Tech gap ACF present

Thursday, August 8, 13
Where in the world are we?

ACF National Convention
Monday July 22, 2013
Cosmopolitan Hotel
LasVegas NV

Sponsor Slide

Bridging the Technology
Generation Gap
FusingTraditional Education Delivery withToday’sTechnology
Dean Louie MLISc CHE Assistant Professor
University of Hawaii Maui College
Maui Culinary Academy
Welcome! Thanks for taking time to be with us today. We have some exciting tools to share
with you the professional educator.
Those teaching today are usually seasoned professionals with years of experience leading
kitchens.
However, sharing information at an advanced academic level requires understanding dynamic
changes in educational delivery and tools pertinent to today’s diverse learners.

Questions
How are we reaching the needs of
our 21st Century Learners?
• Who is our target audience?
• What are their needs and values?
• How can instructors transition?
• What tools are available and
relevant?
• How do we bridge the gap?
University of Hawaii Maui College - Maui Culinary Academy
Questions on behalf of the Student...Are we meeting the needs of the 21st Century Learner?
Why are they entering CULN? (Are the vast majority right out of HS or are there a mix of
secondary career students, military veteran and retirees seeking professional instruction?)
Work ethic has transitioned with many students have never having held a job
What supplementary courses do we need to invest in?
How can we forecast tools and budgets to accommodate student needs?
What recruitment strategies do we have planned to forecast to meet dwindling enrollment?
Audience Question (show hands)
How many are educators in CULN/HOST?
How many are accredited by ACF?
How many use a LMS?
How many have been to Hawaii?
I’ll be giving a few prizes out there so listen carefully

Introduction
• University of Hawaii- Maui College
in beautiful Kahului, Maui
• CULN Program Coordinator 2011
• 38,000sf Culinary Arts Facility
• 150 FT Students
• 5 Faculty, 5 Lecturers
• $9,000 Tuition and Fees
• ACF Accredited AAS Degree
I have a varied background, like our students.
As a trained culinarian I have also invested advanced academics, business experience,
outreach opportunities and brought mobile technology into our Culinary program
On Maui we have a large two story Culinary Arts facility in Central Maui. The facility was built
at a cost of $17M in 2001 with $3M in equipment. (Maintenance and balancing a budget is a
constant challenge)
We currently have 150 students but we have supported over 200 FT students in the past
years.
There are five 9 & 11 Month T & TT faculty, and five 9 Month Adjunct Lecturers.
Cost of tuition is about $9K to earn a ACF Accredited AAS degree
*A few years ago we partnered with Sodexo Management for our Operations component
(See me afterwards if you are interested in how we transitioned the financial picture for a
public institution)

Outline
• Traditional Instructional Methodology
• New Trends of Instruction
• Technology & Assessment
• Bridging the Gap
• Conclusions & Resources
Today we will share the following information by “Bridging the Technology Gap”
Comparisons between navigating between Traditional (Old) and Trends (New)
Deﬁne successful data capture in assessment
Share a few examples of Bridging the Gap
Provide considerations during the conclusion

Traditional Methodology
• Instructor Centered
• Basic Rubrics & Statistics
• Limited Academic Access
• Inconsistent Assessment
• Arbitrary Data Outcomes
(Traditional Teaching)
Instructor Centered (Receptive vs Interactive; Why do we continue this when we know our
students are Kinetic Learners?)
Performance-Based Rubrics (But what are they based upon when new instructors come into
the fold?)
Limited Library Material and Reference Access (Card Catalog is antiquated. When was the last
time YOU stepped into a library?)
Assessment based on “Academic Freedom” (Often its an instructor’s personal set of
assignments and menus)
Data Collection were often Guesstimates, hastily provided and inaccurate

Trend of Methodology
• Student-Centered
• Anywhere/Anytime (24/7)
“Real-Time” Assessment
• Formative and Summative
Evaluations
• Develops, align and distribute
rubrics for program consistency
• Genuine Data Collection
• Generation of Mobile Learners
New Trends are changing the educational playing ﬁeld
Team Learning (Flipping Classrooms for Student Driven Content)
Online Learning Management Systems (LMS) theoretically provides instructors more time
teaching, less time grading. Paperless and assessment expected to be in the “Cloud”
Academic Consistency is prevailing esp for budgetary expectations. (UH is auditing all
campuses and revising expectations, faculty performance akin to independent business
models)
And, the competition for students are driving the data collection.
Tangible and pertinent data for accreditation/reviews and forecasting
Students are wildly diverse in technology/media.
Mobile communicators now text me before, during and after labs
Facebook, You Tube, Twitter, Instagram, are shared and promoted.

Assessment Resources
• Exponentially grown year after year
• Over 6 million students take online courses
• 64% of Faculty feel Online Education is
crucial to Long-Term Institutional Strategy
• 88% of faculty useVideos for teaching
• 30% of faculty over age 35 use social media
in classrooms
Based on a Pearson and Babson Study (under resources) the reliance on Internet, available
software and student needs online courses are rapidly expanding from locally sourced classes
to MOOCs (Massive Open Online Course offerings from Stanford, MIT, and International
educational institutions.
A large majority of faculty are now suited and prepared to adopt this technology that they ﬁnd
relevant.

Assessment Pathway
UH Administration, Professional Industry and ACF
Accreditation Auditors asked a simple question...
What tangible evidence do you collect and share
that supports, reports and validates successful
student learning objectives in each and every
course?
The answer was...Huh? It depends...
A Simple Question
The initial answer was NO.
Reports are crucial for program health, budgeting, industry, growth and recruitment.
Intention is to Align to Campus-wide Assessment SLO’s for Senior WASC Accreditation

Assessment Set Up
Re-Mapping Course Curriculum
•Program Learning Outcomes (PLOs)
•Student Learning Outcomes (SLOs)
•Competencies/ACF (Comps)
•Rubric Tasks (RT)
In addition to re-mapping the program, we developed a plan to list each learning objective in
a hierarchical order for student delivery and program data collection.
Instructors were involved with planning and course standards and feedback.

Mapping PLOs, SLOs,ACF Competencies
• Online Assessment: LiveText
• Learning Course Management; Laulima
• Student Recruitment: ZOHO
First
When we invested to list the learning objectives, the large amount of data that needed to be
assessed was separated logically into subgroups and categorized in columns...
This is an example of baking learning objectives...

Naming all LOs and Competencies
5 PLO's
60 SLO's
307 ACF Comps
Second
UHMC Instructional Designer Mark Cook developed a structure that list and tracked objectives
cohesively alpha/numerically.
This effort provided Instructors to earmark objectives in each of their assignment rubrics.
We started with over-arching Program goals,
Deﬁned 60 SLOs for each course through curriculum changes
Finally we linked and integrated the 307 ACF competencies throughout the extensive
database
Then linked them to each rubric

Assignment Rubrics
Third
Each instructor developed assignments with a standard rubric scale.
This was involved but not impossible. We had some help and time to accomplish this and we
are still reﬁning rubrics and assignments.
The list integrated ALL competencies on the left-side column
when matched with speciﬁc rubrics and graded by using a touch screen tablet (We used
iPads):
This set standards of:
Program Validation & Consistency
Course Expectations
Instructor/Student Equality
Linking Data Collection
Method of course and program improvement and adjustment
<Less work grading, More time teaching>

Data Collection
Dean Louie MLISc CHE Associate Professor
Lastly
This great effort improved students’ success rates by learning and restructuring student-
centered instructional methodologies.
Collection of student performance artifacts; measuring and reporting results for continuously
improvement and accreditation reporting.
Validated student learning that meets or exceeds current industry accreditation standards
Developed reports to review speciﬁc programs, course effectiveness, and student progress to
evaluate program-wide efficiency.
By utilizing these tools we have able to genuinely retrieve and create
•Statistics Summaries
•Align Standard Rubrics
•Demonstrate Program Effectiveness

Assessment Models
• Online Assessment: LiveText, assess
once, collect thrice. (PLO, SLO,ACF
Competency)
• Learning Course Management; Sakai/
(Laulima), Paperless course management
• Student Recruitment: ZOHO CRM
Student Data & Recruitment
There are several Online Learning Management Systems (LMS) and Course Management
Systems (CMS) available. Some subscription and open sources (free)
Online Assessment: LiveText integrates touch screen hardware for assessment wirelessly
Sakai (rebranded by UH as Laulima) is an open source LMS that replaced WebCT. Available to
every student and faculty as a teaching tool.
In the words of veteran instructors and Admin: Recruitment is every faculty’s responsibility:
We have just employed ZOHO CRM (a Customer Relationship Management tool) that tracks
students who have and haven’t registered for classes, or passed required courses or need to
contact them as a cohort.

Classroom Technology
• Mobile Tablets
• Laptops & Cart
• SmartPhones
• Desktops
• Image Capture
• Student Artifacts
We have become accustomed to investment and applying these tools in education.
Students actually bring more current software and hardware to courses to share.
This bring the circle of education on a full circle as I learn from them, just as they learn from
me. It also develops an atmosphere for sharing and teamwork.
It’s usually older students who need assistance with creating a video or media presentation.
Open Sources software like: Prezi, Open Office and Google Docs.
Students now prepare media presentations with ﬂair, Documents step-by-step practicums to
with an iPhone to demonstrate homework and records video to refresh their memory for a
butchering demo for greater retention.

In Purchasing we start to make connections through media
Once: Telephone and FAX orders
Now: Online ordering & E-mail
Less interactive but much more effective for cost controls and comparisons and information
technology retrieval.
Its a smaller world in procurement.

Student Assignment
• Students provide creative
content
• Share, direct, act, work as
team components
• Spend hours doing
something fun
• Use media they own and
understand
Challenge: Purchasing is a relevant component but not as creative as cooking
How can we develop greater relevance in Purchasing Lab Stations by using available
technology?

Video Rubric
Video Rubric
•Demonstrate all station competencies
•Show Teamwork
•Use Professional Language
•Keep the presentation under 3 Minutes
•Be creative...
One team chose Filing and Recording Invoices
They came up with the following video...

StudentVideo
Student Video Example
“I ﬁle and I know it.” MCA Student Video Spring 2013
LINK
You Tube URL: http://youtu.be/_uDDIRsSt3A

How do you stay in touch with your students?
Finally, this is the reason to celebrate and dive in to our 21st Century Learners
Typical Hawaiian Celebration

Global Arena
Dean Louie MLISc CHE Associate Professor
Global Arena
We position students to understand the value of their education in relationship to a
competitive international workforce, especially since Hospitality and Culinary Arts are primary
growth industries in the State of Hawaii. American branding is now much more than fast food
franchising.
Our partnerships in the Philippines, New Zealand, China and Korea have led to international
student internships and faculty exchanges. (Here’s a shot of me teaching me teaching
Sophomores at Shanghai Normal University’s Feng Xian Campus.)
Finally our students can leverage opportunities to travel with their education, and share their
inherent sense of Asian cultures in the melting pot of Maui.

Are you connected or disconnected?
If you want to stay connected with your students you need to connect in multiple ways
15 categories to stay connected

Quiz time.
Please leave your business cards with Chef Cheech...
1.What is our student enrollment (151/150)
2.When is my name and position? (Dean Louie- Program Coordinator)
3.Name one of our assessment tools (LiveText, Laulima, ZOHO)
4.What managed service provider have we partnered with (Sodexo)
5.What international partnerships have we developed (Korea, New Zea, Philippines, China)
6.For the Hat: Who, what the next time UHMC will be presenting? PBL, Cheech, 11:30,
Breaking instructional tradition

Resources
Babson Survey Research Group URL: http://www.babson.edu/Academics/centers/blank-center/
global-research/Pages/babson-survey-research-group.aspx
Babson Infographic PDF: http://www.babson.edu/Academics/centers/blank-center/global-research/
PublishingImages/Online-Learning-Survey-Infographic.png
Pearson 2012 Seminar URL: http://www.pearsoned.com/college-faculty-survey-finds-their-use-of-
social-media-has-evolved/#.UesGNb94nrf
Seaman, J. 2012 How Today’s Higher Education Faculty Use Social Media URL: www.babson.edu/
Academics/.../teaching-learning-and-sharing.pdf
NC State University Assessment Page URL: http://www2.acs.ncsu.edu/UPA/archives/assmt/
resource.htm
Osika, E. 2009. Factors Influencing Faculty Use of Technology in Online Instruction:A Case Study.
Online Journal of Distance Learning Administration,Volume XII, Number I, Spring 2009 University
of West Georgia, Distance Education Center URL:http://www.westga.edu/~distance/ojdla/
spring121/osika121.html
National Center of Education and the Economy URL: http://www.ncee.org/
Babson Survey Research Group URL: http://www.babson.edu/Academics/centers/blank-
center/global-research/Pages/babson-survey-research-group.aspx
Babson Infographic PDF: http://www.babson.edu/Academics/centers/blank-center/global-
research/PublishingImages/Online-Learning-Survey-Infographic.png
Pearson 2012 Seminar URL: http://www.pearsoned.com/college-faculty-survey-finds-their-
use-of-social-media-has-evolved/#.UesGNb94nrf
Seaman, J. 2012 How Today’s Higher Education Faculty Use Social Media URL:
www.babson.edu/Academics/.../teaching-learning-and-sharing.pdf
NC State University Assessment Page URL: http://www2.acs.ncsu.edu/UPA/archives/assmt/
resource.htm
Osika, E. 2009. Factors Influencing Faculty Use of Technology in Online Instruction: A Case
Study. Online Journal of Distance Learning Administration, Volume XII, Number I, Spring 2009
University of West Georgia, Distance Education Center URL:http://www.westga.edu/~distance/
ojdla/spring121/osika121.html
National Center of Education and the Economy URL: http://www.ncee.org/

Bridging the Technology
Generation Gap
FusingTraditional Education Delivery withToday’sTechnology
Dean Louie
Maui Culinary Academy
Mahalo ACF for listening!
Aloha,
Mahalo and Thanks for taking time to be with us today.

Follow us:
This presentation can be found at:
http://www.slideshare.net/chefdean
Facebook/About.me/Linked In: Dean Louie
Yelp: Dean L.
Twitter: chinodino
Here’s where we can connect
http://www.slideshare.net/chefdean

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