Program: Travel Industry Mgt (BS)
Degree: Bachelor's
Date: Fri Oct 02, 2015 - 1:35:59 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Effective Communication: Students can employ communication skills effectively to accomplish organizational and professional objectives.
(1a. General education, 2c. Communicate and report)
2. Leadership and Teamwork: Students can demonstrate leadership.
(1a. General education)
3. Leadership and Teamwork: Students can work effectively, respectfully, and professionally as a team member.
(1a. General education)
4. Critical and Creative Thinking: Students can analyze situations and develop alternative options to resolve identified issues.
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
5. Critical and Creative Thinking: Students can select appropriate information to develop reliable, valid, and logical arguments.
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
6. 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.
(1a. General education, 1b. Specialized study in an academic field, 3a. Continuous learning and personal growth)
7. Ethics and Stewardship: Students can demonstrate integrity and ethical behavior.
(1a. General education, 1c. Understand Hawaiian culture and history, 3c. Stewardship of the natural environment, 3d. Civic participation)
8. Ethics and Stewardship: Students can comprehend the importance of host cultures to the global travel industry and apply sustainable practices.
(1a. General education, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment, 3d. Civic participation)
2) Your program's SLOs are published as follows. Please update as needed.
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: NA UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/tim/undergrad.htm Course Syllabi. URL, if available online: NA
Other: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement. Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 7) Briefly explain the assessment activities that took place in the last 18 months.
After evidence of learning was collected for each PLO, an action plan was established to improve weak points in student learning. To assess the effectiveness of the action plan, evidence of changes in student learning was collected. The most recent evidence was collected during the 2014-2015 school year.
Evidence is now collected every three years for each PLO to allow for time to analyze the evidence, share the results, develop an action plan, and assess the action plan.
A full assessment of each PLO was conducted for the first time in AY 2014-2015 after they were revised and the Assessment Rubric was complete. The following section shows the results. Criteria for success is set at 70 percent or more of students performing at the satisfactory or excellent level.
Areas of Strength
• Results from the Program Assessment Plan show that most TIM School students demonstrated satisfactory or excellent learning in all five PLOs. However, faculty found that there are still areas for improvement, as noted above.
• The School has a comprehensive assessment plan in place with well linked PLOs, a Curriculum Map, Assessment Rubric, and plan to measure student learning regularly.
• All faculty and lecturers participated in each step of developing and implementing the Assessment Plan.
• The Assessment Office at UHM provides resources for implementing and improving the assessment procedures.
Areas to Improve
• The assessment plan is a work in progress and as the School goes through additional assessment cycles, will continue to improve the Assessment Plan.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: Other 2: Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Other 1: Other 2: Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
PLO 1. Knowledge and Global Perspectives
Performance Levels in TIM 350, Fall 2014 (N=32)
Performance Levels in TIM 354, Spring 2015 (N=12)
Performance Levels in TIM 325, Spring 2014 (N=25)
Performance Levels in TIM 420, Fall 2014 (N=12)
Performance Levels for Case Analysis in TIM 431, Fall 2014 (N=6)
Performance Levels in TIM 313, Fall 2014 (N=63)
Performance Levels in TIM 314, Spring 2015 (N=39)
PLO 2. Effective Communication
To assess written communication skills, 13 case analysis papers from two sections of the capstone course, TIM 431, were evaluated for performance in effective communication.
Performance Levels on PLO 2, Oral Communication in TIM 300, Spring 2015 (N=58)
PLO 3. Critical Thinking
13 case analyses from two sections of the capstone course, TIM 431, were collected from Fall 2014 classes to assess students’ critical thinking skills.
PLO 4. Leadership and Teamwork
Performance Levels on PLO 4, Leadership and Teamwork in TIM 403, Spring 2015 (N=27)
PLO 5. Ethics and Stewardship
Internships: Internship supervisors (employers) were asked to rate students’ capability of recognizing ethical issues on a 5-point scale (5 - excellent, 4 - good, 3 - satisfactory, 2- fair, and 1- poor). 46 students were evaluated during the Spring 2015 semester. 45 of the 46 students were rated as good or excellent in recognizing ethical issues and the cross-relationships among them. 44 of the 46 students were rated good or excellent in stating their position and understand the implications of their ethical perspectives.
Faculty responses to the online survey noted that most senior students in the School demonstrate a deep respect for host cultures and are able to provide specific examples of concern for the host culture based on their personal experiences. Students also understand what is acceptable in some cultures and unacceptable in others. Faculty observations were based on class discussions and written assignments.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
PLO 1 - More than 70 percent of students demonstrated an excellent or satisfactory level of knowledge in both Tourism/Transportation and Hospitality Management. However, students’ learning in the track-specific knowledge areas had the most room for improvement compared to other PLO areas.
PLO 2 - The vast majority of students demonstrated excellent or satisfactory communication skills, especially in oral communication.33
PLO 3 - Students demonstrated acceptable critical thinking skills.
PLO 4 – Most students showed excellent or satisfactory levels of effective leadership skills or promising traits as a leader. They also worked well in group settings.
These findings were shared with and discussed at a faculty meeting. Although 70 percent or more students were at the satisfactory level or higher, there is still room for improvement.
Room for improvement is evident in track-specific knowledge area PLO1, with respect to students’ learning in different areas of operations management, including transportation, foodservice, and lodging. Courses that cover each operational area at a different level from “introduce” to “master” should be re-visited to determine if any changes should be made to improve student learning in these management areas.
13) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 14) Please briefly describe how the program used the results.
Results from the Program Assessment Plan show that most TIM School students demonstrated satisfactory or excellent learning in all five PLOs. However, faculty found that there are still areas for improvement, as noted above.
• The School has a comprehensive assessment plan in place with well linked PLOs, a Curriculum Map, Assessment Rubric, and plan to measure student learning regularly.
• All faculty and lecturers participated in each step of developing and implementing the Assessment Plan.
• The Assessment Office at UHM provides resources for implementing and improving the assessment procedures.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
The assessment plan is a work in progress and as the School goes through additional assessment cycles, will continue to improve the Assessment Plan.