Unit: Travel Industry Management
Program: Travel Industry Mgt (BS)
Degree: Bachelor's
Date: Fri Oct 16, 2009 - 8:15:12 am

1) List your program's student learning outcomes (SLOs).

1. Effective Communication

  • Students can employ communication skills effectively to accomplish organizational and professional objectives.

2. Leadership and Teamwork

  • Students can demonstrate leadership.
  • Students can work effectively, respectfully, and professionally as a team member.

3. Critical and Creative Thinking

  • Students can analyze situations and develop alternative options to resolve identified issues.
  • Students can select appropriate information to develop reliable, valid, and logical arguments.

4. Knowledge and Global Perspective

  • From a global perspective, students can explain and apply the principles of travel industry management and of hospitality, tourism, and/or transportation management.

5. Ethics and Stewardship

  • Students can demonstrate integrity and ethical behavior.
  • Students can comprehend the importance of host cultures to the global travel industry and apply sustainable practices.

2) Where are your program's SLOs published?

Department Website URL: http://www.tim.hawaii.edu/documents/tim_learning_objectives_bs_degree.pdf
Student Handbook. URL, if available online: NA
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA

3) Upload your program's current curriculum map(s) as a PDF.

Curriculum Map File(s) from 2009:

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

Not applicable at this time.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

The goal of TIM's current assessment activities were to (1) determine appropriate SLOs for the TIM undergraduate program, and (2) to create a curriculum map for the lower division special requirements, upper division core, and emphasis areas.

7) State the Type(s) of Evidence Gathered

Faculty input was used in the current assessment activities.

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

Draft curriculum maps are being reviewed by the faculty.  Once approved, these maps will then be used to guide program modification and course assessment.

9) State How Many Pieces of Evidence Were Collected

Not applicable at this time.

10) Summarize the Actual Results

Our current activities resulted in the SLOs (see #1 above) and the attached draft curriculum maps.

11) Briefly Describe the Distribution and Discussion of Results

Both the SLOs and the curriculum maps resulted from extensive faculty discussion, facilitated by the Mnoa Assessment Office.

12) Describe Conclusions and Discoveries

At this preliminary stage, several suggestions have been put forth based on our assessment activities:  (1) some courses need to be re-examined in terms of the number and prioritization of SLOs included and overlapping SLOs with other courses; (2) we need to carefully examine how we introduce, reinforce, and promote mastery of the SLOs in our courses, to make sure that all students will receive the same opportunities, irrespective of the emphasis or courses choices they make; (3) we need to examine the range of courses we offer, to ensure that we minimize “boutique” courses that do not support the SLOs; (4) a portfolio method of assessing student achievement throughout their program may warrant further discussion as we move forward.

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

Not applicable at this time.

14) Reflect on the Assessment Process

The TIM faculty has found the curriculum mapping process to be valuable and instructive.  It has compelled us to look carefully at learning outcomes across segments of the TIM program (such as the emphasis areas) and consider issues such as sequencing, mandatory versus elective courses, and capstone experiences in light of the stated objectives of the program.  It has also prompted us to carefully examine the relationship between skill and knowledge development in our students, and the role of the curriculum in shaping both areas.  Once the mapping process is complete, we intend to look at areas such as a common capstone experience, student portfolios, and assessment instruments.

15) Other Important Information

The TIM faculty continues to devote substantial time to this important process.

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.