Culinary and Baking Program Review

Photo courtesy of Paul Smith’s College

Second-year Culinary Arts student William Rock was scheduled to interview Provost Hunt-Bull and Associate Provost Gibson Sheffield about the program assessment currently underway in the culinary and baking departments. Shortly before the appointment, William was detained by other obligations, so I filled in and conducted the interview in William’s place.

Below is my summary of Dr. Gibson Sheffield and Dr. Hunt-Bull’s explanation of the assessment process.

WHAT IS HAPPENING, AND WHY?

Program assessment is a systematic evaluation process that allows departments to identify their strengths and weaknesses, and make productive changes. In the case of the culinary and baking programs, the goal of this process is: 1) to ensure that the programs are making the most efficient use of student investments, school resources, and faculty time; 2) are the most relevant they can be in current industry climate; 3) are distinct among culinary programs, nationally; and 4) in all ways deliver the most value as possible to students.

This is a timely moment for assessment because of a confluence of many circumstances:

• Paul Smith’s is implementing a large-scale strategic plan, which has as one of its main goals to improve learning – specifically, to shore up and double down on the immersive learning (or active learning, or experiential learning) that the school wants to continue to be known for. This commitment will inspire deep assessment and review across all aspects of college operations. Other goals articulated in the strategic plan are that Paul Smith’s will: foster greater connections with industry, support year-round programming, and host more food businesses on campus (contributing to a more town-like community atmosphere). These goals could influence how the culinary and baking programs evolve.

• Also, the college is reorganizing its academic structure from two large schools, headed by deans, to five departments, overseen by chairmen and chairwomen. Culinary and baking will be grouped together into the Food Service Department. The college will soon start a search for a chairperson to lead this department. Going through the assessment process at this stage allows those with skin in the game to determine the direction the department is going, and to pick a chair accordingly.

• This January, Paul Smith’s culinary program was re-accredited by the American Culinary Federation. The lengthy assessment process leading to that, which took place last year, entailed a comprehensive review by an outside agency, and provided the school insight on the culinary and baking programs in reference to industry expectations.

• Lastly, the school anticipates that it will be able to renovate many of the labs in Cantwell. Determining what those renovations should be requires discussion about what the spaces should be allocated for, and how they should be used.

The provost and associate provost emphasized that the goal of this assessment process is as much to determine what we do well, and enhance opportunities to build on that – as it is to discover any weak areas, or gaps, that need to be addressed.

HOW IT WORKS

Program assessment starts with information gathering. Currently the assessment process is being guided by input gleaned from the accreditation process last year, input from other industry advisors (some of whom are on the Board of Trustees), and guidance from the faculty, who have been meeting weekly. When discussion and ideas are shaped into some actionable proposals, those will get presented to focus groups of students and alumni (‘What are their expectations and experiences of the program?’ ‘How has their education influenced their trajectory in jobs and careers?’); be reviewed by admissions and marketing teams (‘What are students looking for in culinary programs?’ ‘How can Paul Smith’s distinguish itself from other schools?’); and other industry advisors (‘What are the expectations of and opportunities in the industry?’). Dr. Gibson Sheffield stressed that the process from information and assessment to actual implemented change is a long and iterative one, where every interested and relevant party can give input and potentially shape the evolving plan.

Many of the challenges Paul Smith’s College – and the food service programs in particular – face are not unique to this school. The question ‘What makes a higher education degree worth while?’ and specifically ‘What is the role of a culinary education?’ are faced by institutions across the country. At the end of this month Dr. Gibson Sheffield, whose training and experience are in curriculum development and who is facilitating this process, will attend a conference of deans and directors of culinary and baking programs from around the country to gain insight in how other institutions are responding to these challenges.

WHERE THINGS STAND NOW

Shaping the discussion at this point are these basic ideas:

• The restaurant industry, as it is now, is notorious for low-paying jobs. To justify the expense of obtaining a culinary degree, students should graduate equipped with the tools necessary to make them the most competitive for the highest paying positions in the industry.
• There are many more career paths, in the food service field, than the restaurant industry. A four-year degree in food service should qualify a graduate for entry into the broadest possible range of career paths.
• The food service industry is looking for people with exceptional kitchen skills, and also for management. Degrees in culinary and baking should provide opportunities that equip students for both.
• A strong program will allow students valuable contact with industry and professionals while obtaining a degree.

The future of the culinary and baking programs, and how they move forward, is right now an open and flexible. Although the process is still in early stages, feedback is always welcomed. Contact Gail Sheffield at gsheffield@paulsmiths.edu if you are interested in being on one of the focus groups, or otherwise being involved in this process.

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