Hospitality Management
2023-2024 Program Review
1 ) In 3-5 sentences, describe your unit to an audience of potential students. Many units take this information from their website. If it has been awhile since your unit has updated its website, take this opportunity to design a brief description of your unit for today’s students.
American River College is among the most respected culinary arts programs in northern California. The program emphasizes business theory and hands on cooking. Classes focus on job skills and professional fine dining cuisine. The program can be completed in 18 months, including a semester working in the kitchen of The Oak Café, the college's 4-star restaurant. Students also have the opportunity to work in an on-campus retail bakery.
2 ) Who is disproportionately impacted in your unit?
There are two primary disproportionately impacted groups within the HM department, they are African American Males and Below Poverty Level Individuals.
Use the Disproportionate Impact* reports below to answer question #2. These reports show how student achievement outcomes vary by gender, race/ethnicity, veteran, foster youth, disability, and income/poverty level status to enable users to engage in more advanced student-centered and equity-centered analysis, reflection, and planning. These reports are integrated with ARC's Data on Demand system to provide users with more sophisticated and nuanced ways of exploring their unit's data. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
*This link provides the California Community College Chancellor's Office's definition of disproportionate impact.
Disproportionate Impact
The disproportionate impact (DI) links now direct you to your unit’s DI data in ARC Data on Demand. The DI data will show which student groups are experiencing disproportionate impact for course success rates (A, B, C, Cr, P), A-B rates, and course completion rates (students who did not withdraw) at the course level.
In addition, a new report on intersectional DI (e.g., ethnicity/race by gender) is available for assessing intersectional Di for course success rates. The intersection DI report defaults to the subject code level (e.g., all ENGWR courses). Use the org tree in the side bar to filter to individual courses (click on the right arrow next to American River College, right arrow next to your division, right arrow next to your department/discipline, then select the specific course to view).
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
3 ) What equity advancing actions have your programs already taken?
Since the last program review the HM faculty have placed an emphasis on closing the gaps for our DI students. This began with faculty participating in a variety of professional development activities, classes, and personal research related to improving success rates for DI populations.
Faculty have regular discussions related to course specific actions and assignments designed to improve our DI success rates as well as end of the semester reviews of what appeared to have worked and what didn’t.
Course specific actions include:
· Improving course curriculum to be more culturally relevant.
o Providing real world examples relatable to students
o Increasing the number of recipes in labs to align with the multi-cultural student population in the courses.
o Providing reading and books by African American and Hispanic authors.
o Redesigning projects to encourage students to highlight their heritage.
o Adjusting grading policies to provide grace for students.
Departmental actions include:
· Leveraging strong workforce and Perkins money to support full time and temporary I.A.’s for lab classes and production courses. This decreases the student/support ratio and provides additional one on one support for students.
· Working with Beaver Cares to provide additional resources for students in need.
4 ) What will be your unit’s strategies for eliminating disproportionate impact (DI)?
From Fall for 2020 to Fall of 2023 we have seen our course success rates for our African American students increase from 55% to 71%
Instructors are committed to seeing continued improvement to eliminate the gaps.
Ongoing actions include:
· Finding and using additional open education resources to continue to reduce costs to students.
· Providing additional culturally relevant materials for labs and lecture courses.
· Faculty continue to self-assess course outcomes and improve courses.
· The department is working with community partners to provide resources for students who can’t afford uniforms, knives, or certification books.
5 ) What support do you need to eliminate disproportionate impact (DI)?
Professional Development will continue to be important to help faculty and staff develop strategies to improve DI outcomes.
Student’s outside lives and living situations will continue to play a significant role in their success. Beaver Cares, and similar support programs for students will be crucial to student success.
Helping students find affinity groups that can provide support and encouragement will also help improve success. The UNITE Center helps provide space and resources for many of our DI populations.
Continued Strong Workforce and Perkins dollars will continue to provide the classroom and departmental student support.
6 ) What other issues or concerns have affected your unit and are important for you to bring up?
The Culinary Arts & Hospitality Management Department continues to proved students with a real-world education, providing both a fine dining restaurant and production bakery as part of their curriculum.
Industry continues to look to ARC as a pipeline for high quality employees.
Graduates now work in all levels of hospitality industry and have made a positive impact on the Sacramento Region.
The Enrollment, Department Set Standards, and SLO Data Set may be additional considerations and helpful for answering this optional question, but not required. To access the reports, you may be prompted to log in to ARC's Data on Demand system. If so, click on "Log in with ARC Portal" and enter your Los Rios single sign-on credentials (same as Canvas or Intranet).
Enrollment
The enrollment links now direct you to your unit’s enrollment data in ARC Data on Demand (5 years of duplicated enrollment for Fall or Spring terms). Using the filters available along the left side navigation in ARC Data on Demand, enrollment data can now be disaggregated or filtered on a number of course or student characteristics to provide more fine-tuned exploration and analysis of enrollment data. Examples include disaggregating by course, ethnicity/race, gender, and age.
If prompted to log in, click on “Log in with ARC Portal” and enter your Los Rios single-sign on credentials (same as Canvas or Intranet).
Department Set Standards
Shows course success rates (# of A, B, C, Cr, and P grades expressed as a % of total grade notations) compared to lower and upper thresholds. Thresholds are derived using a 95% confidence interval (click the report link for details). The lower threshold is referred to as the Department Set Standard. The upper threshold is referred to as the Stretch Goal.
- Green
- Most recent academic year exceeds the upper threshold
- Yellow
- Most recent academic year falls between the lower and upper threshold
- Red
- Most recent academic year falls below the lower threshold
The faculty's continuous review of student achievement of course SLOs is documented using the Authentic Assessment Review Record (AARR), which involves a review of student work demonstrating achievement of the course SLO. Faculty record student achievement for a randomly assigned course SLO based on one or more authentic assessments that they regularly perform in their classes. The aggregated results are then reviewed annually as part of Annual Unit Planning, in which the results may serve as the basis for actions and, if applicable, resource allocation, and are aligned with college goals and objectives.
The AARR summary link provides an aggregate of the results of the most recent AARR implementation. The AARR results by SLO link provides a more detailed view, including the specific ratings assigned by faculty to each randomly assigned course SLO, and what, if any, actions were taken.
Note: Established thresholds (i.e., green/yellow/red indicators) have yet to be developed for SLO data.
In your program review process, you may want to refer to the goals and actions in your Annual Unit Plans since your last Program Review. Follow this this link to access your previous AUP submissions. For Faculty support, please contact Veronica Lopez at lopezv@arc.losrios.edu.