Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	[email protected]	2021-11-15T21:24:39.025Z

School	Name of Program	Courses
BIT	Culinary Arts AAS Degree: Beverage Management	None

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
The Culinary Arts Program is nationally accredited by the American Culinary Federation Foundation Accrediting Commission. This ensures that the program meets the standards and competencies set for faculty, curriculum and student services. Our practices are aligned with industry practices and our faculty maintain a high level of professionalism. Being nationally accredited by the ACFEFAC, is no small undertaking and assures that the CNM Culinary Arts program is meeting the standards and competencies set for faculty, curriculum, and student services. Accreditation creates public trust by ensuring established standards, accountability and credibility, a high level of professionalism, up-to-date and current practices nation-wide, and provides CNM with marketing tools for recruiting new students, as well as having the ACFEF accreditation acting as a third party endorser for federal funding.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

The Culinary Arts Program is nationally accredited by the American Culinary Federation Foundation Accrediting Commission. This ensures that the program meets the standards and competencies set for faculty, curriculum and student services. Our practices are aligned with industry practices and our faculty maintain a high level of professionalism. Being nationally accredited by the ACFEFAC, is no small undertaking and assures that the CNM Culinary Arts program is meeting the standards and competencies set for faculty, curriculum, and student services. Accreditation creates public trust by ensuring established standards, accountability and credibility, a high level of professionalism, up-to-date and current practices nation-wide, and provides CNM with marketing tools for recruiting new students, as well as having the ACFEF accreditation acting as a third party endorser for federal funding.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	1	0	0
Number of declared majors	11	8	4
Average Class Size	n/a	n/a	n/a
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	n/a	n/a	n/a
Annual C-Pass rate for coursework is 60% or above	n/a	n/a	n/a
Average class fill rate at 60% or above capacity within a term or over a year	n/a	n/a	n/a
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	n/a	n/a	n/a

Summarize how your program met or did not meet the target measures based on the data above
The data collected during this cycle shows students generally perform all measured assessments at a Mastery level. Students met or exceeded all desired outcomes, both for internal and external assessments. Students demonstrate a strong ability to prepare a variety of food products according to standard recipes as well as application of basic cooking methods using proper knife, tool, and equipment techniques. They also have demonstrated knowledge of the fundamentals of baking science by preparing a variety of products according to standard recipes using proper hand, tool, and equipment techniques, as well as hygiene and sanitation standards in a kitchen setting. Students describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting and describe and evaluate organizational structures, leadership styles, and personnel management techniques as they apply to a wide variety of hospitality operations at 75% or higher.

Summarize how your program met or did not meet the target measures based on the data above

The data collected during this cycle shows students generally perform all measured assessments at a Mastery level. Students met or exceeded all desired outcomes, both for internal and external assessments. Students demonstrate a strong ability to prepare a variety of food products according to standard recipes as well as application of basic cooking methods using proper knife, tool, and equipment techniques. They also have demonstrated knowledge of the fundamentals of baking science by preparing a variety of products according to standard recipes using proper hand, tool, and equipment techniques, as well as hygiene and sanitation standards in a kitchen setting. Students describe basic principles of sanitation, safety, and procedures to determine and monitor critical control points in a professional food service setting and describe and evaluate organizational structures, leadership styles, and personnel management techniques as they apply to a wide variety of hospitality operations at 75% or higher.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
1. Demonstrate hygiene and sanitation standards in a kitchen setting. Describe basic principles of sanitation, safety and procedures to determine and monitor critical control points in a professional foodservice setting.	CULN 1110, CULN 1112, CULN 1130, and CULN 1132.	In-class Activities Practical Exam	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 75%. CULN 1110, CULN1112, CULN 1130 and CULN 1132 %85.2 Target met.
2. Demonstrate knowledge of the fundamentals of baking science by preparing a variety of products according to standard recipes using proper hand, tool, and equipment techniques	CULN 1130, and CULN 1132.	Practical Exam	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 75%. CULN 1130, %100.0 Target met. CULN 1132, %100.0 Target met.
3. Demonstrate the ability to prepare a variety of hot and cold food products according to standard recipes as well as application of basic cooking methods using proper knife, tool, and equipment techniques	CULN 1110, and CULN 1112.	Practical Exam	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 75%. CULN 1110, %72.6 Target did not meet. CULN 1112, %72.6 Target did not meet.
4. Describe and evaluate organizational structures, leadership styles, and personnel management techniques as they apply to a wide variety of hospitality operations	HT 2201	Standardized Test	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 70%. HT 2201, %88.4 Target met.
5. Describe and evaluate procedures for proper purchasing, receiving, storage, and control of food and non-food items; apply knowledge of quality standards and regulations to purchasing decisions	HT 2215	Standardized Test	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 75%. HT 2215, %58.9 Target did not meet.
7. Describe the elements of a high quality customer service system; perform dining room service functions using a variety of types of service	HT 1111.	Standardized Test	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 70% HT 1111, %83.0 Target met.
8. Identify styles, production methods and service of a variety of alcoholic and non-alcoholic beverages; explain laws and procedures related to responsible alcohol service	BEV 1160.	Practical Exam Standardized Test	Practical Cooking Rubric scaled 0-4 Minimum score of 3, or 75%. BEV 1160, ServSafe NM Alcohol Server Training %83.7 Target met. BEV 1160 Targeted exam and assignment questions, direct/internal %65.9 Target did not meet.

Interpretation of Assessment findings
We continue to find a strong level of student success. There was marked improvement in the areas of Baking Fundamentals, Safety and Sanitation, Customer Service, and Human Resources in Hospitality Management year-over-year. We continue to face some challenges in online sections of Safety and Sanitation, but the overall success rate has shown strong improvement.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022
2021-2022
2021-2022

Please select all of the following that characterize the types of changes described in the above action plan

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