Carteret Community College€¦ · Web viewstandards to provide instruction in the Culinary Technology Program. As of October 29, 2008, the program review committee found that official

Carteret Community College

Program Review for the

Culinary Technology Program

Document Prepared by:

Thomas Hosley, Curriculum Area Coordinator, CulinaryAnnette DavisElaine FugeBrenda LongCindy Yount

2008-2009

Section 1- Program Profile

I The Program Profile

A. The Mission and Purpose

1. The Mission and Purpose

The Culinary Technology curriculum provides specific training required to prepare students to assume positions as trained culinary professionals in a variety of food service settings including full service restaurants, hotels, resorts, clubs, catering operations, contract food service, and healthcare facilities.

2. Program Goals

To provide qualified and knowledgeable graduates able to succeed in Carteret County’s competitive culinary industry

To be a leader in improving the quality of life for all the citizens of Eastern North Carolina

To offer high quality culinary and/or foodservice education and training

B. The Faculty

The Culinary Technology Program Faculty is composed of one full-time Curriculum Area Coordinator (CAC) and seven part-time adjunct members. Five of these seven part-time adjuncts are employed on a regular basis. The CAC, Mr. Thomas Hosley, earned an A.A.S. in Culinary Arts from Johnson & Wales University in 1988. Chef Hosley has been working in the food service industry since 1988 as Sous Chef, Executive Sous Chef, Nutrition Care Coordinator, Chef Garde Manager, Cook and Head Chef. He brings to the culinary curriculum a diverse background in food preparation, food service and management. The seven adjunct faculty have formal educational and/or work related experiences which are assets to the Culinary Arts Program.

Their work related experiences range from head chef positions to managers of highly rated eating establishments. They have held positions in the industry both in the United

States as well as abroad. All faculty members hold multiple certifications and/or continuing education documentation. Chef Hosley has been involved in community service events since accepting the CAC position and has received two awards, one in 2006 and one in 2008. He has been recognized by the international French Exchange w/Beaufort Sister Cities, International Chef Organization, and Silver Key Society. He is a member of the American Culinary Federation and the Culinary, Hospitality, Tourism Educator’s Alliance.

For more detailed information regarding the faculty’s educational and work related experiences see the section on Faculty in the Exhibit Section of this report. In May 2008, the College was notified by the Southern Association of Schools and Colleges (SACS) that Duane Mathisen, Deanna Easter, Anthony

Garnett, and Thomas Hosley each held the qualifications necessary to meet the standards to provide instruction in the Culinary Technology Program.

As of October 29, 2008, the program review committee found that official documentation verifying faculty credentials for the following culinary faculty had not been submitted to the official employment files located in the HR office: William Bell, Sherley Buchland, Christine Garnett, Anthony Garrett, Baptist Knaven, and Duane Mathisen.

In March 2009, as a follow-up to the above paragraph, the Program review Committee identified that the Division Director (Van Reels) and Beth Belcher, have verified credentials of the above named culinary faculty with the exception of William Bell. Mr. Bell is no longer is employed as adjunct culinary faculty.

C. The Students

1. Program FTE (Source: IE Office/Data Warehouse)

A55200Fall Spring Summer Total

2004-05 13.77 13.50 2.25 27.272005-06 15.56 20.83 6.91 36.392006-07 13.69 17.98 7.34 31.672007-08 16.68 20.65 13.14 37.33

D55200Fall Spring Summer Total

2004-05 0.38 0.00 0.382005-06 1.31 1.25 1.35 2.562006-07 3.22 2.63 1.72 5.852007-08 2.84 4.19 1.44 7.03

C55200Fall Spring Summer Total

2005-06 0.01 0.012007-08 0.69 2.26 1.03 2.95

2. Student Data

The Culinary Technology curriculum offers associate, diploma, and certificate level degrees. Graduates from this curriculum are prepared to assume positions as trained culinary professionals in a variety of food service settings including full service restaurants, hotels, resorts, clubs, catering operations, contract food service, and health care facilities. The student population is predominantly Caucasian with a slight majority of male versus female students. As indicated by the curriculum area coordinator, many culinary students are already employed in the field which is reflected by the large majority of students that

are enrolled as day-time part-time students. Gender, race, day versus evening, full-time versus part-time student information is as follows:a. Demographic (Source: IE Office/Data Warehouse)

Classification 2004-05 2005-06 2006-07Male 60.0% 65.3% 51.9%Female 40.0% 34.7% 48.1%Full Time 47.1% 27.7% 37.1%Part Time 52.9% 72.3% 62.9%Day 73.3% 88.2% 78.1%Evening 26.7% 11.8% 21.9%White 87.5% 83.7% 77.8%Non-White 12.5% 16.3% 22.2%

Students enrolled in the culinary curriculum are required to complete general admission requirements, i.e. application for college admission, placement testing, and official transcripts from all colleges and high schools attended. General education courses are available during the day, evening, and online while core courses are generally offered both day and evening.

Many first year students enrolled during 2006-2007 needed to reduce their course load to part-time due to obtaining employment with the culinary industry. Student employment thereby reduced the number of graduates from the curriculum in 2007-2008. These students are expected to graduate in 2008-2009.

b. Number of Graduates (Source: IE Office/Data Warehouse)

Year Degree Diploma Certificate Total2004-05 3 0 8 112005-06 3 3 4 102006-07 6 5 7 182007-08 2 3 3 8

Many students who receive college surveys via the US Postal system do not complete and return them. Therefore, the curriculum area coordinator conducted a formal survey of culinary graduates. Ninety percent of all graduates confirmed that they are/were employed in the culinary industry within 6 months of graduation.

c. Employment Demand of Graduates of the Program

(Source: Department/Graduate Surveys)

Year Graduates # Employed % Employed Unknown

2004-05 8 4 80% 32005-06 10 3 100% 72006-07 18 4 100% 14

Students that did respond to the surveys indicated an overwhelming satisfaction with the culinary curriculum and instructors.

1. Student Satisfaction of Completers and Non-Completers – number of respondents and a percentage of students who reported satisfaction with overall quality of the academic program.

Standard: 90% (Source: IE Office/Graduate, Non-completer, and Current Student Surveys)

Year Completers Non-Completers Current Studentscount percentage count percentage count percentage

2004-05 4 100.0% 0 n/a n/a n/a2005-06 3 100.0% 5 100.0% n/a n/a2006-07 4 75.0% 3 100.0% n/a n/a

Tables 4 and 5 below reflect steadily increasing enrollment, graduation, and retention rates and a decreasing number of non-completers in the culinary programs.

d. Program Enrollment – annual unduplicated headcount with three-year average.

Standard: three-year average greater than or equal to 10.

(Source: IE Office/Data Warehouse)

Year Enrollment 3-Year Average

2003-042004-05 402005-06 492006-07 54 47.4

e. Curriculum Student Retention and Graduation. Standard: 60%

(Source: IE Office/System Records)

Year Enrollment Grads Return Non-Completers

Retention Rate

New Program

2004-05 27 7 6 13 48.1% 12005-06 38 8 12 17 52.6% 12006-07 33 10 12 11 66.7% 0

f. Financial Aid Recipients

(Source: Financial Aid Office)

Financial aid in the form of grants, loans, and scholarships is available to students enrolled at Carteret Community College. Information on the financial aid application process and programs can be found on the Carteret Community College website,

www.carteret.edu. The culinary curriculum was approved by the Department of Education as an eligible program in 2004.

A random sample of culinary classes from the following classes was used to determine the number of students enrolled in the culinary curriculum who received financial aid assistance:

Year Number of Recipients

2005-2006 12006-2007 52007-2008 15

D. Resources

Human Resources: As previously discussed, the Culinary Technology Program has one full-time instructor who also serves as the Curriculum Area Coordinator (CAC). The CAC holds program administrative responsibilities in addition to instructional responsibilities and carries on average, 24 contact hours per week. There are five (5) regular part time adjunct faculty. The faculty are used at different times during the academic year based on the area of expertise and course competencies. Additional adjunct faculty teach four hours each academic year and provide instruction on concepts directly related to their experience or expertise. Each of the faculty have been secured due to their expertise in their field of culinary technology and arts. For additional information regarding the faculty, refer to Section I-B of this report.

At the time of this review, the program is supported by a curriculum support staff (secretary) that also serves the Arts and Science Division, Distance Learning, and the Services and Applied Technology Division. This position serves as the book publishing company liaison and is responsible for ordering desk copies of educational textbooks and resources for faculty campus wide. The secretary’s responsibilities for the program include preparing purchase orders, typing tests, distributing incoming mail and organizing mass letters for mailing. Further responsibilities include assisting with placing the culinary (CUL) course syllabi and Course Level Learning Outcomes (CLLO) online and assuring audiovisual support is available for classes as requested of faculty.

The curriculum support staff member does not provide instruction in the culinary courses. Additional Human Resources include a fully staffed Student Enrollment Resources (SER) department that provides the necessary support services to students and college departments to enable students to reach their educational and career goals. These services include: admissions, counseling, financial aid, registration, and student activities. Academic Support Services, another resource to students, is a department staffed by one (1) fulltime and six (6) part-time professional personnel that offer academic support. Each of these individuals holds a minimum bachelor degree. There is a designated tutor that assists students with special needs on a one-to-one basis.

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The Learning Skills Center within this department offers support to all students enrolled in curriculum programs of study with an emphasis on math, English, science, and reading. Career planning and testing services are provided through this department. Services for disabled students are coordinated through the Academic Support Services. Supervision for correspondence course exams from other colleges is available through this department. TRIO, a student support program, supports students that are first generation college students, disabled, or low-income. Students must meet specific qualifications in order to receive services from this program. Its services include: academic tutoring, instruction in basic skills, financial and personal counseling, assistance with securing admissions and financial assistance for enrollment in four-year institutions, career options, mentoring and special services for students with limited english proficiency. There are two (2) staff members in this department and one open position at the time of this report.

Physical Resources: The classroom/lab areas for the Culinary Program are located in the Hospitality and Tourism Training Center. The building was purchased by the Carteret Community College Foundation, Inc. in 2002, and is rented to Carteret Community College for $3,300 per month. The building was previously a restaurant and required renovations in order to function as an educational setting and to secure a permit by the N.C. Department of Environment and Natural Resources and the Division of Environmental Health. There is one semi-traditional classroom designated for the program that seats 30 students. The classroom has dining tables and chairs versus traditional classroom tables and chairs similar to other classroom facilities on campus. There is one white dry erase board. The classroom and dining room area also serves as an overflow storage area for instructional and educational support supplies.

There is no computer access (other than the Curriculum Area Coordinator’s computer) or LCD projector service. There is an additional room that accommodates 60 people and serves as a full service dining room. The room is not designed for theoretical instruction, but it can be used to demonstrate skills to the students using an adjustable overheard mirror table. When the room is not in use by students for class related projects, it is available as a study area. The lab setting is the kitchen, and it is directly accessible to the classroom and dining areas. The kitchen can accommodate up to 45 students (30 first year and 15 second year students). In order to promote student learning and safety of the student and facility, the Curriculum Area Coordinator coordinates separate lab time or secures additional adjunct faculty to supervise students.

The kitchen is equipped with culinary tools necessary to support the program’s goals and includes: convection ovens, a pasta machine, a broiler, steamers, food processors and a Bally brand walk-in refrigerator- freezer. At the time of this review, the review committee has found that the dishwater, which was left from the previous building owners, does not function as designed. The facility has adequate emergency exits and fire extinguishers, however, there is no alert-alarm system similar to the other campus buildings that inform the culinary instructors, or college security staff of an emergency. There is one faculty office for the CAC. There are sufficient restroom facilities and a soda machine for students, faculty and patrons. The storage areas for the program are limited within the facility. Instructional supplies, cooking tools and

support equipment in bins and shelves are visible in all areas. The kitchen, which undergoes ongoing health inspections, is in order with storage of equipment and food.

Technical Resources, Equipment and Supplies

The Hospitality and Tourism Building has an overhead projector and TV with VCR that are available and support the instructor’s instructional concepts for the student’s learning. Several telephones are accessible in different areas of the building. It is wired with a restaurant fire suppression system and emergency lighting. The building is configured for wireless internet which allows students to use their personal laptops to gain access to the internet, campus website, and Blackboard. The IT department assists with the purchasing and installation of computer hardware and software for faculty office use, and provides service and support to the faculty’s workstation computer.

Training for the faculty is provided by the IT department when requested for office computer use, phone setup and messaging services, distance learning course development, and new software programs and technology utilized by all college employees. All faculty, and currently enrolled students have a Carteret Community College email address which helps promote communication between faculty and students.

The Hospitality and Tourism Building does not have computers or a printer for students to access. However, Carteret Community College offers students an open computer lab which is located on the 3rd floor of the Wayne West Building. Services provided include access to the internet, course blackboard activities, assistance with computer activities and homework, printing services, and computer-based testing. The computer lab is staffed by technology trained personnel. A campus issued basic first aid kit is available in the Hospitality and Tourism Building. It has outdated supplies at the time of this report.

As a follow-up report, in March 2009, the Program review Committee identified that the supplies in the first aid kit had been updated and were no longer out-of-date.

Library

DatabasesThe library has the following databases:SIRSSIRS consists of three databases with full-text articles that cover a wide variety of topics. These topics include social issues, government documents and the arts.NC LiveNC Live has multiple databases with full-text magazine and professional journal articles that cover many disciplines, national and local newspapers, reference sources and research materials.Liebert OnlineIt is an electronic access to peer-reviewed journals, all full-text searchable and linked to external bibliographic databases.Magill's Medical Guide Online

http://health.salempress.com/

It is an up-to-date and easy-to-use compendium of medical information suitable for student research as well as use by general readers, including patients and caregivers.The New England Journal of Medicine is only available in the library and the full text articles are only available on five public use computers. The other databases are available anywhere on campus. NC Live and SIRS are also accessible from home, using a password. The passwords are available through the library.

Instructional Audiovisual MaterialsThe library has a large collection of instructional audiovisual materials for faculty or staff use. These are located in the closed stacks area behind the circulation desk. Faculty and staff are welcome to go into this area to find what they need for class. The materials are arranged by subject on the shelves. A list of these materials may also be viewed by subject in the library catalog. All instructional AV materials must be checked out on a library account. Instructional AV materials for Culinary are grouped under the Miscellaneous heading.

Library CollectionsThe library collection includes both reference and circulating materials. The Library of Congress call numbers for Culinary are the following:

TX 341-641 Nutrition. Foods and Food Supply.TX 643-840 Cookery.TX 901-953 Hotels, Clubs, Restaurants, etc. Food Service.

Library WebsiteLibrary services and resources can be accessed online through the library’s website at: www.carteret.edu/library.

PeriodicalsThe library has subscriptions to various magazines, newspapers, and professional journals. The latest issues can be found in the reading area of the library. Back issues are also available for many titles. (See also Databases)

Research GuidesResearch guides are available on the library webpage for subject areas covered by classes and curriculums here at Carteret Community College. Research guides are listings of books, reference materials, journals and online sites available through the library.

Bibliography ServicesThe library provides bibliography services upon request for any faculty needing a list of library books, videos, periodicals, etc. in their subject area. Please contact the library if you need such a list for program re-accreditation, program review, library collection evaluation, or personal use. A Collection Usage Request Form is available for requesting a circulation report for the individual curriculums and programs.

Collection Development and Evaluation

http://www.carteret.edu/library

The library accepts requests from faculty and staff for new library materials. Requests for curriculum materials receive first priority in purchasing. All new purchases are subject to available funding. After new materials are received and processed, notifications are sent via e-mail. To make a request for purchasing new books and AV materials, please contact the librarian/acquisitionist. Please prioritize multiple purchase requests. A Library Materials Request Form is available for requesting materials.

Curriculum Area Coordinators, or their designee, are responsible for regularly evaluating the library’s collections for their subject area. This involves reviewing the library’s books, reference books, instructional videos, and periodicals to determine if the materials are up-to-date and meet curriculum needs. Once the collection is evaluated, a Library Collection Evaluation Form should be completed and turned in to the library. Requests for new materials to strengthen any weak areas in the collection can be made at this time. Old materials may also be pulled to be withdrawn from the collection. Evaluations may be done by examining the materials in the library, or by reviewing a list of the materials provided through our bibliography services. Additional information is available from the acquisitionist.

Distance Learning ServicesThe following services are available to the college’s distance learning students:o Access to computers for login to class desktopo Remote access to library catalog and online databaseso E-mail reference service: [email protected] Mailing service to check out library materialso Electronic Interlibrary Loan Request form & Patron Registration formo Access to general library information, magazine indexes, library handouts and research

guides via the library’s websiteo Online library tutorials and library skills exercise

Extended Checkout Periods for Faculty/StaffFaculty and staff may check out books from the library’s main book collection for six weeks. Instructional AV materials may also be checked out for six weeks. If a longer checkout period is needed for books or instructional AV, the library technical assistant should be contacted. A semester or a year checkout can be arranged. Reference books may be checked out for one day. Checkout periods on all other library materials, such as best sellers, movies, and audio books, are the same as for all library patrons.

Interlibrary Loan (ILL) ServicesThe library borrows materials from other libraries for personal or professional interests through interlibrary loans. An ILL Agreement Form must be completed prior to requesting materials for the first time, and an ILL Request Form is completed for each item being requested. The forms should be submitted to the library technical assistant.

Library Skills ClassesThe library provides class instruction in the use of the library’s online catalog, electronic databases, and general library use. To schedule a class for an instruction session, the librarian

mailto:[email protected]

is contacted. The library skills exercise provides independent practice on the concepts and skills taught in the class session. Faculty may schedule one or two sessions for students and classes may be customized to fit your subject area. The library is to be contacted at least two days in advance to schedule your class. Classes are also welcome in the library for study and research when they are scheduled in advance.

Online TutorialsOnline tutorials can be accessed via the library’s website at www.carteret.edu/library. Tutorials are available on the following topics:Searching the Library CatalogUsing the Library of Congress Classification SystemSearching NC Live and SIRSEvaluating WebsitesCiting Electronic SourcesCiting Using the APA and MLA Formats

Reserve MaterialsFaculty may place library or personal materials on reserve for student use. Reserves are held at the circulation desk. To place items on reserve, a Reserve Request Form must be completed at the circulation desk for each item, and the item and form is submitted to the library technician. 48 hours are allowed for processing reserves. Reserves are held at the circulation desk. To place items on reserve, a Reserve Request Form must be completed at the circulation desk for each item.

Upon evaluation of resources and services completed in September, 2008 by the CAC, the following report was submitted:

After scrutinizing the reference materials for the culinary program, I have come to the following conclusions: The periodicals are not of a professional level. I recommend Food Arts, Art Culinaire, and Chef. I will recommend more as I discover them. The A/V collection needs to be expanded and I will suggest more titles after I have researched the subject. The library already has a small list of titles requested. Both the Reference and Book sections are very impressive. The fact that they carry The Professional Caterer series, Wenzel’s Menu Maker, Escoffier’s Guide to Modern Cuisine, and El Bulli 1998-2002 is exceptional in that very few people outside of the food service industry know that these books even exist.

BudgetThe Culinary Technology Program began accepting students in 2004 and received substantial financial support from the Carteret Community College Foundation. According to the Foundation’s records, since the fiscal year 2003, the Foundation’s contributions have been over $721,821. Many of these funds include specific donations received from the local restaurant owners, stakeholders, and designated culinary donations. The Culinary Program CAC uses the same budget processes as all other curriculum departments in Carteret Community College. With input from the adjunct faculty, the CAC is responsible for developing and submitting the program’s proposed yearly budgetary request to the Division Director for Service and Applied Technologies. The proposed budget becomes part of the proposed college’s comprehensive plan and is reviewed by the senior administrative team. Upon receiving annual funds from the

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State of North Carolina, the administrative team finalizes the college budget and allocations are then determined. State issued funding is used to support the needs of the program including salary, educational equipment, instructional supplies, and travel expenses associated with program implementation. A breakdown of the financial support from the college is noted in Table D.1. County funds are used for the operation and maintenance of the college facilities. The total operating budget for the program for 2008 is $108,037 which includes the annual budget, utilities, repairs, maintenance, insurance and cleaning.

Table D.1.

Year Salary FT & PT

Instructional supplies

Educational Equipment

Perkins Funds Expenses

2005-06

$39, 485 $2863 $16,768

(CCC Foundation)

$281 Unavailable

2006-07

$64, 305 $2533 $16,295

(CCC Foundation)

$1,014 Unavailable

2007-08

$65,867 $3441 $1,714 (through ASAP)

$3600 Unavailable

2008-09

$71,349 $3500 $8000 (through ASAP)

$0 July 2008-Dec. 2009 $17,841

E. General

1. The specific industries the culinary program serves within the Commercial Sector arerestaurants and lunchrooms including: fast casual chain casual casual fine dining fine dining California concepts limited menu commercial cafeterias social caterers frozen dessert units bars and taverns managed services lodging places retail hosts recreational foodservices mobile caterers vending

In the non-commercial or institutional sector, the program serves: employee feeding units elementary and secondary schools colleges and universities airline feeding railroad and bus foodservices hospitals long-term health facilities private clubs military feeding central commissaries

2. At this point in time, the only institutions current students can transfer to include other colleges within the North Carolina State Community College System.

3. Since the program began enrolling students in August of 2004, a combination dining room/live project classroom has been established. The following areas have also been developed: a wait station with full beverage service student lounge area small library baking station working kitchen dish room charcuterie production area refrigerated storage frozen storage dry storage theory classroom catering department

There originally was a cold/hot smoking area, but it was stolen. Through state equipment funds, Perkins Funds, donations, and the coordinator’s credit cards, the curriculum has installed: five convection ovens coffee and tea dispensers a proofing cabinet a dairy refrigerator a production refrigerator two food slicers seven K-5 mixers 24 cook top burners an infra-red grill one 70 pound fryer a steam table eight production tables a band saw

a portable hot-smoker shelving in all refrigerated and non-refrigerated storage a complete line of cold and hot catering serving pieces the required batteries de cuisine of pots pans and small wares a reach-in freezer several storage racks

In addition to these tools, the program has acquired flatware, plates, glassware, etc. to serve 100 guests.

F. Analysis:Mission and PurposeThe Mission and Goals of the Culinary Technology Program are derived from and support the mission and goals of the college. The Mission and Goals are consistent with the Institutional Learning Outcomes as demonstrated on the outcomes matrix included as an exhibit in this report. They are consistent with the expectations of employers and the community at large. Through informal surveys, conversations and discussions, the culinary technology curriculum’s ability to meet the expectations has been well established. Formal employer surveys will be completed on schedule. Data will be collected and analyzed by February 1, 2009.

Faculty:The faculty members hold multiple certifications and/or a formal education in culinary technology and are assets to the program. They bring a wide variety of experiences and provide compartmentalization of course work which enhances learning.

Students:The Culinary Technology Curriculum serves a diverse population of students. There are no pre-established prerequisites other than the general admission requirements which all students enrolling in a college course/curriculum must meet. The number of enrolled students has increased since its inception with a current retention rate of 66.7%. The program is currently at maximum capacity for the facilities, faculty and supplies available. The program has identified specific knowledge and skills expected of its graduates and the potential jobs available after graduation.

Resources:The curriculum resources meet basic instructional needs for the current student population. However, it has been identified that in order to uphold the mission and meet program goals, the current Curriculum Area Coordinator exceeds the maximum number of student contact hours as stated in the College’s Work Load Policy. The committee’s recommendation is for the hiring of a full-time faculty member to assist the CAC to deliver the curriculum.

Other deficiencies identified during the analysis process are:

1. Inadequate equipment. At the time of this section review, the dishwasher does not work and poses a possible health hazard that could result in a health code violation which could

result in the shutdown of the program’s skills lab. (update 3/09: a new dishwasher has been secured for the culinary program)

2. Adequate storage space is not available and could result in a health code violation.3. Technological resources are not available in the culinary building.4. The Hospitality-Information Systems course is not available to students. The curriculum is

not keeping up with technological advancements. Class and competency requirements must be out-sourced to local businesses due to the college’s inability to provide these learning outcomes.

5. The budget is inadequate to promote the desired student learning. Investigative research is being conducted to ascertain other community college culinary technology budgets.

6. The Culinary program faculty are responsible for purchasing first aid equipment, cleaning supplies and soap for its bathrooms from its program budget. In addition, it was discovered that the program faculty are cleaning its own restroom facilities verses the custodial staff of the college.

Section II Program Content

II. Program Content

A. Definition of ProgramThe Culinary Technology curriculum prepares the graduate to assume positions as trained culinary professionals in various food service settings. These settings include full service restaurants, hotels, resorts, clubs, catering operations, contract food services and healthcare facilities.

Course work emphasizes practical hands-on applications, comprehensive theoretical knowledge, and professionalism. The curriculum has established critical competencies which the food service industry has deemed vital. All graduates must demonstrate the competencies prior to the awarding of the terminal certificate, diploma or degree. The enrolled students complete courses in sanitation, food/beverage service and control, baking, gardė manager, American/international cuisines, food production and hospitality supervision.

Graduates should qualify for entry level positions such as line cooks, station chefs, and assistant pastry chefs. American Culinary Federation certification is available to graduates. With experience, graduates may advance to positions such as sous-chef, executive chef, or food service manager.

A prospective student must complete the general college admission requirements in order to be considered for this curriculum. The admission requirements are the same for admission into the certificate, diploma, or degree track.

B. Curriculum There are three different educational levels in the Culinary Technology Program at Carteret Community College. The two-semester certificate requires 18 total hours of study; the four-semester diploma program requires 48 total hours of study and the six-semester program leads to an Associate Degree in Applied Science Degree in Culinary Technology.

The curriculum has been designed to offer students an opportunity to transition from a certificate to the A.A.S. Degree over a two-year period if they so desire. All core CUL courses are taught by traditional format. Several of the culinary courses are offered in daytime and evening sections. The diploma track of study is offered only during the daytime hours. No culinary courses are taught as total distance education courses. Related course work of the culinary program can be taken as a traditional class or through distance education via internet classes when they are offered. The culinary curriculum courses are planned and implemented by the culinary faculty. The courses reflect the program description and prepare graduates for entry level positions.

The curriculum layout design follows a logical progression and allows for students to build on previous semester competencies. For example, in CUL 110, the student learns the basic principles of sanitation and safety procedures in the food and hospitality service area. The competency requires application in the remaining courses as the student prepares and serves food. In CUL 140, the student learns the fundamental culinary skills involved in basic food

preparation. Without this course, the student would not have the prerequisite knowledge to be successful in the CUL 240 course, Advanced Culinary Skills.

At the time of this section review process, each of the fall semester culinary course syllabi were accessible to enrolled and prospective students with the exception of CUL 260. The Course Level Learning Outcomes (CLLOs) were accessible online for each of the fall semester classes. Upon assessment in January 2009, the spring semester culinary course syllabi were accessible with the exception of CUL 140 and CUL 160. CLLO’s were accessible for each of the spring semester courses.

The syllabi for the program follow the general college template for all curriculum syllabi. However, upon using the rubric designed for the course syllabus, several syllabi have been found to be lacking in attention to details, are incomplete, and do not offer the learner guidance on reading assignments, a calendar of events to cover in class, or information on how to reach the instructor.

In a review of the curriculum plan it has been identified that the Hospitality-Information Systems course hardware and software technology support is not available. This lack in instructional technology directly impacts the culinary program. The curriculum area coordinator must arrange and coordinate times with local businesses to bring the students into the individual business to provide instruction on the systems. This must be orchestrated carefully and is done when the business is closed to the public.

The Master Curriculum Plan as approved by the NCCCS is as follows:

Culinary Technology (A55200)Associate in Applied Science Degree

Title Class Lab Experience Credit

Fall Semester

ACA 115 Success & Study Skills 0 2 0 1CUL 110 Sanitation & Safety 2 0 0 2CUL 110A Sanitation & Safety Lab 0 2 0 1CUL 112 Nutrition Foodservice 3 0 0 3(OR)N UT 110 Nutrition (3) (0) (0) (3)

CUL 150 Food Science 1 2 0 2ENG 111 Expository Writing 3 0 0 3HRM 125 Hospitality Etiquette 1 0 0 1MAT 110 Mathematical Measurement

2 2 0 3

Total 12 8 0 16


Spring Semester

CUL 140 Basic Culinary Skills 2 6 0 5CUL 160 Baking I 1 4 0 3CUL 170 Garde-Manager I 1 4 0 3ENG 114 Research & Report Writing 3 0 0 3

Total 7 14 0 14


Summer Semester

CUL 120 Purchasing 2 0 0 2CUL 125 Hospitality Information Systems

1 2 0 2

CUL 130 Menu Design 2 0 0 2HRM 145 Hospitality Supervision 3 0 0 3

Total 8 2 0 9

Total Program of Study Hours: 76


Fall Semester

CUL 180 International/American Cuisine

1 8 0 5

CUL 240 Advanced Culinary Skills 1 8 0 5CUL 240A Advanced Culinary Skills Lab

0 3 0 1

CUL 260 Baking II 1 4 0 3

Total 3 23 0 14


Spring Semester

CUL 135 Food & Beverage Service 2 0 0 2CUL 135A Food & Beverage Service Lab

0 2 0 1

CUL 250 Classical Cuisine 1 8 0 5CUL 270 Garde-Manager II 1 4 0 3HRM 220 Food & Beverage Controls 3 0 0 3 Total 7 14 0 14


Summer Semester

COE 112 Co-Op Work Experience I 0 0 20 2COE 115 Work Experience Seminar I 1 0 0 1** Humanities/Fine Arts Elective 3 0 0 3*** Social/Behavioral Science Elective 3 0 0 3

Total 7 0 20 9

CULINARY TECHNOLOGY (D55200) Diploma

FALL SEMESTER CREDIT THEORY LAB WORK EXP

ACA 115 Success and Study Skills _____ 1 0 2 0CUL 110 SANITATION AND SAFETY _____ 2 2 0 0CUL 110A Sanitation and Safety Lab _____ 1 0 2 0CUL 150 Food Science _____ 2 1 2 0ENG 111 Expository Writing _____ 3 3 0 0

(OR)ENG 101 Applied Communications _____ (3) (3) (0) (0)HRM 125 Hospitality Etiquette _____ 1 0 1 0MAT 110 Mathematical Measurements _____ 3 2 2 0NUT 110 NUTRITION _____ 3 3 0 0

(OR)CUL 112 NUTRITION FOODSERVICE _____ (3) (3) (0) (0)

TOTAL 16 11 9 0

SPRING SEMESTERCUL 140 BASIC CULINARY SKILLS _____ 5 2 6 0CUL 160 BAKING I _____ 3 1 4 0CUL 170 Garde-Manager I _____ 3 1 4 0HRM 220 Food & Beverage Controls _____ 3 3 0 0

TOTAL 14 7 14 0

SUMMER SEMESTERCUL 120 PURCHASING _____ 2 2 0 0CUL 130 Menu Design _____ 2 2 0 0HRM 145 Hospitality Supervision _____ 3 3 0 0

TOTAL 7 7 0 0

FALL SEMESTERCUL 180 Int’l/American Cuisine _____ 5 1 8 0CUL 240 Advanced Culinary Skills _____ 5 1 8 0CUL 240A Advanced Culinary Skills Lab _____ 1 0 3 0

TOTAL 11 2 19 0

TOTAL CURRICULUM HOURS: 48

CULINARY TECHNOLOGY (C55200)Certificate

FALL SEMESTER CREDIT THEORY LAB WORK ACA 115 Success and Study Skills _____ 1 0 2 0CUL 110 SANITATION AND SAFETY _____ 2 2 0 0CUL 110A Sanitation and Safety Lab _____ 1 0 2 0CUL 150 Food Science _____ 2 1 2 0HRM 125 Hospitality Etiquette _____ 1 0 1 0NUT 110 NUTRITION _____ 3 3 0 0

(OR)CUL 112 NUTRITION FOODSERVICE _____ (3) (3) (0) (0)

TOTAL 10 6 7 0

SPRING SEMESTERCUL 140 BASIC CULINARY SKILLS _____ 5 2 6 0CUL 160 BAKING I _____ 3 1 4 0

TOTAL 8 3 10 0

TOTAL SEMESTER HOURS = 18

C. External Accreditation The accreditation body for culinary programs is the American Culinary Federation. At the time of this review, the program has not sought national accreditation due to deficiencies in the areas that are required elements for accreditation status. A complete listing of required elements is available from the Curriculum Area Coordinator.

D. Innovations The Culinary Program is involved in several Service Learning Projects. The students are required to work at the Hope Mission to serve the indigent population, and practice frugality and customer service. The students are involved in the “Buy Local” and “Slow Foods” movements by purchasing locally pasture-raised whole animals which they then fabricate, process and apply to the program. The students are involved with the North Carolina Shellfish Growers Association and The United States Freshwater Prawn Growers Association. They assist in one Prawn Harvest a year and sponsor the North Carolina Shellfish Growers Association Expo. The students practice customer service and serving skills by assisting with Empty Bowls, the Beaufort Wine and Food Weekend, and The Crystal Coast Culinary Challenge. The students visit the kitchens and use the hospitality information systems of twenty one area restaurants and institutions as part of their field research in CUL110 and CUL125. Starting the summer of 2008, three students a year are sent to France to do a one month stagier. The students also serve the public a weekly lunch in a professional environment as part of a LIVE Service project.

E. Testing and RemediationTesting is not required for students to enroll in culinary technology courses. However, in order to be accepted into the Culinary Technology curriculum, students must meet the college’s general admission requirements which include application to the program, placement testing, and receipt of academic transcripts from all colleges attended and proof of graduation from either high school or the general education diploma equivalent (GED). Students needing course remediation in culinary classes are advised to make an appointment with their instructor(s) for one-on-one remediation.

F. Evaluation of Instructional Modalities The culinary faculty recognize that adult students learn through a variety of methods and develop learning strategies around those needs. Didactic content is taught in the traditional classroom and kitchen lab settings and supported through in-class activities, videos, guest speakers, and on site learning. Traditional tests are administered and provide the faculty feedback on student learning and content mastery.

Skills necessary for the culinary arts are taught and then demonstrated to the student in the kitchen setting. Students are required to demonstrate competency of a skills-set as part of the course outcomes. Assessments of the skills are measured by expert chefs. Students are provided feedback on their performance.

Specific equipment that is utilized in food service settings is also used in the kitchen setting to teach and assess learning competencies. Live projects provide the opportunity for students to apply their knowledge, skills and abilities in order to be prepared to assume positions as trained professionals in a variety of food service settings. The projects allow the students, under the direct supervision of the faculty member, to plan, prepare, and serve local patrons. Faculty can assess a number of learning competencies during the live projects. Patrons have an opportunity to provide feedback to the faculty and students through short evaluation surveys. These are used to assist in evaluating the over all objectives.

Students participate in an evaluation of the culinary courses and faculty members (instructional chefs) have opportunities to provide feedback on the methodologies used by the program.

G. Funding for Curricular Changes or Offerings Funding support and expenses for the program are a complex situation. With the allocated funds for instructional supplies at $3,500 a year and the statewide average cost of $1,000 per student per year, several on-going funding projects are practiced in order for the program to survive. Most expenses for the program are for perishable instructional supplies (food). Numerous creative strategies are planned during the year to help with the costs incurred to run the program. As upperclassmen, the students are responsible for planning and managing one lunch a week to serve the public with the assistance of the underclassmen. The lunch brings in an average of $600 a week. Although this is not a break even point, donations from the Beaufort Wine and Food weekend event provide additional funding for instructional purposes.

Donations from the event are typically approximately $1,500. The program also organizes an annual barbecue event that grosses an average of $1,600. The main funding for the curriculum comes from The Crystal Coast Culinary Challenge which last year donated $7,000. There are also several private donors managed by The Carteret Community College Foundation. In 2007, approximately $24,000 was collected through donation by the Foundation. From January 1-December 31, 2008, $16,765 was collected through donations by the Foundation. The instructional expenses for the program from July 2008-December 31, 2008 have been $17,841. As previously mentioned, these expenses are primarily related to perishable instructional supplies.

As previously mentioned, the Hospitality-Information System is not available on the campus. The hardware and software technology cost approximately $35,000. The costs can run as high as $200,000 for more detailed capabilities. There has been no effort on the part of the college to fund the technology costs since the donations and state funding allotted for the program cover basic operating functions and building rental fees.

G. Analysis The committee members have identified that the definition of the program at Carteret Community College is consistent with the NCCCS definition. The curriculum as designed is beginning to fall behind in meeting the technological advancements. Funding for curricular changes and improvements has not been identified as a high priority as evidenced by the operating budget allotted for the program. Donations will likely begin to decline as business owners and other stakeholders become victim to the current economic situation. Equipment funding has been inadequate to meet the institutional needs as evidenced by class and competency requirements that are out-sourced to local businesses. Several culinary course syllabi are incomplete as evidenced by use of the college rubric. A Culinary Curriculum Improvement Project (C-CIP) is currently underway in the NCCCS and will be discussed in Section V.

Section III

Outcomes

A. Indentifying OutcomesCarteret Community College received its approval form the NC Community College System to offer the Culinary Technology Program and admitted its first group of students in 2004. The culinary curriculum area coordinator (CAC), the part time faculty chefs and local food service industry owners and leaders formed a Lay Advisory Board which consistency explores the expected competencies and learning needs of its program graduates. The process used by the institution for developing outcomes is followed by the CAC and part time chef faculty. These faculty members explore current culinary arts techniques, expectations of employers of the program graduates, state and national safe food handling practices, and specific needs of the program. The CAC is actively involved in the local chapter of the American Culinary Federation in order to help identify changes in the industry that directly impact the program and its mission and purpose.

The following outcomes have been established for the 2008-09 academic year. Results and use of outcomes will be identified on the forms used by the institution.

B. Administrative Outcomes The Culinary Technology Program will maintain compliance in inspection of food handling with

the Department of Environmental Health in order to offer live projects and food preparation. Upgrade instructional equipment and instructional technology in the program by 50% Increase number of permanent faculty by 1 FT member to meet growing student enrollment

needs in the program, and lower the CAC student-faculty contact hours from 24 each semester to be in compliance with college policy for CAC .

C. Program 85% of the responding employers who have hired graduates of the Culinary Program, will indicate

over all satisfaction with the graduate as evidenced by employer survey results. 75% of the graduates who take the National American Culinary Federation Certification

Examination will pass the examination on the first attempt. 80% of the graduates from the Culinary program will secure a position in the food service

industry.D. PLLO (Student)

75% of the students enrolled in CUL 140 & 140A will demonstrate acceptable basic culinary knife, stock, and sauce skills required to progress within the culinary program and establish a career within the industry.

75% of the students enrolled in CUL 110 and CUL 110A will display accurate safety and sanitation procedures.

75% of the culinary students enrolled in the CUL 250 capstone course will illustrate necessary professional food serve skills and customer service skills required for the industry.

E. Follow-up of students served

The CAC of the Culinary Technologies Program follows up with students and graduates of the program through formal evaluations and surveys as well as informal surveys. Many of the faculty chefs will work along side of the graduate in the industry and provide observation and comments back to the CAC. Telephone communication, as well as “drop-in” visits, from students and graduates, allows the CAC and other PT faculty chefs to follow-up with students served.

F. Analysis

Assessment of the students’ progress, and the program implementation and needs is an ongoing process. In some situations outcomes assessment data for the program must be collected one year back (and use of results analyzed for the following year) or upon completion of the spring semester. Further analysis of findings that directly impact the outcomes of the program will be discussed in Section IV of this Program Review.

Administrative outcomes

Name of Program Culinary Technology

Number of program faculty & staff participating in the development of the outcomes:

1F/T Faculty 5

P/T Faculty Staff

Outcome Outcome Indicator/Assessment Method

Target/ Benchm

ark

Results Use of Results

Person Responsible

The Culinary Technology Program will maintain compliance in inspection of food handling with the Department of Environmental Health in order to offer live projects and food preparation.

NC Department of Environmental Health inspection report and grading

Maintain ongoing

compliance (as

determined by NC DEH); earn a

grade of 95

Although the program

inspection revealed all mandatory compliance

requirements were met, it did receive warning notification of

violations. Grade awarded from NC DEH

was 97

Report warning

violations to division

director in order to

address issues and concerns

with administration

to prevent formal

citations and loss of ability to prepare and

serve food.

CAC; Division Director;

Proposed date of assessment Feb. 2009

Does this assessment require survey data? (Y/N)



1 F/T Faculty 5P/T Faculty Staff

Outcome Outcome Indicator/Assessm

ent Method

Target/ Benchm

ark


Person Respons

ible

Upgrade instructional equipment and instructional technology in the program by 50%

Purchase of training modules, Information systems software, Point of Sale software and related technology to support CUL 125 course objectives

Aug-08 System and software

technology cost is prohibiting

outcome to be met; cost ranges

from $30,000-$150,000. In order to meet

course objectives CAC

has had to arrange to take

students to various

businesses during the summer

semester. These serves will no

longer be accessible after summer 2009.

Request removal of CUL 125

from Culinary

Technology Program.

Course not required for

degree, diploma or certificate.

Update: Curriculum Committee approved request to delete CUL 125 from program

offering 2/09 CAC






Outcome Outcome Indicator/Assessm

ent Method

Target/ Benchm

ark


Person Respons

ible

Increase number of permanent faculty by 1 FT member to meet growing student enrollment needs in the program, and lower the CAC student-faculty contact hours from 24 each semester to be in compliance with college policy for CAC.

Hiring of FT permanent faculty member to support culinary program needs

Aug-08 To date, no FT permanent

faculty member has been hired to support the

culinary program. Workload

contact hours continue to be greater than

college policy for CAC.

CAC continues to

carry “overload” hours as

defined by college policy.

CAC will follow

process to seek formal recognition of contact

hours through Division Dean.

Proposed date of assessment

Aug. 2008 & reassess 4/09


Program Outcomes



1 F/T Faculty 5

P/T Faculty Staff


Target/ Benchmark

Results Use of Results Person Respon

sible

85% of the responding employers who have hired graduates of the Culinary Program, will indicate over all satisfaction with the graduate as evidenced by employer survey results.

Employer survey; informal survey with CAC and local employers

85% 100% of the responding employers who have

hired program completers,

indicated satisfaction

with graduates

Continue to meet with LAC and local business owners to be assured of

necessary skills and

abilities of graduates entering

the industry.

Employers; CAC


Dec. 2008 for summer 08 grads




1F/T Faculty 5 P/T Faculty Staff


Target/ Benchm

ark

Results Use of Results Person Responsib

le

75% of the graduates who take the National American Culinary Federation Certification Examination will pass the examination on the first attempt.

Official documentation from the American Culinary Federation Board.

75% No data to compile- no

students have taken

the examination

100% of the graduates of the program report

they were adequately

prepared for the ACF

Certification examination, however, to

date no graduates have chosen to take

the examination.

Culinary faculty chefs will

continue to assess and

evaluate graduate

performance on examination and address key concepts

within the CUL curriculum.

CAC, Graduates





1F/T Faculty 5

P/T Faculty Staff

Outcome Outcome Indicator/Assessme

nt Method

Target/ Benchmar

k

Results

Use of Results Person Responsi

ble

80% of the graduates from the Culinary program will secure a position in the food service industry.

Graduate survey; informal survey with graduates from CAC

80% 100% Graduates of the program

are securing positions in

food service.

Culinary faculty will continue

to support students’

exposure to localbusiness as

potentialemployers.

CAC; Graduates


Dec. 2008(for summer 08 grads)


PLLO

Name of Program Culinary technology



Outcome Outcome Indicator/Assess

ment Method

Target/ Benchm

ark


Person Responsible

75% of the culinary students enrolled in the CUL 250 capstone course will illustrate necessary professional food serve skills and customer service skills required for the industry.

professional food service skills and customer service skills will be assessed through patron cards (obtained during live projects) and evaluated by culinary faculty chefs

75% To be measured May 2009; Results to be included in

Year-two follow-up report

Proposed date of assessment May-09

Does this assessment use a rubric? (Y/N)

If YES, please attach



1F/T Faculty 5

P/T Faculty Staff

Outcome Outcome Indicator/Assess

ment Method

Target/ Benchmark


Person Responsible

75% of the students enrolled in CUL 110 and CUL 110A will display accurate safety and sanitation procedures.

Students taking the National Serve Safe examination will earn a passing grade of 86 or greater indicating accurate safety and sanitation knowledge. Students enrolled in CUL 110 and 110A will display safety and sanitation practices within the program as evidenced by faculty chef observation.

75% Students enrolled in the CUL 110 and

CUL 110A course

accurately demonstrated

safety and sanitation

practices as witnessed by

faculty members; 92% of the students earned a

passing grade of 86 (or

better) on the National Serve

Safe Examination.

Through item analysis of

CCC student testers

provided by National

Serve Safe Examination Board, the

faculty chefs will review areas of

strength and weaknesses in curriculum

related to safety and sanitation practices.

CAC, Culinary Faculty

Proposed date of assessment Dec. 2008

Does this assessment use a rubric? (Y/N)

If YES, please attach

Section IVNeed For Change

The following information has been identified by the committee through direct investigation, surveys, a SWOT analysis (fall 2008), and conversations held with stakeholders.

Program Strengths: 1. Positive Community Perspective- The Culinary Program has had continuous

community support since its inception.2. Continued Growth- The program has demonstrated continuous growth in enrollment

since 2004.3. Qualified Faculty- The program benefits from an experienced and diverse faculty.4. Location- The program enjoys a very visible location which enhances its growth

potential.5. Student Satisfaction- The program is well thought of by enrolled and graduated

students.6. Employer Satisfaction- The program is also well thought of by employers who hire

the graduates. Employers are satisfied with the entry-level skill set the graduates possess.

7. Job Placement- Graduates who are actively seeking employment are able to secure positions for which they have been trained. Many secure employment prior to graduation.

8. High Demand- There is a high demand for CCC Culinary graduates by employers in the food service industry.

9. Dedication of CAC- The Culinary CAC offers graduates assistance with job placement. His excellent reputation in the food service industry and with local employers is an asset to the college, program and its graduates.

10. Community Service – The CAC and program promote community service.11. Equipment repair- The dishwasher has been replaced which is considered a strength.

Program Weaknesses:

1. Lack of Faculty – The program does not have sufficient faculty to meet the growth in enrollment since 2004.

2. Workload of CAC – The CAC currently carries an average of 24 contact hours per week. This exceeds the number stated in the work load policy for faculty.

3. Lack of Operational Equipment – Some equipment is out-dated and broken.; Focus is on securing financial resources from outside college sources

4. Lack of Storage Space – There is a definite lack of adequate storage space. This has been an ASAP request by the CAC for the last three consecutive years.

5. Outgrown Facility- The program has demonstrated growth since 2004. The current location is too small to provide a quality education for the larger classes.

6. Security Issues- Equipment has been “borrowed” by other programs/college departments without informing the CAC. This is also a health issue due to lack of

proper sterilization/cleaning of borrowed equipment which is mandated by the state health department.

7. Safety Issues – The program is located away from the main campus area and does not have any means of communication with the main campus in the case of an emergency situation.

8. Fire Alarm – There is no fire alarm in the building. This is a state and county safety issue.

9. Lack of Custodial Supplies – The program, due to its location, does not benefit from custodial support or replenishing of hygiene supplies. This is a health issue.

10. Syllabi – Not all CUL syllabi follow the current college format.11. Technological Support – The program suffers from lack of technological support.

A. Recommendations To Improve Program: The Committee and CAC supports the following recommendations:1. Allocate sufficient funding from College budget in order to maintain program

outcomes, support continuous growth, and meet NSF Standards and North Carolina Department of Environmental Health Standards.

2. Secure adequate storage facilities in order to adhere to state health standards.3. Secure permanent faculty.4. Identify replacement costs for broken and out-dated equipment.

B. Action Plan: The Committee suggests implementation of the following action plan:1. College demonstrates support for the program through the approval of the operational

budget submitted by the CAC for 2009-2010 fiscal year.2. The CAC submits an ASAP request for a new storage facility.3. The CAC submits a formal request for an additional full-time faculty member.4. CAC performs a cost-analysis to replace broken and out-dated equipment.5. The College develops a custodial maintenance plan to establish routine required

cleaning instructional and restroom areas and refilling of hygiene supplies.

Section V. Future Issues

A. Anticipated Future Curriculum Changes and Needs

At this point in time, the Culinary Technology curriculum offers CUL-125 Hospitality Information Systems. The class instructs students in the use of hardware and software systems in a hospitality setting. The program does not have a POS system adequate to support the course. The curriculum area coordinator has to arrange out-source training in area restaurants. The out-source training is becoming increasingly challenging and was previously discussed in Section II. The skills taught (planning, cost controls, forecasting, inventory control, recipe control, production control, and nutritional analysis) as a section of the POS, are addressed in CUL-112, CUL-120, CUL-130, CUL-140, MAT-110, and HRM-220. It is the recommendation of the curriculum area coordinator that the class be removed from the curriculum plan. This will be taken to the College Curriculum Committee in spring 2009 for approval. At the time of this review, the culinary, hospitality, and baking programs across the state are also undergoing a Curriculum Improvement Project (CIP). Through this effort, the culinary curriculum will likely be altered and further changes may be made.

B. Market Trends Within the Program Area

Within the tri-county area the trends making the most impact are:

Charcuterie – more facilities are making their own hams, sausage, bacon, pâtés, terrines, and cured and processed meats instead of buying them.

Molecular Gastronomy – the food service industry and the food processing industry are communicating and sharing ideas on using chemistry and technology to improve the taste and texture of food products as well as enhancing the dining experience.

Souse Vide Cooking – Part of the research done by the food processing industry has proven that cooking done under low temperatures and in a vacuum environment can greatly elevate and amplify the taste, texture, and enjoyment of proteins, carbohydrates, and fats.

Slow Foods Movement – the communities that guard sustainable farming, fishing, and ranching have proved that a shorter trip from the farm to the table creates a better quality of food. Carteret Community College is a “green” campus and food sources are an important part of that.

C. Equipment, Space, and Faculty Needs for Future Growth:

1. Needs for the market trends listed above are:

Meat grinder Sausage stuffer Stitch pump Brining tubs

Hot and cold smoker Pâté molds Terrine molds with weights Ring molds and storage for the items

2. Needs for Molecular Gastronomy are:

Access to chemicals such as sodium alginate and calcium chloride as well as the budget to afford them

Airbrushes Immersion blenders Nitrous chargers Chocolate tempering machine Ice cream machine Dehydrator Flash freezer Liquid nitrogen

3. Needs for Souse Vide

Immersion circulation heater Industrial grade scales and thermometers A commercial grade vacuum packer For slow foods – the budget to afford local ingredients and staff to manage

location and purchase.

4 Classroom Facilities: Inadequate

In general, the program’s student enrollment is over student capacity and it has been for two years. In order for the program to grow, there needs to be more space. Classroom space is needed, lab space is needed, and storage is needed for cold, hot, dry goods, disposables, and equipment. In order for enrollment to grow, classes need to be offered more frequently. An increase in enrollment would also create a need for more qualified faculty.

The room designated as a classroom does not have adequate desks or computer access. The classroom seats 30 students and enrollment over the last three years has exceeded the capacity. The room is also used as an overflow storage room which limits seating and writing surfaces. Students use their laps as desks when taking notes.

Lab Facilities:

The lab (kitchen) is adequate for conducting skill classes. However, to maintain safety, lab sessions are split into two sessions and additional adjunct faculty have to be secured to supervise students. The lab lacks a Point of Sale (POS) system. Students are not provided the educational opportunity to learn the system on site.

Storage Space: Inadequate

Storage is limited. Tools and supplies are visible in all areas of the lab and classroom. There is a very limited security of materials. The program has been unsuccessful over the last three years in securing ASAP funds for additional storage space. The current lack of storage space is an issue with the State Board of Health which could result in a deficient grade on a sanitation evaluation score. A deficient grade could result in closure of the facilities and directly impact the program.

Human Resources: Inadequate

The Curriculum Area Coordinator carries 24 (on average) contact hours per week and has done so since 2004. The hours exceed the amount designated for Curriculum Area Coordinators (per college policy). There are seven adjunct faculty. However, all of the faculty do not teach an entire course. The Curriculum Area Coordinator reports that he is unable to perform additional college tasks adequately and also fulfill 24 contact hours per week. The Program Review Committee recommends securing a full-time faculty member who has instructional and managerial skills to assist the Curriculum Area Coordinator.

Library Resources:

Adequate reference, periodicals and textbooks are available. There is an inadequate supply of A/V resources. The Curriculum Area Coordinator is currently submitting requests to update the resources.

Live Project: The live project detracts somewhat from classroom instructional hours. However, the Curriculum Area Coordinator reports that it is an experience he wishes to offer. He strongly believes it is a valuable learning experience and is worthy of continuation.

Budget: Inadequate

The current budget is inadequate for a curriculum that has shown continuous growth since its inception in 2004. The curriculum coordinator relies on local business support for donations of food and supplies. In order to meet the program’s educational outcomes, the curriculum coordinator reports that he has on occasion had to resort to the use of personal finances. The focus appears on securing outside (local businesses, patrons, donors) financial support than College allocated budget support.

D. Future Plan

The Culinary Technology Program plans to continue involvement with community interest groups, fund-raising projects, live projects, and student/chef exchange programs contingent to state or private funding. Communication is occurring between Carteret Community College and Johnson and Wales University for a lateral articulation agreement. This will allow graduates of the Carteret Community College Culinary degree program to obtain a Bachelor of Science Degree in any of the following concentrations or a number of other specialty certificates Johnson and Wales University offers:

Baking & Pastry Arts Baking & Pastry Arts & Food Service Management Culinary Arts & Food Service Management Culinary Nutrition Food Marketing Food Service Entrepreneurship

.

Documents

Carteret Community College€¦ · Web viewstandards to provide instruction in the Culinary Technology Program. As of October 29, 2008, the program review committee found that official