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DEL MAR COLLEGE PROGRAM REVIEW
FOR HOSPITALITY MANAGEMENT ACADEMIC YEAR 2013-2014
Submitted by:
Lisa Pollakis- Assistant Professor, Restaurant Management Claudia Hurt- Instructor, Baking/Pastry
Randy Foote- Instructor, Culinary Arts
Benita Flores- Munoz-Asst. Professor, Early Childhood Mike Reeves- Adjunct Instructor, Municipal Manager- Allied Waste
Kaushik Bhakta- Managing Partner, Navigation Hotelier
Submitted to:
Kristen Wilkerson, Chairperson Human Sciences and Education
Dr. Larry Lee, Dean
Division of Business, Professional, and Technology Education
Dr. Fernando Figueroa Provost
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Table of Contents
Executive Summary Page 3-5
Recommendations Page 4
Chapters
1. Assessment of Program Student Learning Outcomes and General Education
Competencies Pages 7-8
2. Assessment of Program Objectives Pages 9-10
3. Instruction-Related Activities Pages 11-12
4. Curriculum Integration Pages 13-14
5. Student educational Intent Pages 15-16
6. Effective Personnel Utilization Pages 17-19
7. Cost Effectiveness Pages 20-21
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Executive Summary
The Hospitality Management program is one of six programs in the department of Human Sciences and Education. The objectives of the Hospitality Management program directly support the mission of Del Mar College. They are the framework that provides training for students seeking a career in the hospitality industry and offers courses that prepare students who want to pursue higher education degrees.
The objectives of these programs are to provide fully accredited occupational, academic, and pre-professional courses leading to certificates, associates degrees, and/or the first two years of transferrable credits toward baccalaureate degrees; as well as to provide opportunities to train for economic independence; and to prepare for job entry, occupational advancement, and career development; and develop student competencies and work effectively in entry level management training positions (Housekeeping, Front Desk, Sales, or other hotel opportunities) leading to General Manager. The program provides a strong, competency based approach to enhance student learning. Students can pursue careers in a variety of fields including hotels, restaurants, clubs, health care settings, gaming and casinos, amusement parks, cruise ships, travel and tourism, and special events planning and management.
The SLO’s in Hospitality Management were met or partially met. Faculty has implemented changes to the curriculum and REM levels to improve the attainment of the SLO goals. Faculty is also evaluating if more appropriate measures may be used for assessment. The SLO’s in Culinary Arts were not consistently reported in WEAVE. Assessment was not actively tracked and action plans were not developed in the system to determine if SLO goals were obtained. The Hospitality Management Program offers the following curriculum options: Associate of Applies Science in Baking/Pastry Specialization, Associate of Applies Science in Culinary Arts, Associate of Applies Science in Hospitality Management, Hotel Management Emphasis,
Associate of Applies Science in Hospitality Management, Restaurant Management Emphasis, Cook/Baker Certificate, Kitchen Supervisor Certificate, Hotel Management (Level 1) Certificate, Restaurant Management (Level 1) Certificate.
The curriculum provides an excellent correlation of theoretical and practical learning experiences through various teaching methodologies including lecture, lab, work experience, and site visits. Students are actively involved in community and school events. An area of improvement is to add more distance learning options via online courses for lecture based classes. Grade
distribution and course overall completion rates are in line with the college wide average. A total of 171 students declared Hospitality Management as their major course of study for fall 2013. The number of Hospitality Management majors has averaged 185 per fall semester over the past six years. The annual net average class size was 15, and on average 825 students were enrolled in 57 sections of hospitality management courses per year over the past five years. The Hospitality Management program produced 51 graduates between 2008-09 and 2010-11 with a three year successful placement rate of 87.5%, and 84.3% for Culinary Arts. The majority of students (89.6%) indicated that classes are offered at convenient times. The occupational profile predicts a slight decrease in (6% in US and 1% in Texas) in demand for food preparation and serving related workers for 2010-20. The program produces high caliber graduates with both technical and employability skills.
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The teaching load and responsibilities of the faculty of the Hospitality Management Program are consistent with other programs in the Department of Human Sciences and Education and the college, but faculty have higher contact hours generated due to course overloads.
The Hospitality Management major degree plan has been revised effective Fall 2014. This major has a current articulation agreement with the University of Houston for the Bachelor of Science in Hotel and Restaurant Management, and faculty are working with the University of Houston to develop a baccalaureate transfer degree. The Culinary Arts and Baking Pastry Specialization are in the process of being reviewed and revised by faculty to meet the 60 hour requirement and to evaluate the core competency requirements.
A review of the Del Mar College Statistical Profile indicates the three full time faculty members taught 17 course sections (63%) and part time faculty taught 10 course sections (37%). The average class size was 14.6 in Fall 2013. The highest class size average was 18.9 in Fall 2010 and the lowest was 12.4 in Spring 2013. There are 3 full time faculty for 183 students, or approximately 61 students per faculty member for advising. The FTE teaching-staff-to-support-staff ratio for the Human Services and Education department in the Fall of 2013 was 20.84, compared to 15.85 for the division and 18.15 college wide.
The additions and replacements to the laboratory equipment have upgraded the quality and quantity of resources available to the students over the last three years. The Carl Perkins Grant and Coastal Bend Community Foundation Grant acquisitions totaling over $73,000 include a buffalo chopper, meat slicer, automatic bread slicer, blast freezer, 4 food mixers, 3 gas ranges and gas broiler, a freezer reach in, food heating cabinet, fryer, and Point of Sale system. The operating budget adequately meets the needs of students and faculty in the Hospitality Management program. However, the committee would like to support the construction of a new facility to meet the needs of current and future students and provide outreach to the community. The current Restaurant Management building is 50 years old and facing obsolescence. A new state of the art facility will assist with recruitment and retention of students, including students enrolled in a degree plan, dual credit, and continuing education. The design and construction could be a model of commercial food service sustainability in the areas of energy, water, waste, and procurement. Also, faculty and staff are spending numerous hours outside of their normal requirements to make the department ready for student learning in addition to their course overloads. The program review committee recommends increasing support staff for the program by adding a full time staff person whose main job duties include facilities management,
inventory control, and administrative support.
The Culinary Arts and Baking/Pastry Specialization programs are accredited by the American Culinary Federation Education Foundation through June 2014. The programs are in the process of reaffirming the accreditation. A self-study was submitted in March 2014, and an on-site evaluation was conducted April 9-11, 2014, and the site visit report shows the program in full compliance. The ACFEF Accrediting Commission will meet in July 2014 to review the program self study and team report to make a determination of accreditation for the Culinary Arts and Baking/Pastry programs.
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The composition of the Advisory Committee membership needs to be addressed to include more committed, interested members. Possible sources of members include industry, ACF, CBRA or GCCHA members, students and alumni to develop a dynamic committee.
Overall, the program is meeting the needs of the students and is well respected in the community. There is a high degree of professionalism and pride among the students and faculty. The faculty and staff are active in the local industry, are in good standing with professional organizations, and continue to seek professional development opportunities.
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Recommendations
1. Merge the Hospitality Management and Culinary Arts SLOs into one report, and reduce the number of program SLOs and measures.
Core criteria: Program outcomes/objectives, Student learning outcomes
2. All fulltime faculty should be granted access to the program information on WEAVE to facilitate completion of DAR by assigned deadlines.
Core criteria: Program outcomes/objectives, Student learning outcomes
3. Provide additional training as needed for new and current faculty members on WEAVE application.
Core criteria: Program outcomes/objectives, Student learning outcomes
4. Due to low survey response, as per the Office of Strategic Planning and Institutional Research, it is recommended to make the survey a mandatory part of Application for Graduation so that we could collect and analyze graduating students’ opinion data on their educational experience in their major field of study, level of satisfaction with Del Mar College resources and services, as well as their skills improvement.
Core criteria: Institutional goals and objectives, Program outcomes/objectives
5. Streamline the advising process and offer advising in a group setting through major meetings in addition to individual advising currently being offered.
Core criteria: Effectiveness of resource allocations
6. Develop and expand the membership of the Advisory Committee.
Core criteria: Program outcomes/objectives, Effectiveness of resource allocations, Viability of the program
7. Increase support staff for the program by adding a full time staff person whose main job duties include facilities management, inventory control, and administrative support. Core criteria: Student learning outcomes, Effectiveness of resource allocations
8. Design and construct a state of the art facility for Hospitality Management that integrates all facets of student learning including classroom, lab and demonstrations. Potential students are those seeking completion of certificates and degrees, dual credit, skills development, community participation and continuing education classes.
Core criteria: Institutional goals and objectives, Student learning outcomes, Program outcomes/objectives, Effectiveness of resource allocations, Viability of the program
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1. Assessment of Program Student Learning Outcomes and General Education Competencies
The Hospitality Management program is one of six programs in the department of Human Sciences and Education. The objectives of the Hospitality Management program directly support the mission of Del Mar College. The program provides training for students seeking a career in the hospitality industry and offers courses that prepare students who want to pursue higher education degrees.
Program Objectives
To provide fully accredited occupational, academic, and pre-professional courses leading to certificates, associates degrees, and/or the first two years of transferrable credits toward baccalaureate degrees.
To provide opportunities to train for economic independence; and to prepare for job entry, occupational advancement, and career development.
To develop student competencies and work effectively in entry level management training positions (Housekeeping, Front Desk, Sales, or other hotel opportunities) leading to General Manager.
Student Learning Outcomes
The Hospitality Management Program has identified student learning outcomes for students enrolled in the Culinary Arts and Baking/ Pastry programs, and in Hospitality Management. The outcomes are listed below, and documented in WEAVE online assessment management system and in the appendix.
Hospitality Management
1. Students will successfully use math problem solving skills within the hospitality curriculum. 2. Apply basic and advanced methods of food preparation for all meal courses.
3. Students will successfully demonstrate dining room management principles. 4. Students will demonstrate safe and sanitary food handling practices.
5. Students will demonstrate knowledge of the principles of Food and Beverage Cost Control. Culinary Arts/Baking Pastry
1. Students will demonstrate basic kitchen knowledge, and the procedures for operating and maintaining the kitchen (food and non-food) equipment in a sanitary and safe manner.
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Students will be able to identify, receive, and properly store food products and supplies. (Active 2009-2011. Removed for 2012-13)
3. Students will define culinary terms and perform culinary mathematical calculations.
4. Students will be knowledgeable of and practice proper personal hygiene, uniform standards, perform cleaning and sanitizing duties in accordance with Federal and local health codes. 5. Students will prepare food stuffs using the proper principles of preparation, utilizing nutritional guidelines.
6. Students will demonstrate the basic principles of baking.
7. Students will be knowledgeable of control methods to prevent theft and pilferage, comply with legal policies concerning employees and human resources.
8. Students will demonstrate ability to interact with the public guests during the service of food and beverages.
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2. Assessment of Program Objectives Hospitality Management
SLO 1- This was 14% short of the goal in 2012-13. This SLO has consistently not been met over the last four years. The math level prerequisite was raised from one to two in Fall 2011, but this is still an area for improvement. The addition of the Culinary Math curriculum in Spring 2013 by the business department in the POFT 1321 course should continue to improve the student skill level in this area.
SLO 2- This was partially met in 2012-13. In Fall 2012, the target was exceeded by 10%, but this project was not assigned in Spring 2013. It was not met in 2011-12 or 2009-10, but was met in 2008-09 and in 2010-11. New faculty has implemented changes to the assignment, which should result in more consistent student performance.
SLO 3- This was met in 2008-09 but has not been met in any of the following four years. Faculty will evaluate if there is a more appropriate measure for this SLO.
SLO 4- This was partially met in 2012-13. On campus pass rate was 93%, but only 17% of students enrolled in the dual credit course at an area high school passed. It was also not met in 2010-11. It was met in 2011-12 and 2009-10. It was not tracked in 2008-09. Faculty has been working with the Dual Credit Instructor to provide more resources for student success.
SLO 5- This target was met in 2012-13, and in 2011-12. This SLO was not measured prior to Spring 2012. No changes needed at this time.
Culinary Arts-
The 2012-2013 Detailed Assessment Report (DAR) has not been completed. SLO 1- Met in 2012-13, 2011-12, 2010-11, 2009-10, Not completed 2008-09
SLO 2- Not reported in 2011-12, 2010-11, Met in 2012-13, 2009-10, Not completed in 2008-09 SLO 3- Partially Met 2012-13, Met 2011-12, Not met in 2010-11, Not reported in 2009-10, Not completed in 2008-09
SLO 4- Met 2012-13, 2008-19, Not completed 2011-12, Not met in 2010-11 SLO 5- Met in 2012-13, 2010-11, 2009-10, Not completed 2011-12
SLO 6- Met in 2012-13, 2010-11, 2009-10, and 2008-09, Not completed in 2011-12
SLO 7- Not met in 2010-11 and 2009-10, Met in 2012-13, 2008-09, Not completed 2011-12 SLO 8- Not completed 2011-12, Not met in 2010-11, Met in 2009-10, Not reported in 2008-09
10 Recommendations:
1. Merge the Hospitality Management and Culinary Arts SLOs into one report, and reduce the number of program SLOs and measures.
2. All fulltime faculty should be granted access to the program information on WEAVE to facilitate completion of DAR by assigned deadlines.
3. Provide additional training as needed for new and current faculty members on WEAVE application.
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3. Instruction-Related Activities
The Hospitality Management Program offers the following curriculum options: Associate of Applies Science in Baking/Pastry Specialization
Associate of Applies Science in Culinary Arts
Associate of Applies Science in Hospitality Management, Hotel Management Emphasis Associate of Applies Science in Hospitality Management, Restaurant Management Emphasis Cook/Baker Certificate
Kitchen Supervisor Certificate
Hotel Management (Level 1) Certificate Restaurant Management (Level 1) Certificate
The Instruction-related activities of the Hospitality Management program are as follows: A. Teaching Methods.
The teaching methods and instructional activities used by the faculty of the
Hospitality Management program are in line with the program’s mission and student learning outcomes. Teaching techniques and instructional activities are as follows:
Lecture
Small group discussions Practicum experiences
Utilization of audio/visuals including PowerPoint presentations, DVD’s, on line resources
Computer programs/software
Scenario Role plays for critical thinking and observations Field trips
Guest speakers/ Oral presentations Community activities
Service Learning opportunities
The Hospitality Management program offers a variety of teaching methodologies to achieve the student learning outcomes. Instruction is a mixture of lecture and applied learning through the labs and work experience courses. The hands on teaching
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component is a critical part of the student learning outcomes, and demonstrations, practical applications, and salons introduce reinforce the necessary food preparation and management skills. Students also have opportunities to do site visits to local restaurants, hotels, and there is an annual trip to San Antonio/Austin area to visit meat and seafood processor(s), broad line distributors, and a successful sustainable
concept restaurant. Students are involved in the annual HEB Feast of Sharing food preparation and service, and other community events. One area of improvement is offering distance learning via on line courses for the lecture based classes.
B. Student Advising Opportunities.
Students in the Hospitality Management majors are advised by program faculty regarding career choice, course registration, and employment opportunities. Faculty meet with students on an individual basis to provide guidance. Advising opportunities for new and current students include early advising and registration period, regular registration, during office hours and by appointment.
Students agreed 87.9% they were given accurate information about the subject prior to enrolling, and 95.5% agreed courses in this subject that they were advised to take this semester were appropriate. Seventy-five percent said they had worked out an
Education/Degree plan for their major. B. Outreach.
Faculty and students take opportunities to promote the Hospitality Management program at career fairs, Southwest Foodservice Expo, area schools, special events, campus tours, and Del Mar College sponsored events.
C. Grade Distribution.
The average grade for Hospitality management students for Fall 2008 and Fall 2013 was 2.91. The average grade for the college was 2.78, and 2.93 for the Business,
Professional, and Technical Education division. D. Course and Over-all Completion Rates.
The rate of successful course completion (Grades A-C) for Hospitality Management courses was 78.05% between Fall 2008 and Fall 2013. Culinary Arts had a pass rate of 78.23%, Hotel-Motel Management had a pass rate of 85.33%, and Restaurant
Management had a pass rate of 75.95%. The rate of successful course completion (Grades A-C) college-wide from Fall 2010 through Fall 2013 was 76.8%. In Fall 2013 28.3 percent were Garde A, 35.2% were Grade B, 15.6 % were Grade C, 5.9% were Grade D, 7.1% were Grade F, 6.4% were Grade W, and 1.5% were Grade I.
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4. Curriculum Integration a. Number of “major” courses.
All of the courses in the hospitality programs (CHEF, HAMG, IFWA, PSTR and RSTO) are classified as major courses since they are required for the certificate and associate in applied science degrees. Students enrolled in other programs in the college may take some of the hospitality courses as electives provided the prerequisites have been met. On average, 825 students were enrolled in 57 sections of hospitality management courses per year over the past five years. The annual net average class size was 15 and annual contact hour totals in hospitality management averaged 75,997 between 2008-09 and 2012-13. On average, only 5.5 percent of the annual contact hours were taught during the summer. A total of 171 students declared hospitality management as their major course of study for fall 2013. The number of Hospitality Management majors has averaged 185 per fall semester over the past six years.
Hospitality Management majors accounted for 67.2 percent of the total unduplicated headcount (183) of students enrolled in hospitality management courses in fall 2013.
b. Number of “service” courses.
CHEF 1305 can be classified as a service course since it has been designated as an approved elective for students pursuing an Associate in Applied Science (AAS) in Child
Development/Early Childhood.
c. Study of prerequisites for meeting core requirements of the college.
Currently, General Education competencies in the AAS are supported by the general education requirements for all AAS degrees. Students pursuing the Associate of Applied Science must complete 15 credit hours of courses designed to offer students breadth of knowledge beyond the specific technical degree requirements. These courses may be selected from written
communications (Composition I- ENGL 1301) oral communications (3 credits), mathematics or natural sciences (3 credits), humanities or visual /performing arts (3 credits), and
social/behavioral science (3 credits). Students must have a Reading and English level of at least 2 to begin course work in Hospitality Management, and have a Math level of at least 2 before enrolling in second semester Hospitality Management courses.
Faculty are in the process of reviewing and revising the AAS Culinary Arts and AAS
Baking/Pastry Specialization degree plans which will include an assessment of the required core objectives/general education competencies effective Fall 2014. This process has been completed for the AAS in Hospitality Management, and the new degree plan was approved by the
Curriculum Committee on March 21, 2014. The core competencies include critical thinking, communication skills, empirical and quantitative skills, teamwork, social responsibility, and personal responsibility.
d. Student ability to shift into curricula from other programs, transfer to other curricula within the college, and/or transfer to other colleges or universities without undue loss of credit, time, or other resources.
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The Hospitality Management program has a current articulation agreement with the University of Houston for the Bachelor of Science in Hotel and Restaurant Management. Faculty are working with University of Houston faculty and administration to develop a baccalaureate transfer degree in addition to the Associate of Applied Science degree. This would facilitate a smooth transition for the students wishing to pursue a four year program in Hotel and Restaurant Management. The Hospitality Management courses are designed to have a core of basic courses that all students must complete, and a series of specialized courses for each degree. The hospitality management classes would not transfer to other curricula at the college, but the general education courses would be accepted.
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5. Student Educational Intent
This section addresses the consistency of student educational intent with the program’s mission, objectives, and student learning outcomes.
a. Pattern of course offerings
Course offerings are patterned based on Fall semester start, with courses for the first two semesters offered every fall and spring semester.
b. Class schedule related to student needs
The hospitality management program offers flexible class scheduling with day and evening classes to meet the needs of the students. The first online course, HAMG 1321, Introduction to the Hospitality Industry will be offered in Fall 2014.
89.6% of students indicated that classes in this subject are offered at convenient times. 76.1% said that required courses are offered at times they are needed, and 74.6% replied that required courses in other academic areas are offered at times they are needed.
c. Rate of job placement
The Texas Higher Education Coordinating Board sets standards and provides graduation and placement data for career and technical education programs. The Perkins institutional
effectiveness measures program quality (employment and education outcomes). The statewide standard is 15 unduplicated graduates for the most recent three years and a successful placement rate (career and technical graduates employed or pursuing additional education) of at least 85%. According to the most recent data available, the Del Mar College Hospitality Management program produced 51 graduates between 2008-09 and 2010-11, with a three year successful placement rate for the same time period of 87.5% and 83.5% for Culinary Arts.
Each year, longitudinal tracking information about graduates and non-returning students (exiters) is generated through the Texas Higher Education Coordinating Board’s automated Student and Adult Learner follow-up System (ASALFS). According to the most recent data available, 69.3 percent of Del Mar College hospitality management 2011-12 academic year exiters were employed and/or attending school within one year of graduation, compared to the college wide average of 78.1 percent.
Four graduates for hospitality management program completed the College’s Graduating Student Survey during 2012-13.
d. Sufficient job demand in the community, region, and state
Data from the occupational profile predicts 2,290,000 job openings in the United States between 2010 and 2020 for food preparation and serving related workers, a 6% decrease. In Texas, 110,000 job openings or a 1% decrease is estimated for 2010-2020.
e. Transfer rate of students to other colleges and universities
According to the most recent student tracking data from the National Student
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academic year 2012-13 and did not return the following fall went on to return at five universities and four colleges as of Fall 2013.
Recommendation: Due to low survey response, as per the Office of Strategic Planning and Institutional Research, it is recommended to make the survey a mandatory part of Application for Graduation so that we could collect and analyze graduating students’ opinion data on their educational experience in their major field of study, level of satisfaction with Del Mar College resources and services, as well as their skills improvement.
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6. Effective Personnel Utilization
This section addresses effective use of full time and part time faculty in the program. a. Teaching load
The teaching load and responsibilities of the faculty of the Hospitality Management Program are consistent with other programs in the Department of Human Sciences and Education and the College, but faculty have higher contact hours generated due to course overloads. Full time faculty teach an equivalency of 15 lecture equated (LEH) per semester. The program coordinator teaches 12 LEH and has 3 LEH (one course) release time. Faculty typically carry an overload.
b. Full time to part time faculty ratio by semester credit hour
A review of the Del Mar College Statistical Profile indicates the 3 full time faculty members taught 17 course sections (63%) and part time faculty taught 10 course sections (37%). The average class size was 14.6 in Fall 2013. The highest class size average was 18.9 in Fall 2010 and the lowest was 12.4 in Spring 2013.
c. Academic advising load by the ratio of the number of declared majors compared to the full time faculty
There are 3 full time faculty for 183 students, or approximately 61 students per faculty member for advising.
d. Number of timescourses are offered annually
On average, 825 students were enrolled in 57 sections of hospitality management courses per year over the past five years.
Courses offered only one time per year include: CHEF 1410 Garde Manger
CHEF 1314 Ala Carte Cooking CHEF 2302 Saucier
CHEF 1341 or CHEF 1345 International Cuisine/American Regional Cuisine PSTR 1310 Pies, Tarts, Teacakes & Cookies
PSTR 1305 Breads and Rolls PSTR 1306 Cake Decorating I PSTR 1440 Plated Desserts PSTR 1442 Quantity Bakeshop
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HAMG 1321 Introduction to Hospitality Industry HAMG 2307 Hospitality Marketing and Sales HAMG 1340 Legal Issues
HAMG 1313 Front Office Procedures HAMG 2330 Convention and Group Sales HAMG 2332 Hospitality Financial Management HAMG 2381 Cooperative Education
RSTO 2431 Food Service Management RSTO 2301 Food & Beverage Cost Control
These courses are offered once per year due to limited enrollment. e. Curriculum development work
Members of the faculty of the program are responsible for assessing, planning, evaluating and implementing changes to the program, including curriculum. Lead program instructors are responsible for curriculum development of the program, including development, and the approval process including Advisory Committee and Curriculum Committee.
f. College committee activities
Faculty currently serve on the Recognition Committee, and served on the Advisory Committee for Early College/Dual Credit Programs.
g. Professional development (past, present, and future)
Debbie Brown class, Kittens modeling, Pasadena TX. September 5, 2013 Debbie Brown class, Crying babies 3D class, Pasadena TX. September 6, 2013 Debbie Brown class, Modeling sofa with family, Pasadena TX. September 7, 2013.
Day of Sharing, September 8, 2013, Pasadena TX
James Rosselle, Wedding Cake class, Sugar Land TX, September 15-16, 2013 Faculty Development Day, August, 2013,
Canvas Learning Management System, December, 2013, Campus Threats and Shots Fired video training August, 2013 College and Faculty responsibilities training, January, 2014 A.C.F. sponsored monthly meetings - Del Mar College A.C.F. Workshop - Del Mar College
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Preventing Sexual Harassment and Preventing Employment Discrimination, January 2014
h. Demand for services from other areas
Faculty and students have been requested to provide dessert and special event catering. These events include the Tourism Caucus for Legislators, Tea party and BBQ dinner for South Texas Film Festival, High School Counselor’s breakfast, cake for Viking mascot roll out, cake for Power on for Texas- Film, Interactive and Tourism event, Bernie’s Crawfish boil, CDEC 35th Anniversary, and Board of Regents meeting.
i. Adequacy of administrative and technical support.
There is a part time purchasing agent/receiving clerk (Culinary Assistant), and administrative support services are coordinated through the Department chair. In March 2014 a part time laboratory assistant was hired to provide support to faculty in the labs. After the ACF site visit evaluation in April 2014, the evaluators identified additional staff support as an area of improvement. They noted multiple concerns about staff support. Current faculty and staff are spending numerous hours outside of their normal requirements in order to make the department ready for student learning. The ACF report also said “there is a great deal of responsibility that lands on the instructors’ shoulders for oversight of their areas. If they were able to have a
dedicated staff person in a full time capacity to assist in facility oversight this would allow for their focus to be more highly dedicated to the academic oversight of
curriculum, syllabi, student success, etc. With faculty playing the roles of support as well as instructor, the program would be better served to provide greater staff support thus allowing the faculty to better engage curriculum and instruction to include, syllabi refinement, keeping of equipment logs, refinement of lectures, course outlines, etc.”
Recommendation:
1. Streamline the advising process and offer advising in a group setting through major meetings in addition to individual advising currently being offered.
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7. Cost Effectiveness
This section addresses productivity and fiscal responsibility of resource utilization.
a. Number of students who graduate or complete the courses or program in relationship to the minimum acceptable to the College
The Del Mar College hospitality management program produced 51 graduates between 2008-09 and 2010-11. The statewide standard is 15 unduplicated graduates for the most recent three years.
b. Full time equivalent and headcount enrollment patterns in both the program and its primary courses
In Fall 2013 there were 394 student enrollments in 27 sections for a total of 1,182 semester hours and 31,584 contact hours.
c. Number of declared majors
In Fall 2013 the number of declared majors per program: 32 Baking/Pastry
103 Culinary Arts
9 Cook/Baker certificate
3 Kitchen Supervisor certificate 10 Hospitality Restaurant Management 0 Restaurant Supervisor certificate
7 Hotel/Motel Management
7 Hotel/Motel Management certificate
d. Student contact hour to faculty ratio and faculty to support staff ratio
In Fall 2013, Hospitality Management had 3 full time budgeted faculty and 6 adjunct faculty. Hospitality Management had a student-to-full-time-equivalent-teaching-staff ratio of 19.86 to one, 141.5 percent higher than the Allied Health and Human Services programs ratio, 65.7 percent higher than the divisional ratio, and 19.2 percent higher than the College-wide FTE student-to-full-time-equivalent-teaching-staff ratio in the fall of 2013. The contact hours generated per FTE teaching staff (6,368) for the Hospitality Management program in the fall of 2013 were 43.9 percent higher than the contact hours generated College wide, and 60.3 percent higher than the average for the Division of Business, Professional, and Technology Education.
The FTE teaching-staff-to-support-staff ratio for the Human Services and Education department in the Fall of 2013 was 20.84, compared to 15.85 for the division and 18.15 college wide.
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The additions and replacements to the laboratory equipment have upgraded the quality and quantity of resources available to the students over the last three years. The Carl Perkins Grant and Coastal Bend Community Foundation Grant acquisitions totaling over $73,000 include a buffalo chopper, meat slicer, automatic bread slicer, blast freezer, 4 food mixers, 3 gas ranges and gas broiler, a freezer reach in, food heating cabinet, fryer, and Point of Sale system.
The operating budget adequately meets the needs of students and faculty in the
Hospitality Management program. The committee would like to support the construction of a new facility to meet the needs of current and future students and provide outreach to the community. The current Restaurant Management building is 50 years old and facing obsolescence. A new state of the art facility will assist with recruitment and retention of students, including students enrolled in a degree plan, dual credit, and continuing
education. The design and construction could be a model of commercial food service sustainability in the areas of energy, water, waste, and procurement.
f. Facilities committed to the program and those shared with other programs (learning centers, libraries, laboratories)
The Hospitality Management program has the Restaurant Management building (with 2 labs and dining space) and the Nutrition Education building (3 classrooms plus a
computer lab) committed to the program. Private faculty offices are located in the HS1 and HS2 buildings, which is shared with other BPTE programs.
g. Any significant variances from the cost effectiveness measures from the norm There are no significant differences in cost effectiveness measures from the norm.
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8. Strategic Advantage
This section addresses the program’s unique ability to fill a special niche for a demonstrated community need.
a. Strengths and weaknesses Strengths:
• The Culinary Arts and Baking/Pastry programs have achieved and maintained ACFEF accreditation status.
• The program is well respected in the community, and has a high degree of
professionalism and pride among students and faculty. The faculty and staff are well qualified and energetic and are very focused on student success.
• All faculty members are in good standing with professional organizations, continue to seek professional development opportunities, and remain active in the industry.
• The faculty’s use of guest lecturers, site visits, and field trips enriches the program and provides a real world perspective for the students and helps with future job placements. • The curriculum provides an excellent correlation of theoretical and practical learning experiences. The ACFEF report noted that “The curriculum has made great progress since the last ACFEF visit. The curriculum now is stronger in student communications, critical thinking, problem solving, leadership, and human relations skills.”
• The program provides a strong, competency based approach to enhance student learning. The sequence of instruction follows a logical path for student learning and competency attainment. Faculty member regularly review course content and make changes to help meet competency goals. According to the site visit report, “All of the ACFEF required competencies in both programs were not only confirmed, but were reinforced in multiple classroom activities.”
• A pilot online class, HAMG 1321 Introduction to Hospitality Industry, is being offered in Fall 2014.
• The Hospitality Management program produces high caliber graduates with both technical and employability skills.
Weaknesses:
• Lack of participation in the Advisory Committee. The composition of the committee membership needs to be addressed to include more committed, interested members. Possible sources of members include industry, ACF, CBRA or GCCHA members, students and alumni to develop a dynamic committee.
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• Faculty and staff are spending numerous hours outside of their normal requirements to make the department ready for student learning, and one of the areas of impact is the lack of documentation for student learning outcomes in Culinary Arts. There needs to be more consistent outcome measurement strategies.
• The current lab facility is fifty years old, beyond the scope of its original design, and has reached or exceeded its capacity. A new facility integrating classroom, lab, and community learning spaces needs to be developed for expansion and continued future growth and success of the program.
b. Strategic advantage over similar programs in the area
There are no other Hospitality Management programs in the community, which is a significant strategic advantage. Other post secondary schools within driving distance include TSTC, St. Phillips College, Culinary Institute of America, University of Houston, The Art Institutes of San Antonio and Houston, Austin Community College, South Texas College, Escoffier, and Le Cordon Bleu.
c. Ties to community groups
Faculty are active in the local industry community organizations. Faculty are serving as Chair of the Food Service Advisory Committee, Texas Restaurant Association Education Foundation Board, Greater Corpus Christi Hospitality Association board, Coastal Bend Restaurant Association (Board, VP and President), Corpus Christi chapter of the Texas Chef’s Association and American Culinary Federation (members and President). d. Evaluation of the program by other entities
In April 2014, the ACFEF conducted an onsite evaluation of the program. All
competencies and standards were met, and improvements were noted since the last visit in 2011. The evaluators did provide a number of recommendations to provide for continuous program improvement.
e. Use and membership of advisory committee.
The Advisory Committee is composed of professionals in the field who are
knowledgeable about the skills used in the culinary and hospitality industries and who represent the demographics of the field. There are three representatives from the each of the following areas: Culinary Arts, Baking/ Pastry, Restaurant Management, and Hotel Management. The purpose of the advisory committee is to ensure that the program has adequate resources and a well-designed curriculum to provide students with the skills, knowledge and behaviors necessary to successfully meet the needs of business and industry. The Advisory Committee meets a minimum of two times per year. Additional meetings may be scheduled as needed. Functions of the advisory committee include: (1) evaluating the goals and objectives of the program curriculum;
24 (3) suggesting program revisions as needed;
(4) evaluating the adequacy of existing college facilities and equipment;
(5) advising college personnel on the selection and acquisition of new equipment; (6) identifying local business/industry leaders who will provide students with external learning experiences, employment, and placement opportunities;
(7) assisting in the professional development of the faculty;
(8) assisting in promoting and publicizing the program to the community and to business and industry; and
(9) representing the needs of students from special populations.
Faculty will review current membership to determine their interest to continue serving the Advisory Committee and continue recruitment of potential new members.
Accreditation status:
The Culinary Arts and Baking/Pastry Specialization programs are accredited by the American Culinary Federation Education Foundation through June 2014. The programs are in the process of reaffirming the accreditation. A self-study was submitted in March 2014, and an on-site evaluation was conducted April 9-11, 2014, and the site visit report shows the program in full compliance. The ACFEF Accrediting Commission will meet in July 2014 to review the program self study and team report to make a determination of accreditation for the Culinary Arts and Baking/Pastry programs.
By meeting the high standards of ACFEF in the curriculum, faculty, and resources, students can be more competitive in the job market as graduates of an accredited school. These students will have the skill, knowledge and professionalism that employers are seeking and can show culinary competence. Continued accreditation will demonstrate a standard of excellence, and allow students the opportunity to achieve their dreams at an affordable, community based learning institution. Ongoing ACFEF accreditation will promote a positive image of Del Mar College and the industry in the community, state and nation, and will help in promoting and marketing the Culinary Arts and
Baking/Pastry programs to the local community and beyond. f. Comparison to national programs and national trends
The ACFEF accreditation holds the program to high level of competency and national standards, including the national trend of sustainability in the areas of energy, waste, water, and procurement.
g. How program supports transferability of students to a baccalaureate degree or how technical programs tie to emerging or high demand/high wage occupations
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Working with the administration of the University of Houston to formalize a hospitality management degree transfer to the new San Antonio or Houston campuses will have a positive impact on the students seeking a four year degree. Offering this option will more closely align our curriculum to other baccalaureate programs as well.
Students in the hospitality management program are in demand from the industry, and are often employed before graduation.
h. Relate the program to strategic mobility and the opportunity to provide access to broader fields of study or careers
Student can pursue careers in a variety of fields including hotels, restaurants, clubs, health care settings, gaming and casinos, amusement parks, cruise ships, travel and tourism, and special events planning and management.
Recommendations:
1. Develop and expand the membership of the Advisory Committee.
2. Increase support staff for the program by adding a full time staff person whose main job duties include facilities management, inventory control, and administrative support.
3. Design and construct a state of the art facility for Hospitality Management that integrates all facets of student learning including classroom, lab and demonstrations. Potential students are those seeking completion of certificates and degrees, dual credit, skills development, community participation and continuing education classes.
