Needed Additional Equipment 59 Conclusion 61 APPENDIX A APPENDIX B APPENDIX C

4 Date: Name of Department: John Folse Culinary Institute Name of Degree Program: Bachelor of Science APPENDIX D Nicholls State University: FORM A (revised 2006) Use of Results of Program Review Describe at least one improvement or change (action plan) that will be made in the degree program (listed above) as a result of this review. NOTE: Progress towards the completion of this action plan should be documented in the departmental annual plan, Part 1.C. This evidence of action taken will be reviewed as part of the program's next fiveyear review. The review committee's response to the program review conducted for the CJFCI Bachelor of Science program noted that determining student outcome objectives was difficult; multiple sets of outcomes were provided when the program was examined as a whole; and student learning outcomes in the program review are inconsistent with those provided in the program s annual plan. The review committee suggests that one clearly defined set of student learning outcomes should be created along with a plan for assessing the outcomes and using the results for program improvement. Reflecting on the overall improvement recommendations provided by the review committee, it is important to note that all constructive observations provided are considered relevant to our program success and we are immediately responding with appropriate corrective measures to act on the suggestions provided by the review committee. However, with regard to comments on our department's program objectives, we feel these particular committee observations are germane and of the highest importance to the on-going improvement of our program and therefore the area of improvement that should receive our most concerted attention and thus the area of improvement that requires deep thought on our part to develop the sound objectives and continuity the committee has noted as lacking. Therefore, as a result of the review, an action plan will be developed to address this need. We believe that an action plan for addressing objectives is especially important at this time due to several factors. The economic crisis continues to ensue resulting in the restructuring of university funding and, as we have recently seen, the need to restructure higher-education entities themselves. In the midst of such economic abnormality, CJFCI continues to prosper, and a new larger facility looms on the near horizon. Additionally, the need for inter-disciplinary cooperation and consolidation across programs and campuses has increased. In light of such events CJFCI must confront each of these realities not only in terms of program viability, but equally as a partner in the success of the university as a whole. A simple revision of programs objectives from a departmental perspective would be a constructive response, but in our opinion, from a long term perspective, this would be a mistake given the current realities faced by higher-education. Thus, it is our intention, in light of these aspects, to proceed with a focused re-evaluation of our department's outcome objectives with consideration for the changing needs, role, and growth not only of our program, but as a member of an entire Nicholls State University community also engaged in change. Specifically, it is our intention to clearly define more-focused objectives, create a plan for the

5 assessment of such objectives, and institute the appropriate linkage to our annual plans to achieve program continuity through futuristic vision and inter-disciplinary engagement as a university partner. Signature of Department Head NOTE: Forward one completed/signed copy to the dean of the academic college, one completed/signed copy to the Provost/Vice President for Academic Affairs, and one electronic copy to Sue Aysen in the Office of Academic Affairs within 4 weeks after the date of the Academic Review.

6 NARRATIVE: Introductory Review Since our inception in 1997, the Chef John Folse Culinary Institute has always been and will remain not simply a work in progress, but a progression towards excellence. The findings from our previous review in 2010, as stated in Appendix C, indicated the need for additional focus on three main elements: (1) faculty credentials and scholarly research records; (2) facility adequacy; and (3) student learning outcomes assessment. Subsequent to that review, we remained highly focused on each of the areas identified for improvement in the review to achieve the applicable standards for the department, College, and University. Faculty credentials and scholarly research. During the past five years faculty qualifications have substantially improved in line with the recommendation of the previous program review. At that time, the majority of the staff held bachelor's degrees. At present, the faculty academic composition consists of three Bachelor's degrees, six Master s degrees, and one Ph. D. Two Master s faculty members are planning doctoral studies. The department has made great strides in faculty development related to the areas of research and scholarly activities. The previous 2010 review presented one faculty member with referred publications. Over the past five years six faculty members have produced accepted peerreviewed research. Over the current period, faculty members have collaboratively produced 18 refereed publications, 24 refereed presentations, and 17 grants totaling $1,621, Inadequate facilities. The new facility, the Lanny D. Ledet Culinary Arts Building, will open for the first full-term semester in fall of This new facility will provide CJFCI with state-of-the-art laboratory facilities thus allowing our program to better engage our regional community, and extend our competitive reach to a world scale. Further, the new facility will help provide program credibility beyond our borders through national accreditation by the American Culinary Association, a distinction our old facility would not allow with regard to the laboratory standards of that Association. Student learning outcomes assessment. The reviewers for the previous period did not see a strong pattern of continuous improvement demonstrated over the past five years in terms of student satisfaction and curriculum redesign. Further, the program was lacking in defining and assessing student learning outcomes. During the current review period, the department has extended the number of culinary concentrations available to a more discerning student population, and begun to establish program outcomes and action plans for the assessment of those concentration outcomes as indicated in section 2.3 of this review. In conjunction with the newly created areas of concentration, curriculum evaluation will begin in fall, 2015 to link course outcomes to program outcomes for each degree concentration offered by CJFCI. During the current period, all syllabi were adjusted to include student learning outcomes which could be linked not only to additional coursework, but to the broader outcomes of concentration and program. This was the first step towards the program curriculum map for our department, and better assessment and creation of goals at all levels. Moving forward, an additional department goal is to assess from several other perspectives such as use the curriculum evaluation to help communicate and clarify program options to students as they consider concentration selections based on career goals. We believe that better alignment of student interests and career goals will provide better educational outcomes and higher graduate satisfaction. 1

7 Additionally, a student satisfaction survey has been constructed and administered, and graduate and employer surveys are currently in use and being analyzed. The additional student and industry input will help foster innovative teaching and program offerings and thus improved learning outcomes. 1. Program Mission 1.1 Mission Statement for the program Mission and Vision: The Chef John Folse Culinary Institute (CJFCI) at Nicholls State University is dedicated to the preservation and advancement of the rich culinary heritage of Louisiana. It provides a focal point for the study of classical culinary arts, Louisiana s culinary heritage and the discovery of regional and global perspectives. The Institute will establish and maintain world-class culinary instructional and research faculty and facilities. The Institute will encourage scholarly and proprietary culinary research and preserve our unique culture through the establishment of an archives and research center. The Institute will encourage and promote the understanding of history and diversity through culinary education to the academic community and the general public, both nationally and internationally. 1.2 Relationship to Institutional Mission: Describe, including relationship to existing departmental, college and university mission. The Chef John Folse Culinary Institute at Nicholls State University is dedicated to the preservation and advancement of the rich culinary heritage and the discovery of regional and global perspectives. The Institute encourages scholarly and proprietary culinary research and preserves our unique culture through the establishment of an archives and research center. The Institute encourages and promotes the understanding of history and diversity through culinary education to the academic community and the general public, both nationally and internationally. The common threads of teaching, research, and service to provide well-educated professional to meet the demands of the regional, state, and global societies are evident throughout the respective mission statements The Institute is dedicated to offering a program of study designed to cultivate productive, responsible, engaged citizens in a personalized, culturally rich and dynamic learning environment through quality teaching, research, and service. The curriculum for the Bachelor of Science in Culinary Arts is designed to focus on four main areas a well-rounded education with general education requirements, a significant science background, a foundation of culinary skills and knowledge, and a solid background in the business, and research components to prepare our graduates for post-graduate study, and innovative careers in the field of culinary arts. The mission is further realized by faculty who are committed to teaching in a collaborative environment in order to prepare leaders in culinary arts who are socially and professionally responsible, engaged, and committed to lifelong learning. Thus with its emphasis on teaching and advising, the Chef John Folse Culinary Institute supports and fulfills both the service spirit and the student-centered environment that is at the heart of missions of the college, the university, and the University of Louisiana System. In so doing, the Institute prepares students for entry into their post-graduate roles as citizens and contributors to the global marketplace. The mission of the Bachelor of Science in Culinary Arts Program at Nicholls State University is consistent 2

8 with the mission states and goals of the University, University College, and the Chef John Folse Culinary Institute. A comparison of the ULS, Nicholls, CJFCI, and CABS program is presented in Table 1.2. Table 1.2 Comparison of University of Louisiana System, Nicholls State University, University College, CJFCI, and Bachelors of Science in Culinary Arts Program Mission University of Louisiana System: The fundamental mission of the System is to emphasize teaching, research, and community service to enhance the quality of life for the State s citizens. Through this mission, students are afforded experiences to discover, create, transmit, and apply knowledge. Nicholls State University Mission: Nicholls State University is a student-centered regional institution dedicated to the education of a diverse student body in a culturally rich and engaging learning environment through quality teaching, research, and service. Nicholls supports the educational, cultural, and economic needs of its service region and cultivates productive, responsible, and engaged citizens. Vision Statement Nicholls State University will be the institution of choice for students in the service region and beyond as a result of the quality of programs, the dedication to individual student needs, and the national recognition of unique programs and services. University College Mission: University College prepares beginning students for entry into their major area of study. While in University College, these students clarify their educational goals in an intellectual setting that fosters independence, delivers quality advising, and promotes student adjustment to and involvement in the university community. University College supports achievement in basic skills development and takes an active role in the orientation of first-year students. Additionally, University College offers students an opportunity to seek degrees within the college that focus on the unique cultural base of the region and on selective interdisciplinary studies. Chef John Folse Culinary Institute Mission and Vision: The Chef John Folse Culinary Institute (CJFCI) at Nicholls State University is dedicated to the preservation and advancement of the rich culinary heritage of Louisiana. It provides a focal point for the study of classical culinary arts, Louisiana s culinary heritage and the discovery of regional and global perspectives. The Institute will establish and maintain world-class culinary instructional and research faculty and facilities. The Institute will encourage scholarly and proprietary culinary research and preserve our unique culture through the establishment of an archives and research center. The Institute will encourage and promote the understanding of history and diversity through culinary education to the academic community and the general public, both nationally and internationally. Bachelor of Science in Culinary Arts Program Mission: The objectives of the Chef John Folse Culinary Institute academic program are to provide: An in-depth background and advanced instruction in: traditional art and science of culinary preparation; preparation of food in a safe, sanitary and nutritious manner; principles of culinary operations, and product preparation and service. Additionally, opportunities for specialized study, application, and research exist in the areas of culinary heritage, indigenous foods and traditional culinary preparations of Louisiana; regional cuisines of the United States and the world; culinary operations; culinary education and training; product development; and familiarization with the food service industry. 2. Program Curriculum 2.1 Most Recent Curriculum Study: a. When was the last time the faculty completed an in-depth study of this curriculum? In the fall 2011 and fall 2012 semesters, following a Louisiana legislative mandate requiring baccalaureate degree programs to not exceed 120 credit hours, the bachelor degree program of culinary 3

9 arts underwent major curriculum revision. The result was a reduction of 4 credit hours from the CABS curriculum and the introduction of 3 new concentrations. The rationale for adding additional concentrations were twofold. First, the concentrations would allow students to complete a personalized and more focused course of study within the new credit hour stipulation. Second, graduation rates would be improved by eliminating the need for students to add additional course work beyond total credit hours to meet personal goals and career interests. b. Curriculum revisions included: Moving several General Education course requirements to the freshman and sophomore levels to create a true 2+2 program and eliminate the difficulty of students accessing 300 and 400 level courses outside of their major. Reduction from 3 to 2 credit hours for CULA 241 Sophomore Externship. Offering BSAD 221 as an alternate to ACCT 205. This provides an option for students unable to meet the ACCT 205 prerequisite of C or better in MATH 101. Deletion of MATH 214 (C or better). This was replaced with a MATH elective (GER). The faculty felt that the Statistics course, while valuable to some students, was not required for every graduate of the CABS program. Removal of CMPS 101 as a computer literacy option (as the University was deleting this course), and requiring the newly created CMPS 108, 208 sequence as the required computer literacy courses. The reduction of credit hours from three (3) to (2) assisted in meeting the mandated 120-hour degree plan, and the courses chosen were because subsequent courses that followed in the program required knowledge of MS Excel. Removal of the second History Elective per the revision of University General Education requirements. Our CULA 101 Culinary History and Development is an approved General Education Humanities course. This cut 3 hours from the previous curriculum. The Foreign Language Elective was removed from the curriculum. Results showed that few students gained significant experience in the courses available at the University. This also permits students a Free Elective at the 300-level that eased the burden for those students pursuing a minor in Business Administration (Management 301). CULA 279 Cajun and Creole Cuisine and CULA 321 A La Carte I both increased from 2 to 3 credit hours. The content and contact hours of these courses warranted the increased credit. To the existing Culinary Operations and Service Concentrations, added Patisserie; Research and Development; and Professional Concentrations. Culinary Operations is the original bachelor degree offered in the department and focuses on a combination of culinary skill and creativity; and foodservice management courses. The Service 4

10 2.2 Major/Minor: Concentration prepares students for management positions in front of the house settings such as dining room management, banquets and catering. Patisserie Concentration prepares students for pastry careers in bakeries, restaurants, hotels/resorts and manufacturing. The opportunity to take ART 331, Intermediate Ceramics, is now available to students in this concentration and aids in developing the manual dexterity that complements this career choice. Research and Development Concentration is geared toward students pursuing post-graduate degrees in Food Science, Business, Hospitality and Tourism, and Education. CULA 409, Seminar in Culinary Operations, was redesigned to expose students in this concentration to qualitative and quantitative research methods. CULA 431, Culinary Training Materials Development and Design, was also redesigned to focus on continuous improvement in the workplace. The Professional Concentration offers students the opportunity to choose one or two focus courses from each of the other concentrations to customize their degree to their own interests and needs a. How many hours in this curriculum constitute a major? The CABS Program curriculum has 120 credit hours constituting the major. b. Does the curriculum require or provide a minor? Indicate the minor. A minor in Culinary Arts is available for students earning eighteen hours of course work, with a minimum grade of C in each course: CULA 101, CULA 105, CULA 111, CULA 221, and DIET 200, plus seven additional credit hours selected from the Culinary Arts curriculum. The curriculum does not require a minor, but students completing the Business Administration concentration may earn the Business Administration minor with grades of C or better in the relevant courses. In addition, our base curriculum combined with proper advising allows students earning any of our other concentrations to also earn the Business Administration minor with just six additional credit hours. 2.3 Student Learning Outcomes and Assessment: The following assessment tables include program learning outcomes, action plan, and outcome targets, results and use of results from the 2010 to 2014 academic years Program Learning Outcomes, Action Plan, Targets, Results, and Use of Results Program Learning Outcomes Program Learning Outcome 1 Demonstrate an understanding of the geographical, typographical, cultural, Action Plan Action Plan for The learning outcome of "demonstrate an understanding of the geographical, typographical, cultural, religious and social elements of food culture" is linked to the Chef John Folse Culinary Institute (CJFCI) mission Targets, Results, Use of Results Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student reports receiving a minimum average score of 3= Proficient. 5

11 religious, and social elements of food culture. Program Learning Outcome 2 Demonstrate an understanding of controlling restaurant expenses through purchasing and cost/profit analysis techniques statement of " the CJFCI will provide a focal point for the study of classical culinary arts, Louisiana's culinary heritage and the discover of regional and global perspectives." Because of the strong correlation between learning outcome and mission statement, the faculty of the CJFCI has chosen to continue the assessment of the learning outcome. The plan for the academic year is to assess the outcome using the following assessment method. Assessment Methods Report Rubric: Report on the History and Progression of World Cuisines (4= Distinguished; 3= Proficient; 2= Basic; and 1= Non-performance). Action Plan for Because the student learning outcome of demonstrate and understanding of controlling restaurant expenses through purchasing and cost/profit analysis technique" is directly linked to the Chef John Folse Culinary Institute mission statement objective of "the objectives of the CJFCI academic program are to provide and indepth background and advanced instruction in principles of culinary operations" the learning outcome will be assessed for the academic year. The Culinary 231 (Food, Beverage and Labor Cost Control) class has been chosen by faculty as the class to assess because the course description of "principles of menu development; menu writing; recipe costing, usage, and conversion; yield percentage; production control; and food selection and procurement" indicates the learning opportunity available for students to understand the controls of restaurant expenses through purchasing and cost/profit analysis techniques. The assessment for the academic year will include the restaurant project in the CULA 231 class. Assessment Methods The following description of the Restaurant Project in CULA 231 will be used to collect data relating to the students success of the learning outcome. The students will complete the following project for assessment: Stage 1: Students calculate the total cost of a recipe utilizing various units of weight and volume; determine portion cost; and food cost Results (attach evidence) 144/176= 82% received a minimum average score of 3= Proficient. Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) The results indicate 82% of students assessed have reached the proficient level of the student learning outcome thus indicating a successful assessment. Due to the significance of the outcome indicated in the Action Plan section and the positive results of the assessment it is the faculty's decision to employ an ongoing maintenance plan as the desired action for Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student reports receiving a minimum average score of 3= Proficient. Results (attach evidence) 48/69= 70% received a minimum average of 3= Proficient Use of Results (Action Plan for ) Students achieved this outcome to a nonsatisfactory extent. Faculty determined that actions implemented have yet to show evidence of having a positive effect on student learning. They agreed to continue with reinforced instruction on calculations to convert both volume and weight measurements and compare subsequent results before implementing additional improvements. The action plan for is to employ a development plan to include reinforced emphasis in the delivery of instruction. 6

12 Program Learning Outcome 3 Demonstrate an understanding of the principles of food preparations. Program Learning Outcome 4 percentage. Stage 2: Students analyze a hypothetical restaurant's menu using a Menu Engineering Worksheet (MEW). Given a menu with Sales and Cost Figures, students categorize individual menu items based on relative Sales Mix and the item's overall Contribution Margin. Stage 3: Students create an Income Statement based on Sales & Costs figures from their MEW. They calculate their restaurant s Food Cost%, Beverage Cost%, Labor Cost%, and Profit in Dollars and as a percentage of Sales. Stage 4: Students analyze the data from Stages 1-3 and write detailed recommendations designed to increase the profitability of the restaurant. (4= Distinguished; 3= Proficient; 2= Basic; and 1= Non-performance). Action Plan for The learning outcome of "demonstrate an understanding of the principles of food preparations" in related to the Chef John Folse Culinary Institute's mission objective of, provide students with an in-depth background and advanced instruction in traditional art and science of culinary preparation." This outcome is to be assessed in the CULA 219 (Principles of Meat Fabrication) class. The assessment was chosen as it was thought to provide a snapshot of the theoretical understanding of the principles of food preparation. Assessment Methods CULA 219 Theory based assessment where students display understanding of the following principles of Meat Fabrication: Physical and chemical composition of meat. Quality and yield grades for meat and poultry. Principles for proper storage of meat, poultry, and seafood. Primal and sub-primal portions of beef, pork, lamb and veal. Action Plan for Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of students answering a minimum of 80% of questions correctly. Results (attach evidence) 66/68= 97% answered a minimum of 80% of questions correctly. Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) While students achieved this outcome to a satisfactory extent it is acknowledged that the CULA 219 class may not be the best class to assess such learning outcome because the principles of meat fabrication are focused solely on meat fabrication. The learning outcome states the understanding of principles of food preparation and should not be solely based upon the principles of meat fabrication. However, faculty decided to continue the assessment of this student learning outcome in CULA 219 for an additional academic year while exploring the options of assessing at different learning stages in the program. The action plan for the academic year is to employ an ongoing maintenance plan while exploring and choosing a more appropriate place for assessment of learning outcome. Targets (Expected Results) 7

13 Integrate menu development, layout, and media selection with market and competitive forces. Many changes occurred over the academic year: Changes to curriculum were made to offer a broader selection of courses to meet GER requirements, thus allowing students to matriculate more quickly. Also, total program hours reduced to 120 per BOR requirements. The action plan for is to employ an ongoing maintenance plan. Assessment Methods Assignment-CULA 442 final project Satisfactory achievement will be indicated with at least 75% of students answering a minimum of 80% of questions correctly. Results (attach evidence) 33/35= 94% answered a minimum of 80% of questions correctly. Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) While students achieved success in this outcome assessment, the Chef John Folse Culinary Institute faculty, recognize the need to explore the outcome and the assessment tool. However, due to the many changes happening in and the changes planned for , the environment to create and assess learning outcomes is somewhat unstable. It can be further noted that this learning outcome will be maintained while faculty explore the possibilities of new learning outcomes or improved assessment tools Program Learning Outcomes, Action Plan, Targets, Results, and Use of Results Program Learning Outcomes Program Learning Outcome 1 Demonstrate an understanding of the geographical, typographical, cultural, religious, and social elements of food culture. Action Plan for Action Plan The learning outcome of "demonstrate an understanding of the geographical, typographical, cultural, religious and social elements of food culture" is linked to the Chef John Folse Culinary Institute mission statement of " the CJFCI will provide a focal point for the study of classical culinary arts, Louisiana's culinary heritage and the discover of regional and global perspectives". Because of the strong correlation between learning outcome and mission statement, the faculty of the CJFCI has chosen to continue the assessment of the learning outcome. The action plan for is to continue with the established assessment. Assessment Methods Report Rubric: Written discussion on the History and Progression of World Cuisines (4= Distinguished; 3= Proficient; 2= Basic; and 1= Non-performance). Targets, Results, Use of Results Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student reports receiving a minimum average score of 3= Proficient. Results (attach evidence) 133/172 or 77.3% received a minimum average of 3= Proficient Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) While the results indicated a successful assessment with 77.3% of students reaching the proficient level of the student learning outcome, faculty have discussed exploring the scope and accuracy of the learning outcome as it relates to the Chef John Folse Culinary Institute's mission and objectives. Faculty indicate desire of obtaining learning outcomes that are more general and strongly related to the mission and objectives of the program. Many changes of the program have occurred 8

14 Program Learning Outcome 2 Demonstrate an understanding of controlling restaurant expenses through purchasing and cost/profit analysis techniques. Action Plan for Students achieved this outcome to a nonsatisfactory extent in scoring 70% at proficient level. At the end of the academic year, faculty determined that actions implemented have yet to show evidence of having a positive effect on student learning of the outcome. The faculty agreed to continue pursuing the learning outcome with reinforced instruction on calculations to convert both volume and weight measurements, menu engineering, income statement construction and analysis, and steps to compare subsequent results. Faculty further decided to compare results of assessment with reinforced instruction before implementing additional improvements. Thus resulting with the action plan for of: employ a development plan to include reinforced emphasis in the delivery of instruction. Assessment Methods Restaurant Project in CULA 231. Stage 1: Students calculate the total cost of a recipe utilizing various units of weight and volume; determine portion cost; and food cost percentage. Stage 2: Students analyze a hypothetical restaurant's menu using a Menu Engineering Worksheet (MEW). Given a menu with Sales and Cost Figures, students categorize individual menu items based on relative Sales Mix and the item's overall Contribution Margin. Stage 3: Students create an Income Statement based on Sales & Costs figures from their MEW. They calculate their restaurant's Food Cost%, Beverage Cost%, Labor Cost%, and Profit in Dollars and as a percentage of Sales. Stage 4: Students analyze the data from Stages 1-3 and write detailed recommendations designed to increase the profitability of the restaurant. (4= Distinguished; 3= Proficient; 2= Basic; and 1= Non-performance). such as creating a true 2+2 Associate to Bachelor degree program and the addition of five concentrations thus resulting with a need for change of both learning outcomes and assessment methods. However at this time faculty have chosen to continue to employ ongoing usage of Assessment Method for while exploring and choosing a more appropriate learning outcome and assessment method. Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student projects receiving a minimum average score of 3= Proficient. Results (attach evidence) 43/53 or 81.1% received a minimum average of 3= Proficient. Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) Because the results of student achievement in indicated a non-satisfactory level of the student learning outcome, a developmental plan was used to create a more focused delivery of instruction in the academic year. Throughout the CULA 231 class, students received additional instruction on calculating restaurant costs, profit analysis and menu engineering. The additional instruction proved to be successful in assisting students with achieving a satisfactory understanding of the subject thus resulting with 81.1% of the students receiving at minimum a proficient assessment result for academic year and 70% of the students receiving at minimum a proficient assessment result for A 9% increase of students achieving the "proficient" level of the student learning outcome is indicative of the employed action plan of reinforced delivery of instruction in subject matters that are linked to the learning outcome. Because the student learning outcome of demonstrate and understanding of controlling restaurant expenses through purchasing and cost/profit analysis technique" is directly linked to the Chef John Folse Culinary Institute mission statement objective of "the objectives of the CJFCI academic program are to provide and in-depth background and advanced 9

15 Program Learning Outcome 3 Demonstrate an understanding of the principles of food preparations. Program Learning Outcome 4 Integrate menu development, layout, and media selection with market and competitive forces. Action Plan for As indicated in the action plan for , this learning outcome is linked to the Chef John Folse Culinary Institute mission objective of providing students with "an in-depth background and advanced instruction in traditional art and science of culinary preparations" thus will continue to be assessed. Also, while faculty discussion and desires for exploration of more proficient learning outcomes is taking place the action plan for is to employ an ongoing maintenance plan of the assessment in the CULA 219 (Principles of Meat Fabrication). Assessment Methods Assignment- CULA 219 Theory based assessment where students display understanding of the following principles of Meat Fabrication: Physical and chemical composition of meat. Quality and yield grades for meat and poultry. Principles for proper storage of meat, poultry, and seafood. Primal and sub-primal portions of beef, pork, lamb and veal. Action Plan for While students achieved success in this outcome assessment in , the Chef John Folse Culinary Institute faculty, recognize the need to explore the outcome and the assessment tool. However, due to the many changes happening in and the changes planned for , the environment to create and assess learning outcomes is somewhat unstable. It can be further noted that this learning outcome will be maintained while faculty explore the possibilities of new learning outcomes or improved assessment tools. Assessment Methods Assignment-CULA 442 instruction in principles of culinary operations," it will continue to be used for assessment in the academic year. Due to the success indicated in the results of the developmental plan and student learning outcome for the year, no changes will be made to the learning outcome nor assessment method. Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of students answering a minimum of 80% of questions correctly. Results (attach evidence) 90/98 or 91.8% received a score of at least 80% of questions correctly. Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) Students are performing extremely well on this theoretical assessment as indicated of a 91.8% receiving a score of at least 80% of question correctly. But as discussed in the Use of Results , this assessment in the class CULA 219 (meat fabrication) is not capturing a true view of a student s knowledge and understanding of the learning outcome as it only relates to meat fabrication and not of general culinary technique. Faculty would like to change from a theoretical to an applied assessment in Since CULA 230 (Garde Manger) encompasses all culinary technique students are exposed to in the associate program, its final project will become the new assessment tool in Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of students answering a minimum of 80% of questions correctly. Results (attach evidence) 28 out of 31 students (90%) answered a minimum of 80% of questions correctly. Students achieved this outcome to a satisfactory extent. Use of Results (Action Plan for ) Students achieved satisfactory status of this assessment of learning outcome. Further, 10

16 exploration into assessing CULA 485 final research project will take place for the year as the projects learning outcomes meet the needs of this program outcome. However, due to the many changes and transitions over the past three years, faculty will also explore the need to change program outcomes to more appropriate outcomes that fit the need of the students and the program changes. Until the exploration process is complete the action plan will be to maintain and assess this learning outcome Program Learning Outcomes, Action Plan, Targets, Results, and Use of Results Program Learning Outcomes Program Learning Outcome 1 Demonstrate an understanding of the geographical, typographical, cultural, religious, and social elements of food culture. Action Plan Action Plan for The results of this learning outcome in indicated a need to develop a new Assessment Method for The assessment of a 1st semester writing assignment is not sufficient to measure a graduate's understanding of this learning outcome. It will be more effective to assess students of laboratory courses dealing with regional cuisines: CULA 279, CULA 371, CULA 475, and CULA 490. While this need has been expressed many changes have been made across the curriculum providing an unstable environment for pursuing new learning outcome and program objectives. The changes made are: Curriculum changes made to exactly match 1st two years (60 hours) of Bachelor program to the Associate program. This was done at the direction of the dean to create a true 2+2 experience for culinary arts students. Introduction of 3 new concentrations to meet needs of diverse student population: Patisserie; Research & Development; and Professional. Approved by CJFCI Advisory Board, December Our curriculum currently enables students to pursue a minor in Business Administration through advising and the addition of 6 credit hours. The CJFCI Advisory Board recommends exploring the possibility of including the BSAD minor within the 120 hour curriculum Because of the scope of the changes made discussed above and further indicated in the transition section, faculty chooses to maintain the learning outcome and related assessment while exploring and choosing a more appropriate outcome and assessment. Assessment Methods Report on the History and Progression of World Cuisines Targets, Results, Use of Results Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student reports receiving a minimum average score of 3= Proficient. Results (attach evidence) 203/250 or 81.2% of students received a minimum average score of 3=Proficient. Use of Results (Action Plan for ) See Summary below. 11

17 Program Learning Outcome 2 Demonstrate an understanding of controlling restaurant expenses through purchasing and cost/profit analysis techniques. Program Learning Outcome 3 Demonstrate an understanding of the principles of food (4= Distinguished; 3= Proficient; 2= Basic; and 1= Non-performance). Action Plan for While many changes to the curriculum have been made in transition from the academic year to the academic year, this learning outcome will be assessed in the CULA 231 (Food, Beverage and Labor Cost Control). The assessment tool used addresses the need to capture the student s ability to understand the controls of restaurant expenses through purchasing and cost/profit analysis techniques. While this assessment was used in the academic year, further focus on delivery of instruction of food, beverage and labor costs calculations, menu engineering worksheets, and income statement calculations in order to improve the success of the students' success of the learning outcome. The action plan for the academic year is to employ an ongoing maintenance plan focusing on Recipe Costing and Menu Analysis. Assessment Methods Restaurant Project in CULA 231. Stage 1: Students calculate the total cost of a recipe utilizing various units of weight and volume; determine portion cost; and food cost percentage. Stage 2: Students analyze a hypothetical restaurant's menu using a Menu Engineering Worksheet (MEW). Given a menu with Sales and Cost Figures, students categorize individual menu items based on relative Sales Mix and the item's overall Contribution Margin. Stage 3: Students create an Income Statement based on Sales & Costs figures from their MEW. They calculate their restaurant s Food Cost%, Beverage Cost%, Labor Cost%, and Profit in Dollars and as a percentage of Sales. Stage 4: Students analyze the data from Stages 1-3 and write detailed recommendations designed to increase the profitability of the restaurant. (4= Distinguished; 3= Proficient; 2= Basic; and 1= Non-performance). Action Plan for The Chef John Folse Culinary Institute faculty agree that Culinary 219(Meat Fabrication) is not an appropriate assessment of students' ability to demonstrate and understand the principles of food preparations as the CULA 219 class only Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student reports receiving a minimum average score of 3= Proficient Results (attach evidence) 37/48 or 77.1% of students received a minimum average score of 3=Proficient. Use of Results (Action Plan for ) See summary below. Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of student reports receiving a minimum average score of 3= Proficient. 12

18 preparations. captures the technique of Meat Fabrication. After faculty discussion of the learning outcome, it was decided to be better assessed in the CULA 230 (Garde Manger) Final Project due to the scope of the project. It allows students to use all culinary techniques to complete a menu as well as the planning and preparation needed to complete the task. The Action Plan for is to implement a new Assessment Method tied into the Final Project of CULA 230. Assessment Methods Assignment- CULA 230 Final Project. This project challenges the students to create and execute a menu that incorporates the following culinary measures: Cooking technique Flavor Presentation Teamwork Assignment Rubric: Garde Manger Final Project Results (attach evidence) 43/61 or 70.1% of students received a minimum average score of 3= Proficient. Use of Results (Action Plan for ) Our target goal of 75% was not met. Analysis of the results indicates that the dimension of Teamwork (average score: 2.85) needs improvement. Culinary faculty agree that proper sanitation should also be assessed, either in this outcome or by creating an additional program outcome. See Summary below. Program Learning Outcome 4 Integrate menu development, layout, and media selection with market and competitive forces. (4= Distinguished; 3= Proficient; 2= Basic; and 1= Poor) Action Plan for In the year , the results indicated a need to look into assessing CULA 485 final research project. Due to the changes made to the curriculum in transition, faculty chose to maintain the program learning outcomes with their associated assessment until further exploration of program needs were complete. The action plan for is to employ an ongoing maintenance plan. Assessment Methods Assignment-CULA 442 We are using a theoretical assessment to measure this outcome. Students are asked to: Describe current trends and established criteria for restaurant foodservice concept development. Targets (Expected Results) Satisfactory achievement will be indicated with at least 75% of students answering a minimum of 80% of questions correctly. Results (attach evidence) 15 of 15 students or 100% scored above 80% on the assessment. Use of Results (Action Plan for ) See Summary below. Utilize demographic and psychographic information for the concept decision process. Analyze and design tactics to counter 13

19 competitive positioning in a foodservice market. Construct financial instruments relevant to a foodservice business plan. Utilize menu engineering, break even, profitability analysis, and menu construction to establish a successful foodservice operation Program Learning Outcomes, Action Plan, Targets, Results, and Use of Results Program Learning Outcomes Program Learning Outcome 1 Students are able to synthesize skills related to culinary principles. Action Plan Action Plan This outcome is significant to the success of a CABS graduate and therefore an important area for assessment. Culinary principles are core knowledge to all areas of learning for the CABS student. Each class, in all five concentrations, is applicable to this learning outcome. However, due to the scope of the changes made in the program and need for correction and focus, one class has been chosen to begin the assessment process. This outcome is currently ( ) being measured in the CULA 230 Garde Manger by using the attached rubric for assessment. The Garde Manger course was chosen because students are required to design and execute a final projects consisting of four unique hors d'oeuvres and a pate forcemeat or terrine platter presentation to be judged by several instructors using a scoring rubric. For this project, students use broad culinary skills such as menu design, flavor pairing, learned cooking techniques, plate design, proper sanitation, and teamwork. The project also requires students to submit a professional portfolio of culinary principles applied during the development and design of the final project. The portfolio submitted by students requires a professional presentation of the following elements: create and write recipes in the Chef John Folse Culinary Institute recipe format (flavor pairing, learned cooking technique, teamwork success), create food requisitions (purchasing principles, teamwork success), write a menu as a group based on the groups chosen theme (menu design, flavor pairing, learned cooking techniques, teamwork Targets, Results, Use of Results Targets (Expected Results): 90% of students scores at the proficient level or higher identified at the end of academic year assessment was the desired success target for this program outcome. Results: A total of 57 students were part of the CULA 230 class in the Fall 2013-Spring 2014 academic year. The rubric with assessment results attached indicates the following percentage of students scored at the proficient level or higher in the following assessed categories: Technique: 86% Flavor: 92% Presentation: 93% Teamwork: 84% Technique and Teamwork categories both fall below the 90% target. Use of Results: The assessment will continue in the CULA 230 class using the final project work as the assessment focus. Additional technique and teamwork preparation exercises will be implemented in the course in order to improve the categories that fall below the target 90%. The technique exercises will include a simplification of the necessary steps needed to complete the related techniques. The simplification will create a 3-5 step (one-two word each) process that will allow students to easily recall and execute the appropriate steps. The 14

20 Program Learning Outcome 2 Students are able to demonstrate knowledge of international and American regional cuisines: especially traditional Cajun/Creole culture and cuisine. success), create a fire schedule to be used as a time management tool during the preparation and presentation of the project ( plate design, proper sanitation and teamwork success). Action Plan for This learning outcome is an important link to both the success of CABS students, and the mission of the department. "CJFCI at Nicholls State University is dedicated to the preservation and advancement of the rich culinary heritage of Louisiana." It provides a focal point for the study of classical culinary arts, Louisiana s culinary heritage and the discovery of regional and global perspectives. This outcome is currently ( ) being measured and assessed by identifying students' successful comprehension of international and American regional cuisines: especially traditional Cajun/Creole culture and cuisine of which directly correlates with regional and traditional Cajun/Creole culture and cuisine taught in lecture and laboratory exercises in CULA 279 (Cajun and Creole Cuisine). This class was chosen for first assessment because the learning objectives of the class state that: "students are exposed to international, regional and traditional Cajun/Creole culture, cuisine history, and cooking technique." It was also chosen because students of all concentrations are required to complete the CULA 279; thus, the assessment of this course produces a collective snapshot of each CABS student's progression towards achieving this learning outcome. teamwork exercise will take place in a laboratory setting where the CULA 230 students will be divided into groups. Each group will be charged with completing the exact same technique. A clock will begin the lab work. After a set time the students will rotate to a different teams work station. The teams must communicate in length with each other about where they are leaving the technique and what is left to be done. Targets (Expected Results) 90% of students scores at the proficient level or higher identified at the end of academic year assessment was the desired target for achieving success for this program outcome. Results: The average for assessed quiz questions and lab concepts was calculated in order to capture the overall achievement of learning outcome. Fall % scored at the proficient level or higher; 14% scored below the proficient level Spring % scored at the proficient level or higher; 20% scored below the proficient level. Students scored higher in the kitchen laboratory assessment. The quiz scores, on average, correspond to a lower category in the assessment rubric thus reducing the average percentage of students achieving success in the learning outcome. Use Of Results The assessment did not reveal student success indicators that may be adjusted to improve student success of achieving learning outcome. In order to identify factors that may hinder the culinary student from achieving the learning outcome, assessment must be made across the curriculum. The assessment will continue using the same rubric and methods in the CULA 319 (previously CULA 279) class and will be assessed using the same assessment rubric and technique in the Regional cuisine laboratory classes numbered CULA 371 Classical French Cuisine and CULA 475 Regional Cuisine. The CULA 371 and 15