EDUCATIONAL FACILITIES

6. EDUCATIONAL FACILITIES

Each institution must provide an environment that is conducive to good instruction and learning and that supports the educational programs offered by the institution. The adequacy of the environment is assessed against the demands made upon it by the curriculum, faculty, and students. In responding to the questions below, please consult Sections 3-1-600 through 3-1-602 of the Accreditation Criteria.

6.1 Describe how the buildings, classrooms, equipment, furniture, and surroundings meet the needs of the campus in size and scope.

LCI’s commitment to successful achievement of its education objectives is well reflected in its physical resources. Specifically, in 2009, LCI completed construction on its custom state-of-the-art campus, and in 2012, added 2 additional specialty classroom wings to the existing 28,000 square foot main building. This new 40,000 square foot culinary education center is maintained in a clean and safe manner, reflective of the sanitation and safety standards paramount in the culinary industry.

The current facility houses, on 2 floors, a full service restaurant kitchen, a restaurant dining room, 2 project kitchens, 3 demonstration labs, a bakery demonstration lab, 2 baking labs, 3 general education classrooms, a media center, an Amphitheatre with residential kitchen, and adequate dry and cold storage space. Additionally, there is administrative and instructor office space, several restrooms, a single elevator and a freight lift. Finally, LCI’s campus also maintains an herb garden, fruit trees, a student break area, adequate parking and maintenance storage space.

As stated in 5.22, LCI maintains adequate classroom space to support the maximum number of students it accepts into its programs. Specifically, LCI’s 3 general education classrooms have desk space for up to 36 students, with the ability to add at least 9 more seats. This is more than the 30 students LCI accepts into its largest concentration (Advanced Culinary Arts).

Additionally, the 3 demonstration labs, the bakery demonstration lab and 2 baking labs, have well equipped work stations for up to 18 students for hybrid classes that contain both a lecture and lab component. This allows for Advanced Culinary Arts concentration students to be divided into 2 groups, for more individualized learning, and entire enrollments of Advanced Baking and Pastry concentration students to be in one classroom.

Each lab was purposefully designed this way to allow for adequate work space for smaller groups of students.

The 2 project kitchens are equipped for lab component courses only, with enough kitchens and equipment for 16 students to use in each kitchen at a particular time. Adequate work space and equipment is present for students to successfully complete tasks.

The main kitchen and dining hall also serve as classrooms. The main kitchen is set up with enough space and equipment to facilitate instructor-led lab courses and instructor monitored lab courses for up to 18 students at a time. The dining hall serves as a traditional classroom setting for any lecturing required before laboratory work is monitored. The dining room is currently set up to hold 100 diners for up to 18 students to serve.

The Amphitheatre and the Media Center are also available for use as classroom space. The Amphitheatre comfortably seats up to 60 students at tables, stadium seating style. And, the Media Center has community table seating for 14 students and additional seating at 15 internet-ready thin client terminals

6.1.1 Describe how the facility in compliance with all applicable federal, state, and local codes for occupancy and safety?

LCI maintains compliance with all applicable federal, state and local codes for occupancy and safety. LCI’s facility is regularly inspected by the state health inspectors and state fire marshals to ensure compliance with appropriate regulations and standards. Current certificates of occupancy and approval by state agencies are on display on the first floor. Additionally, LCI’s hood systems and fire extinguishers are inspected by third party vendors to ensure safety and compliance with applicable laws and regulations.

Because students routinely work with knives, flames and hot equipment, health and safety, fire, and emergency plans are essential. LCI’s Health and Safety Plan (General Catalog, page 42) lists the courses in which kitchen safety is a key learning objective and states LCI’s policy on reporting, investigating and treating accidents. LCI also maintains a Fire Plan (General Catalog, page 43) and an Emergency Plan (General Catalog, page 44) to ensure faculty, staff and student safety.

6.2 Does the campus utilize a campus addition or additional space?

Yes  No 

6.2.1 If yes, describe these locations.

Not applicable. LCI does not utilize a campus addition that is not contiguous and seamless to its main campus building.

6.3 Describe any plans to improve the physical plant and equipment.

As part of LCI’s long range planning, we hope to expand the current physical plant (in a contiguous manner) to include a new Media Center, Testing Center, a new classroom, and potentially a new cold room (for butchery, ice carving chocolate work and other cold item processing). This expansion would be physically connected to the building near the student entrance and would create a new student entrance. The current Media Center would then be converted to office space for instructors.

Expanding the physical plant would require the procurement of new equipment, specifically, new thin client computer terminals, stand alone computers, testing center furniture and equipment directly related to course offerings in the cold room (i.e. ice machines, tools for class offerings).

Finally, while there is no need for new equipment in the current program, equipment will be replaced and/or repaired on an as needed basis

7. PUBLICATIONS

It is important that an institution recognize the value of "truth in advertising" when promoting its operations.

Publications must be prepared and presented in a professional manner to reflect favorably upon the institution.

Information published must be accurate and factual and must reflect the current status of the institution. Only the Council can accept or reject an institution's catalog, and a final decision will not be made based on a draft. In responding to the questions below, please consult Sections 3-1-700 through 3-1-703 and Appendix C of the Accreditation Criteria.

7.1 Describe how the catalog reflects the educational programs, operations, and services.

The General Catalog is presented as a governing document that details the standards and expectations of LCI for students. The General Catalog is used as a reference tool and not an advertising tool. The General Catalog includes information in the following areas:

 Organizational Information – Mission Statement, Message from the Director, Licensing Authority, Accreditation, Legal Control, School History, Faculty and Staff Listings and Qualifications, where appropriate;

 Admissions Information – Admissions Requirements and Procedures, Transfer Credit Policy, ProStart®

Advanced Credit Policy;

 Financial Information – Tuition and Fee Amounts, Financial Aid, Financial Assistance Programs, Scholarships;

 Cessation of Enrollment – Cancellation Policy, Re-entry Policy, Refund Policy;

 School Policies – Academic Integrity Policy, Attendance (Absenteeism Policy), Cell Phone Policy, Class Participation Policy, Conduct and Termination Policy, Consumables in the Classroom and Laboratories Policy, Drug Policy, Field Trip Policy, Leave of Absence Policy, Make Up Classes Policy, Make Up Hours Policy, Make Up Work Policy, Media Center Use Policy, Non-Discrimination / Sexual Harassment Policy, Parking Lot Entrance – Parking – Building Entrance Policy, Personal Effects Policy, Smoking Policy, Student Permitted Areas Policy, Tardiness Policy, Uniform Policy, Vending Machines Policy, Withdrawal Policy;

 Academic Information – Grading System, Credit Hour Definition, General Education Requirements, Course Numbering System, Academic Standing, Required Levels of Performance, Satisfactory Academic Progress, Graduation Requirements;

 Career and Student Services Information – Job Placement Assistance Program, Students with Disabilities;

 Programs of Study – Program Outlines, Specific Competencies, Certifications Offered; Class Hours, Course Descriptions;

 Safety Information – Health and Safety Plan, Fire Plan, Emergency Plan, Physical Description of the School Facilities and Equipment; and

 Academic Calendar.

7.1.1 How often is the catalog published?

The General Catalog is published at least annually, with modifications made more often on an as-needed basis.

7.2 How does the campus ensure that all enrolled students receive a copy of the campus catalog?

Students receive a copy of the General Catalog at the required new student Orientation. A copy of the document is loaded on a flash drive, along with course syllabi, for each student. The General Catalog can also be found on LCI’s website at www.lci.edu/catalog.

7.2.1 What other publications are provided to enrolled students?

No other publications, per se, outside of required course materials are provided to LCI students.

7.3 Describe the advertising and promotional literature.

LCI publishes few true marketing materials to give to perspective students, relying mainly on information provided on its website and in personal tours of the facility. Specifically, LCI publishes 3 brochures: (1) an all encompassing overview of LCI’s programs, including the Admissions Application; (2) a ProStart® student brochure; and (3) a listing of the AOS in Hospitality and Culinary Management course offerings.

LCI utilizes an outside advertising agency, Gragg Advertising, to create and place advertisements in LCI’s market area. These include advertising upcoming Open House, direct enrollment requests and upcoming events

at LCI. Advertisements are information-based, rather than sales-like, and include the use of billboard, internet postings, print advertisements and televised demonstrations.

As previously stated, LCI relies mainly on the information provided on its website. A strong social media presence, driving prospective students to our website, also is a main-stay of LCI’s marketing campaign.

However, the overall goal of the entirety of LCI’s marketing plan is for a prospective student to come to the facility and receive a personal tour or visit an Open House.

Open Houses and personal tours allow prospective students to get to know LCI through seeing the facility, including faculty and student interactions, and displays of student work and awards, as well as allowing the Admissions Team to get to know the prospective student. This direct contact allows both the prospective student and the LCI staff member to ask pertinent question that will allow both parties to make an informed decision on whether LCI is the right fit. It also allows for an explanation of the lengthy admissions requirements and tuition costs (and student aid options, if applicable) with a qualified staff member.

7.4 Describe any plans for changes in publications.

LCI intends to continue to showcase the success of its students through the use of testimonials, student pictures and demonstration videos. LCI believes that the marketing strategy used in the past is both accurate and effective. There are currently no plans for change.

7.5 If applicable, describe how the courses are numbered and identified in the catalog to indicate that advance work is offered and based upon the appropriate prerequisites.

The General Catalog explains that all course numbers consist of a 2 or 3-letter subject identifier and a 3-digit number. The subject identifiers are designed for ease of translation (i.e. ENG – English, CA – Culinary Arts, HCM – Hospitality and Culinary Management). The digit identifiers loosely indicate the sequence in which the course is ideally taken within the program; however, courses requiring a pre-requisite are indicated within the course description solely. Additionally, the first digit in the 3-diget identifier indicates the level of difficulty in the course (i.e. a 100 level course is generally less difficult than a 200 or 300 level course).

7.5.1 How does the catalog explain the course numbering system?

The General Catalog (page 19) contains the following statement:

Course Numbering System

All course numbers consist of a 2 or 3-letter subject identifier and a 3-digit number. The subject identifiers are designed for ease of translation (i.e. ENG – English, CA – Culinary Arts, HCM – Hospitality and Culinary Management). The digit identifiers loosely indicate the sequence in which the course is ideally taken within the program; however, courses requiring a pre-requisite are indicated within the course description solely. Additionally, the first digit in the 3-diget identifier indicates the level of difficulty in the course (i.e. a 100 level course is generally less difficult than a 200 or 300 level course).

Additionally the General Catalog contains course descriptions of each course in each degree program.

The course description designated the course numbers which infers level of difficulty as well as mandatory pre-requisites that need to be completed prior to beginning the course

7.6 If applicable, describe how and where the catalog identifies the general education courses required in a program.

The General Catalog (page 19) contains the following information:

General Education Requirements

All students must earn credit, either by successful completion or transfer credit, for the following General Education Courses:

ART 101 – Introduction to Art – 1 Semester Credit Hour ENG 101 – English Composition – 3 Semester Credit Hours MAT 101 – Essentials of Math – 3 Semester Credit Hours MAT 102 – Controlling Costs – 3 Semester Credit Hours NUT 201 – Nutrition – 4 Semester Credit Hours

PSY 201 – Psychology for Leadership – 3 Semester Credit Hours

These General Education Courses have no prerequisites. Repeated courses for failure or absence may be completed at any time the course is offered.

7.7 Describe the published performance information concerning student achievement.

Disclosures required under the federal Gainful Employment regulations have been published and are available to be reviewed at www.lci.edu/disclosures . The required disclosures include program information, program cost, debt at completion, program timeline for completion and job placement rates for each program 7.7.1 Where is the campus performance achievement information published?

Every page on the LCI website has a bar at the bottom for important information. A link for Disclosures is listed in this area. The information can also be accessed directly at www.lci.edu/disclosures.