3. La Trinidad como clave de la comprensión de la creación
3.1 La creación: imagen de la communio trinitaria
The major index of an institution's quality is the effectiveness of its educational program. The educational program must be consistent with the stated mission, must be adequate in breadth and context to achieve it, and must produce measurable results. Another index of an institution's quality is the competence of its faculty. The effectiveness of any institution depends upon good teaching and upon the ability and commitment of its faculty. The selection, orientation, guidance, stimulation, and evaluation of the teaching staff are among the most significant responsibilities of the administration. The faculty should actively participate in developing the total educational program of the institution. A third index of institutional quality is the resources available to instructors and students. In responding to the questions below, please consult Sections 3-1-500 through 3-1-544 of the Accreditation Criteria.
Teaching hours, assignments, and schedules will vary from field to field and from institution to institution, but they should allow faculty time for adequate preparation and professional development. The institution shall devise a plan for the efficient use of faculty competence and time, which addresses student-teacher ratios, number of teacher preparations, and number of teaching hours. In responding to the questions below, please consult Sections 3-2-100, 3-3-200, 3-4-3-3-200, 3-5-3-3-200, and 3-6-400 of the Accreditation Criteria.
PROGRAM PLANNING,DEVELOPMENT AND EVALUATION
5.1 Describe how the educational programs have been developed based on the institution’s mission.
LCI’s mission is to educate its students to become highly trained professionals in hospitality and food service operations. Because of this educational programs have been developed based on employment needs. The culinary and hospitality industry is an industry that is constantly emerging with new trends. It is also an industry that has withstood the test of time. LCI delivers education that is currently trending, coupled with age old foundations that are needed to be successful in the industry. The CEO, Director, and faculty members continuously review the material and learning resources for necessary improvements and to ensure that the program is still aligned with the LCI mission
5.1.1 List each program offered and state the occupational and general objectives of the program.
Provide an overview of how these programs are delivered (i.e., lecture, laboratory, self-paced instruction, distance instruction).
Currently, LCI only awards Associate of Occupational Studies (AOS) Degrees. AOS Degrees are awarded for successful completion of a particularly prescribed course of study, including subject concentration in a major area of an occupational field and additional general education. The program-designated coursework includes subjects to prepare the student for a career in the food-service industry and for the student’s general functioning in society.
The AOS Degrees currently offered by LCI include:
(1) Associate of Occupational Studies in Culinary Arts (75 Semester Credit Hours) Concentrations: Advanced Culinary Arts
Advanced Baking and Pastry
(2) Associate of Occupational Studies in Hospitality and Culinary Management (80 Semester Credit Hours)
ASSOCIATE OF OCCUPATIONAL STUDIES IN CULINARY ARTS
The educational objective of the AOS in Culinary Arts degree program is to provide high quality training and a conceptual understanding of Professional Cooking and Culinary Arts, and to prepare students for entrance or advancement in one or more culinary occupations requiring manual,
manipulative, technical, and management competence or skills. While enrolled, students are required to complete an internship, with special focus on the student’s concentration choice. Additionally, in order to graduate, students are required to successfully complete a final written exam and a final practical exam in their concentration choice.
At this time, there are no national or state legal requirements for licensure for culinary arts professionals. Additionally, there are no unique requirements for career paths for employment and advancement opportunities within the culinary arts.
Curriculum: 1695 Clock Hours / 75 Semester Credit Hours
Normal Program Length: 16 months/4 semesters (excluding holidays and semester breaks) Classes are delivered on a dedicated schedule through a combination of traditional lecture, laboratory based coursework and internship requirements.
ASSOCIATE OF OCCUPATIONAL STUDIES IN HOSPITALITY AND CULINARY
MANAGEMENT
The educational objective of the AOS in Hospitality and Culinary Management degree program is to provide high quality training and a conceptual understanding of management skills within the hospitality and culinary industry; to prepare students for entry into mid to upper-level positions in the hospitality industry; and to equip students with the skills necessary for advancement and new enterprise during a hospitality and/or culinary management career. While enrolled, students are required to complete an internship, with a management focus.
At this time, there are no national or state legal requirements for licensure for management professionals in the hospitality or culinary industry. Additionally, there are no unique requirements for career paths or for employment and advancement opportunities within this industry.
Curriculum: 1545 Clock Hours / 80 Semester Credit Hours
Normal Program Length: 16 months/4 semesters (excluding holidays and semester breaks) Classes are delivered on a dedicated schedule through a combination of traditional lecture, laboratory based coursework, and internship requirements.
5.2 Identify who is responsible for the following at the campus. Describe their academic and/or experiential qualifications for this position:
5.2.1 Overall administration of all academic programs.
The Director-
Dave Tiner has 20 years of experience in the food service industry at the management level. He has served as the Director at LCI for over 7 years. He is certified by the American Culinary Federation as an Executive Chef, a Culinary Educator, a Culinary Administrator and a Lead Approved Culinary Evaluator. He also holds a Food Management Professional certification and a ServSafe® Instructor/Proctor certification through the National Restaurant Association.
5.2.2 Administration of each academic program offered.
The Director-
Dave Tiner has 20 years of experience in the food service industry at the
management level. He has served as the Director at LCI for over 7 years. He is certified by the
American Culinary Federation as an Executive Chef, a Culinary Educator, a Culinary
Administrator and a Lead Approved Culinary Evaluator. He also holds a Food Management
Professional certification and a ServSafe® Instructor/Proctor certification through the National
Restaurant Association.
5.3 Describe the role of the faculty, administration, and others in establishing the educational programs.
Administration, the Director, the Advisory Committee, employers and staff regularly provide feedback regarding the needs of the hospitality and culinary industry, job opportunities, and the skills needed to be successful in the industry. This information directs the selection of resources and material utilized within the courses. Administrative staff is responsible for maintaining that all curriculum designed works within the regulations of accreditation while being delivered according to the freedom of the instructor.
5.4 Describe how the educational programs reflect the needs of the students and the community.
LCI has a vast number of relationships with industry leaders across the region. LCI gathers information from these experts to understand employment needs. Career services officers frequently perform onsite visits of potential employment opportunities to find out what the exact needs of the organization.
LCI staff members discuss student needs at multiple points starting before enrollment to understand where the student may need assistance. Also, evaluations of individual courses and the program as a whole are completed by students and graduates. Results are utilized to ensure that programmatic objectives align with the mission statement and needs of the student, community and industry as a whole.
5.5 How are provisions made for individual educational differences among students?
Prior to enrollment, students are asked to share any obstacles they may encounter during enrollment. Having an idea of student obstacles in advance allows an opportunity to proactively provide solutions.
Students that have previously been allowed academic accommodations maybe afforded the same assistance, if official paperwork can be supplied. Common accommodations include; extended time on assignments, tests and quizzes, additional breaks, and having tests read aloud.
LCI provides a supportive atmosphere to foster academic success. Students are assigned chef mentors to assist with individual student needs. Students are able to meet with chefs for one on one additional help during Friday office hours and by appointment. Students that still need more assistance can have tutoring coordinating with a chef or other faculty member. LCI will provide customized solutions for students that express a need for assistance.
Students with transfer credits are given the opportunity to submit an official transcript for credit evaluation.
Credits from accredited institutions in needed areas of credit can be transferred as long as a grade of C or better was earned. The Compliance Director has final authority on credit transfer approval.
5.6 How are the community resources utilized to enrich the programs?
LCI has Advisory Committee meeting twice a year to discuss the initiatives of the organization. The Advisory Committee helps to ensure that LCI is still fulfilling its mission statement through the initiatives that have been implemented. The members of the advisory board are considered to experts in their field. They provide trusted opinions and critiques that are used as temperature for LCI's day to day operations.
LCI has various community partnerships including, but not limited to, Community Coffee, Sysco, Louisiana Restaurant Association, National Restaurant Association, Farmers Market, LCI Foundation and . Each of these dynamic relationships helps to enrich the student experience through opportunities of experience, supplies and equipment, and in some cases financial support.
Instructors often host guest speakers or take students on field site visits. Industry guest lecturers are also invited to enhance classroom instruction. Students are able to participate in the Master's Golf Tournament, if selected, in Augusta, Georgia as the result of the utilization of community resources. LCI has a partnership with the presenters of the Master's which allows for the hiring and hosting of LCI students as paid culinary and hospitality staff at the Master's annually.
All students are presented with a number of community events. Current community events are posted on the student activity boards to keep students up to date. Students can often be awarded internship hours if the volunteer duties fall under those approved for credit.
5.6.1 Describe how the utilization of these resources is documented.
All formal LCI meetings have minutes that are taken to document discussion and any decisions that are made.
Students that participate in LCI community events are presented with a certificate of participation that can be added to a student portfolio. These extracurricular activity hours are closely monitored and are used as criteria in scholarship awards as well as in the eligibility for student of the month. Guest speakers both on site and off site are noted on specialized forms and are kept in personnel files. Staff event participation is also recorded and kept in personnel files. Evaluations are also kept in files or on the S:/ Drive, as appropriate.
5.7 Describe the policy on the responsibility and authority of faculty in academic governance.
Academic governance is the system through which the LCI Governing Board, LCI Administrators, and LCI Faculty participate in developing policy on academic matters. Faculty members have the responsibility to participate in administering and implementing policy, especially as it pertains to academic affairs.
For practical purposes, Director-led faculty meetings are held to address the development of educational programs; selection of course materials, instructional equipment and other educational resource; systematic evaluation and revision of the curriculum; assessment of student learning outcomes; and planning for institutional effectiveness. As a result of these discussions, pertinent issues or policies requiring change are brought to the attention of the LCI Administrators and LCI Governing Board to implement.
In general, course instructors are to teach the overall course objectives according to the lesson plan; however, it is the instructor’s responsibility and authority to select his/her instructional tools, supplemental course materials, and other teaching resources related to the subject matter being taught. Furthermore, it is the responsibility and authority of the instructor to assess his/her student’s learning outcomes and make regular evaluation of the program’s curriculum.
Faculty members are entitled to freedom in the classroom in discussing their subject matter, but should be mindful not to introduce controversial material unrelated to the course’s objectives. Classroom discussions are to be conducted in a fair, non-abusive manner and must not infringe on the rights of others or be delivered in such a way as to coerce students to adopt the faculty member’s view as the only acceptable point-of-view.
Also, as engaged members of society, faculty may express personal opinions, and these opinions need not always be in complete agreement with the positions of LCI. However, since instructors are part of a learned profession, the public may judge their profession and LCI by their speech. As such, faculty members are reminded that when exercising their ordinary rights as an American citizen, they should remain respectful of the opinions of others, show restraint, be accurate on the subject matter, and make every effort to indicate that they are not speaking on the behalf of LCI.
5.7.1 How was the academic governance policy communicated to the faculty?
The Academic Governance and Academic Freedom policies are located in the Faculty Handbook. The policies are reviewed with faculty members upon hire. In addition to the hard copy of the Faculty Handbook faculty members receive, a copy is located on the shared S:/ Drive.
5.8 Is there a detailed syllabus on file for each course?
Yes, detailed syllabi are maintained on the shared S:/ Drive.
5.8.1 How are syllabi developed?
The syllabi are developed by either the Director, Dean of Education or the instructor who teaches the course. Final approval of the syllabus must be approved by the Director or Dean.
5.8.2 How often are the syllabi revised?
All syllabi are reviewed with each course, as it is used in partnership with the content delivered in the course. At the conclusion of each course, the instructor reviews with the Director or Lead Instructor any shortcomings and/or proposed changes.
5.8.3 Describe the process for revising syllabi.
Any suggestions for changes must be approved by the Director before changes can be made to the curriculum. In addition to this standard review process, advisement from our textbook publishing partners and the industry employment partners also contributes to the development and modification of syllabi. Changes are introduced prior to the start of a course and not during a course
5.8.4 How are out-of-class assignments, if applicable, incorporated in the syllabi and how are they evaluated?
Out of class assignments are assigned an appropriate grade weight and described in detail in the syllabi.
These assignments are treated the same as any other assignment, and thus are required.
5.9 Describe any internship/externship programs, indicating name of program, procedure, and person(s) responsible for the oversight of these activities. Have both the campus and the practicum site signed an agreement outlining the arrangements of the internship/externship? Describe the contents of the agreement.