PROGRAM OVERVIEW Program Title: Chaffey College Program Review Three Year Review 2011 Hotel and Food Service Program Code: 1306 - HOTEL AND FOOD SERVICE MANAGEMENT Review Type: Instructional Does this review contain any career technical education (occupational) programs? Yes External Regulations: No Chaffey College Mission Statement Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission and discuss how your program evaluates its effectiveness in meeting the college mission: This program meets the college mission by providing career technical education to students desiring to enter the hotel and food management field. The general and degree specific courses prepare students for employment, four-year degrees and an opportunity for personal enrichment. The new culinary facility at the Chino campus offers lab and lecture components to provide a learning-centered, state-of-the-art, competitive environment where students have access to cutting-edge technology and equipment. The banquet facilities provide students with an opportunity to practice course content and theory in preparation, set-up and service at public and restaurant events. Good discussion but no mention of "equal access." PROGRAM DATA Enrollment
2008-09 2009-10 2010-11 Total 550 760 705 Day 354 489 424 Evening 195 271 281 Online Arranged 1 Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Enrollment 38.18% -7.24% Day 38.14% -13.29% Evening 38.97% 3.69% Online N/A N/A
Arranged N/A N/A Given the data, what changes can be identified in enrollment patterns? Identify any important trends and explain them. The HOTFS/Culinary program offers a diverse scheule of classes to meet the needs of students who work days or evenings. The data reflects a slight increase in evening sections scheduled in the previous year. Retention
2008-09 2009-10 2010-11 Total 89.05 90.61 94.18 Day 91.24 91.13 96.7 Evening 84.97 89.67 90.39 Online Arranged 100.00 Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Retention 1.75% 3.94% Day -0.12% 6.11% Evening 5.53% 0.8% Online N/A N/A
Arranged N/A N/A Given the data, what changes can be identified in retention patterns? Identify any important trends and explain them. The retention rates have remained stable, irregardless of the time classes were offered. This is a testimony to the efforts of the faculty who meet the variety of challenges that day and evening students face, in addition to the cultural differences in learning. The enrollment pattern by Ethnicity/Gender is consistent with the Chaffey College Community, and the employment patterns of the HOTFS industry. Success
2008-09 2009-10 2010-11 Total 71.90 75.26 84.54 Day 73.45 77.53 89.86 Evening 68.91 71.22 76.51 Online Arranged 100.00 Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Success 4.67% 12.33% Day 5.55% 15.9% Evening 3.35% 7.43% Online N/A N/A
Arranged N/A N/A Given the data, what changes can be identified in student success patterns? Identify any important trends and explain them. The success rates for the HOTFS students are above average and appear to be increasing, and can be attributed to the level of pedagogy in the HOTFS courses, and the efforts made by the faculty to meet the needs of students who have a diverse pattern of Ethnicity and Gender. Interpretation does not match the obvious trends. Revision required. All trends should be addressed. DEGREE/CERTIFICATE DATA Food Production Management Term Degrees Certificates 07/08 3 08/09 2
09/10 0 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired and the majority of students transfer to CalPoly. Food Service Management Term Degrees Certificates 07/08 1 08/09 0 09/10 0 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired, and the majority of students transfer to CalPoly. Food Service Management Term Degrees Certificates 07/08 2
08/09 2 09/10 0 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired, and also the majority of students aspire to transfer to CalPoly to get a four years degree. Food Service/Waitstaff Term Degrees Certificates 07/08 3 08/09 2 09/10 1 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired, and the majority of students transfer to CalPoly. Hotel Management Term Degrees Certificates
07/08 1 08/09 0 09/10 0 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired. Furthermore, the majority of students who enter the program transfer to CalPoly with the aim of ascertaining a four year degree. Culinary Arts Term Degrees Certificates 07/08 3 08/09 2 09/10 1 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired, and the majority of students transfer to CalPoly.
Hotel Management Term Degrees Certificates 07/08 1 08/09 2 09/10 1 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The numbers for certificates and majors is not what would be desired or expected. There are several reasons for this. Primarily, the program moved from the Rancho campus to the Chino campus during the academic year 2009. In advance of this move, the program at the Rancho campus had to be ramped down. Once the program was relocated at the Chino campus, the program had to be ramped up to attract a new student base. Secondly, this program has been without a full-time faculty member to nurture and grow the program this academic year. Lastly, the sequencing of courses, with prerequisites being rather involved, has been disrupted. Scheduling modules has not been as efficiently completed as desired, and the majority of students transfer to CalPoly for a four year degree. No data provided STUDENT LEARNING OUTCOMES Demonstrate the ability to work effectively as a member of a team. The knowledge to manage the professional preparation, presentation and service of quality food. Communicate accurately and effectively, both verbally and in writing. Demonstrate the ability to develop, examine, question, and explore perspectives or alternatives to problems in hospitality operations. Students completing the Culinary Arts will be able to demonstrate skills that foster capacities of analysis, critical reflection, problem solving, communication, career development, and global and community awareness. Students completing the Hotel and Food Service Management: Food Production Management will be able to demonstrate skills that foster capacities of analysis, critical reflection, problem solving, communication, career
development, and global and community awareness. Students completing the Hotel and Food Service Management: Food Service will be able to demonstrate skills that foster capacities of analysis, critical reflection, problem solving, communication, career development, and global and community awareness. Students completing the Hotel and Food Service Management: Food Service/Waitstaff Personnel will be able to demonstrate skills that foster capacities of analysis, critical reflection, problem solving, communication, career development, and global and community awareness. Students completing the Hotel and Food Service Management: Hotel Management will be able to demonstrate skills that foster capacities of analysis, critical reflection, problem solving, communication, career development, and global and community awareness. Demonstrate the ability to work effectively as a member of a team. The knowledge to manage the professional preparation, presentation and service of quality food. Communicate accurately and effectively, both verbally and in writing. Demonstrate the ability to develop, examine, question, and explore perspectives or alternatives to problems in hospitality operations. Discuss how the number, type, depth, and breadth of the courses support program SLO's. The program-level SLOs reflect what skills a student should be able to perform in a hotel or food services work environment. The food preperation, safety and equipment management classes support the SLOs for professional presentation, quality food and service. The hospitality management and operations develop student skills in communication, critical thinking and operations. Finally, the three levels of culinary arts training develop the skills of food preperation from appetizers to deserts, utilizing fruits, vegetables, meat, dairy and grains, including the intricacies of food buying, menu planning down to the nutritional analysis of the finished product. Discuss how courses in the program articulate with or complement each other. Each group of successive classes (ie. Culinary Arts 1, 2 & 3) develops foundational building block in management, food preperation and service, which culminates in an understanding of the food production standars, customer service and management necessary to transition between course work and industry. Discuss how courses in the program interact with other programs on campus (for example: cross-listing, overlapping content, or shared resources).
Food production (Culinary Arts) is directly related to the nutrition progam. Many students take classes in both disciplines, which provides graduates with greater employment opportunities. How and when has your department assessed Program SLO's' and how have you responded to the results? What program or course changes have been made based on the result of the assessed outcome? Outstanding courses in need of a 5 year update are scheduled for spring 2012.,Outstanding courses in need of a 5 year update are scheduled for spring 2012. Overall Program Level Implementation of SLOs is Awareness: There is preliminary, investigative dialog about SLOs. There is recognition of existing practices such as courses objectives and how they relate to SLOs. The program has discussed how to define SLOs in their discipline. You, your coordinator and your dean will receive a detailed letter outlining the areas that need to be addressed for SLOs. Discuss how your services help maintain a high level of student satisfaction. Discuss how you evaluate your effectiveness in meeting students' needs. How and when has your service reviewed or revised SLO?s and/or AUO?s. How has your program utilized SLO/AUO assessment results for program improvement? CURRICULUM UPDATE Courses Last Modified HOTFS 16L Principles of Food Preparation Laboratory - Active 04/11/2007 HOTFS 422 Hotel Operations - Active 10/19/2005 HOTFS 10 Introduction to Hospitality Management - Active 03/28/2007 HOTFS 14 Quantity Food Production Management - Active 04/11/2007 HOTFS 434 Catering and Banquet Organization - Active 04/11/2007 HOTFS 436B Culinary Arts II - Active 04/11/2007 HOTFS 428 Human Resource Management - Active 02/22/2006 HOTFS 16 Principles of Food Preparation - Active 03/28/2007 HOTFS 430 Hospitality Marketing Management - Active 10/19/2005 HOTFS 20 Purchasing, Cost Controls, and Menu Planning - Active 04/11/2007
HOTFS 424 Dining Systems and Restaurant Operations - Active 04/11/2007 HOTFS 432 Hospitality and Healthcare Law - Active 03/30/2005 HOTFS 436A Culinary Arts I - Active 04/11/2007 HOTFS 436C Culinary Arts III - Active 05/02/2012 Programs Last Modified HOTFS Culinary Arts - Active 04/27/2007 HOTFS Hotel and Food Service Management: Food Production Management - Active 04/27/2007 HOTFS Hotel and Food Service Management: Food Service/Waitstaff Personnel - Active 04/27/2007 HOTFS Hotel and Food Service Management: Hotel Management - Active 05/07/2009 HOTFS Hotel and Food Service Management: Food Service - Active 05/07/2009 HOTFS Hotel and Food Service Management: Food Service - Active 05/07/2009 HOTFS Hotel and Food Service Management: Hotel Management - Active 05/07/2009 Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: Course modifications for HOTFS 422, 428, 430, 432 and 436C are currently in the Curricunet queue for update and modification, and will be launched for committee review and approval by the end of Spring 2012. Plans are underway to update the remaining CORs over the summer, and in fall 2012. What steps has your program taken to proactively respond to changing and emerging student and community needs? Advisory Commettees Needs Assessment Demographic Trends Labor Market Studies/Projections Briefly explain: Faculty will review the relevance/viability of the individual certificates to check for redundancy. A review of the professional literature as well as labor market studies will be performed. Some courses need updating but there is a plan and timeline given. ADVISORY COMMITTEE INFORMATION
An occupational program is required to have an active advisory board. Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations (give examples). The HOTFS program has an advisory board. Advisory board members include faculty from California State Polytechnic University, Pomona as well as members from the industry at large. It meets once a year, usually in the late spring. The board advises on current technologies and trends, job skills, curriculum. HOTFS faculty and staff fold in recommendations through a variety of ways, such as modifying Course Outlines of Record to reflect recommendations. A good discussion of how the advisory committee relates to the program. NON-INSTRUCTIONAL PROGRAM INFORMATION How does your program improve, expand, or support student learning? How do you know? Describe staff functions and services (these can include diversity, specialties, staff preparation and training, professional activities and committee participation, accomplishments, grants, new programs etc.) How does your program evaluate its effectiveness? STUDENT SUPPORT - ACCESS How do the services you provide to students facilitate access to learning? (e.g. - admissions applications, payment processing, pre-requisite clearances, assessment testing, adaptive technology, program applications, healthcare, student activities, and other specialized services.) Type of Service Description of Service Additional information: STUDENT SUPPORT - SUPPORT How many students received this service? 08-09 09-10 10-11 Measured with? How do the services you provide to students support student learning? (e.g. 'counseling, orientations, workshops, financial assistance (scholarships, grants, etc'), career assessments, health education, service learning, advisory committees, and other specialized services.)
Type of Service What knowledge, skills, and/or abilities are learned? How many students received this service? Measured with? 08-09 09-10 10-11 Additional information: STUDENT SUPPORT - OTHER How do the services you provide to students promote transfer, completion, specialized services, and/or future success? (e.g. graduation ceremony, CSU/IGETC certifications, university transfer, securing employment, transcript requests, enrollment verification, conferring of degrees/certificates, scanning/imaging documents, phone calls received, face-to-face contacts, refunds granted, and other specialized services.) Type of Service Additional information: How does this contribute to student success? VISIONARY IMPROVEMENT PLAN(VIP) How many students received this service? 08-09 09-10 10-11 Measured with? Please identify 1-3 program improvement goals for the next three years. Goals should state 'what' you plan to achieve and the rationale 'why' for doing so. 'How' you achieve your goals will be entered under Steps to Success. Keep in mind that your VIP should be SMART: Specific Measurable Action-oriented Realistic Time-bound All plans should improve or expand student learning. Year Three Goal: A Fully functioning HOTFS program with full-time staff and a fully operational curriculum which produces 20 graduates per year. To which planning direction does this goal apply?
To which planning direction does this goal apply? Year 1 Steps to Success (activities) and VIP Assessment: Hire a full-time faculty member and develop an outreach to the local community. Advisory Committees Demographic Trends Labor Market Studies/Projections Develop New Courses/Programs Year 2 Steps to Success (activities) and VIP Assessment: Increase student enrollment to increase numbers of graduates. Advisory committee meetings are held annually. The advisory committee consists of professional from resturants, hotels, government facilities, and academic professionals from a diverse background of organizations. Following the suggestions of the committee the HOTFS program will update the courses offered in preperation for the Transfer Module Curriculum (TMC) programs and classes to satisfy SB1440, as well as to reflect current demographic trends. Year Three Goal: To which planning direction does this goal apply? Year 1 Steps to Success (activities) and VIP Assessment: Year 2 Steps to Success (activities) and VIP Assessment: The goal is unclear; revision is required and/or the goal is a resource request and not a goal. What is the actual number of students you woul like to increase to. Goals are not measurable. VIP can not include requests for staff. PROFESSIONAL DEVELOPMENT ACTIVITIES THAT SUPPORT STUDENT LEARNING OR IMPROVE YOUR PROGRAM List Recent departmental professional development activities connected to student learning. Recent activities Fall 2011 Convocation; January 2012 Convocation Recent workshops/courses taken Recent conferences/training Other school/campus meetings; departmental meetings faculty particpated in Chino Campus Open House, as well as the formation of a HOTFS student clubs;
How are student learning outcomes affected by these professional activities? What steps are recommended for improvement? The temporary full-time instructor for 2011/2012 had the opportunity to meet Chaffey faculty and staff on both the Rancho and Chino campuses which provided a better understanding of how the HOTFS program fits in the Chaffey learning community. The program instructor had a meeting at the California State Polytechnic University in Pomona to discuss the collaboration between the Collins College of Hospitality Management and Chaffey College. During this meeting the Transfer Admissions Guarantee (TAG) Initiative was discussed where students who are in good academic standing would be allowed to transfer to the University. Another meeting will be held to discuss the transfer module curriculum. Discuss departmental engagement on campus in connection to student learning. Governance committees Other college-related committees Other campus participation How does your program benefit from your campus engagement? The HOTFS Coordinator participates in shared governance as a faculty senator, curriculum committee member, PSR reader and writer, multi-campus task force, and as a member of the technology committee. All applicable information gathered in committee meetings is shared with the Chino program instructors. The program has a student s Club for the very first time. The Club's interaction within students, guest speakers and events makes it possible for students to integrate the teaching experience with real life activities. The students in the program participated in the fall 2011 Open house event and became familiar with how to participate in campus events. The program is also involved with the community and students from the program were Judges at the California Association FHA-HERO Region 10 Qualifying Competition held on February 25, 2012 in Colton High School. This event also served as a platform to reach out to potential high school students who were interested in the hospitality management program at Chaffey College. There is an Internship program in place for the very first time where students are placed in hospitality organizations related to their field of study. Teaching/Years of Service Hotel and Food Service Management 0-5 years 6-10 years 11-15 years 16-20 years 21+ years 0 0 0 0 0 Given the data how has your program been impacted? Due to the imminent departure of the full-time faculty member in spring 2011, and the hiring of a one-year temporary full-time instructor for the 2011/2012 school year, the HOTFS program has focused on sustainability in preparation for future growth, and the review of certificate offerings and CORs to prepare for TMC curriculum modifications. Does your program anticipate retirements within the next 3 years? Lack of professional development activity is reasonable considering the coordinator and the instructor are both new to the program, and the instructor is temporary.
PROJECTED NEEDS Is any part of the program funded by sources other than the instructional budget (such as grants, partnerships, or other means)? If yes, please identify the source, amount, and length of funding. After reviewing and analyzing the data and assessment results in this report, please describe and provide rationale for any projected resource needs required to accomplish your Visionary Improvement Plan using the boxes below. Your requests should be based on student need. FT Faculty: Year 1: Full-time faculty Hotel and Food Service Program Hiring Criteria: Institutional Level Considerations Supports Chino expansion Support efficiency over growth (# of sections remain the same) Student need for courses or programs for transfer or vocational certificate Supports diversity of college offerings New and expanding student populations (e.g., Veteran s, Early Alert) New direction of the college (e.g., Tech Prep/Career Pathways/CTE, Middle High School College) Department Concerns Separation of a FT faculty member that creates hardship on the department. Additional consideration needs to be given to replacing the position due to factors such faculty specialization (e.g., not all remaining faculty members can teach all of the classes), seniority of remaining faculty members, etc. Department has no FT faculty. Adjunct to FT ratio is extremely skewed (note: The 75/25 ratio state mandate is campus wide not per department) Adjunct faculty are difficult to find (quality and qualified, high turnover, specific skill sets, external agency licensure requirements) Supports diversity of program and course offerings Year 2: Full-time faculty for the Culinary Arts program Hiring Criteria: Institutional Level Considerations Supports Chino expansion Student need for courses or programs for transfer or vocational certificate Supports diversity of college offerings New and expanding student populations (e.g., Veteran s, Early Alert) Supports retraining to help students become employed or promoted in their professions
Supports retraining to help students become employed or promoted in their professions Department Concerns Separation of a FT faculty member that creates hardship on the department. Additional consideration needs to be given to replacing the position due to factors such faculty specialization (e.g., not all remaining faculty members can teach all of the classes), seniority of remaining faculty members, etc. Department has no FT faculty. Adjunct to FT ratio is extremely skewed (note: The 75/25 ratio state mandate is campus wide not per department) Adjunct faculty are difficult to find (quality and qualified, high turnover, specific skill sets, external agency licensure requirements) Supports diversity of program and course offerings Year 3: Hiring Criteria: STAFF Year 1 Year 2 Year 3 EQUIPMENT Year 1 Year 2 Year 3 TECHNOLOGY Year 1 Year 2 Year 3 SOFTWARE Year 1 Year 2 Year 3
OTHER Year 1 Year 2 Year 3 This program has received Perkins funding in the past. The projected need for a full-time faculty member is well justified but needs to be tied to a revised VIP. The document seems unclear and does not contain enough information to be useful for planning, supporting and improving student achievement and SLO s. Revisions required. While the Review Team understands that the that the coordinator is new and the program has no permanent faculty, the data and VIP need to be revised to make this a viable PSR.