Unit: Travel Industry Management
Program: Travel Industry Mgt (BS)
Degree: Bachelor's
Date: Fri Nov 16, 2018 - 11:13:50 am

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

1. Knowledge and Global Perspective: Identify and demonstrate skills relevant to the operational areas of hospitality and tourism management. For Tourism/Transportation Track: (Ta) Describe and assess the strengths and weaknesses of the major modes of transportation,(Tb) Explain transportation operations and management, as well as related global, environmental, technological, regulatory, and risk management issues faced by transportation professionals,(Tc) Describe the elements of the tourism system and explain their interrelationships,(Td) Identify and define sustainability issues for the tourism system and explain how they can be addressed. For Hospitality Track:(Ha)Analyze external and internal environmental factors that affect hospitality organizations, (Hb) Identify, explain, and apply the management concepts, principles, and processes in operational areas of hospitality organizations.

(1b. Specialized study in an academic field)

2. Effective Communication: (a)Demonstrate effective written communication skills,(b)Demonstrate effective oral communication skills.

(1a. General education, 2c. Communicate and report, 3d. Civic participation)

3. Critical Thinking: (a)Analyze situations and develop alternative options to resolve identified issues, (b)Synthesize appropriate information to develop reliable, valid, and logical arguments.

(1a. General education, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)

4. Leadership and Teamwork: (a)Demonstrate effective leadership skills or traits of a leader,(b)Work productively, respectfully, and professionally as a team member.

(1a. General education, 3d. Civic participation)

5. Ethics and Stewardship: (a)Apply ethical behavior,(b)Evaluate the importance of host cultures to the global travel industry and utilize sustainable practices.

(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)

2) Your program's SLOs are published as follows. Please update asneeded.

Department Website URL: https://tim.hawaii.edu/wp-content/uploads/2015/01/TIM_Program_Learning_Outcomes_2015.pdf
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/tim/TravelIndustryManagement.html
Course Syllabi. URL, if available online: Program Learning Objectives are reproduced in all TIM course syllabi.

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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.


5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)

8) Briefly explain the assessment activities that took place.

This year assessment focused on PLO #2--Effective Communication. To assess student achievement with respect to written communication skills, 18 case analyses written by students enrolled in the TIM School's capstone course, Strategic Management in the Travel/Hospitality Industry (TIM 431), during Summer 2018 were evaluated by three faculty members. To assess student achievement with respect to oral communication skills, six oral presentations by students enrolled in  Human Resource Management in the Travel Industry (TIM 306) during Summer 2018 were evaluated by the same three faculty members. Both the papers and the oral presentations were evaluated on a rating scale from 1 to 7, where 1 meant "abysmal", 4 meant "average", and 7 meant "outstanding". Descriptive statistics were computed for both evaluations.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

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
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
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

24 undergraduate students.

11) 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)

12) 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)

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

With respect to writing ability, the average score across the 18 papers evaluated was 4.33 on a scale from 1 to 7, or slightly above the midpoint of the scale. Thirty-three percent of the papers were rated below average (i.e., 2 or 3), 27.8% were rated average (i.e., 4), and 38.9% were rated above average (i.e., 5, 6, or 7). The fact that one-third of the papers were rated below average suggests that remedial action may be necessary to ensure that all TIM students graduate with the written communication skills they will need to succeed in their careers.

With respect to speaking ability, the average score across the six presentations evaluated was 4.67 on a scale from 1 to 7, or slightly above the midpoint of the scale. Thirty-three percent of the presentations were rated 3, or a notch below average, 33.3% were rated 4, or "average", and 33.3% were rated 7 or "outstanding". These results are a little better than those pertaining to writing ability. Nevertheless, the results suggest that remedial action may be necessary to ensure that all TIM students graduate with the oral communication skills they will need to succeed in their careers.

14) 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)

15) Please briefly describe how the program used the results.

Results have yet to be discussed and acted upon by the faculty.

16) 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 evaluation effort this year demonstrated the value of professors retaining evidence of student achievement to facililtate evaluation efforts. This year we were very fortunate to have access to evidence of students' writing and speaking abilities in the form of case analyses written by students for TIM 431 and videos of student presentations for TIM 306. We recommend that the Dean encourage faculty members to retain evidence of student achievement to facilitate future assessment of the remaining TIM School PLOs.

17) If the program did not engage in assessment activities, please justify.

Not applicable.