Unit: Travel Industry Management
Program: Travel Industry Mgt (BS)
Degree: Bachelor's
Date: Mon Sep 27, 2010 - 12:56:00 pm

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

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) As of last year, your program's SLOs were 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:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: NA

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2010:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

The goal of TIM's assessment activities in 2010 were to (1) revise course learning objectives to better align with the TIM school program objectives, and (2) to learn about assessment techniques for relevant learning objectives.

6) State the type(s) of evidence gathered.

Core course student learning objectives were collected and compiled for faculty members to review.

7) Who interpreted or analyzed the evidence that was collected?

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)

8) How did they evaluate, analyze, or interpret the evidence?

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)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

Eight core course’s instructors submitted their course learning objectives to TIM assessment coordinator and then compiled learning objectives were distributed to all TIM faculty members for a discussion

10) Summarize the actual results.

TIM assessment coordinator compiled eight core course’s learning objectives distributed to all TIM faculty members for a discussion. Marlene and Monica from the assessment office lead the discussion session about the course objectives. Faculty members in TIM school who participated in this session learned about how to align their course objectives with program learning objectives and our curriculum map.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

Through the discussion over core courses’ learning objectives, TIM faculty members have better idea about how to align course SLOs to TIM program SLOs. This will facilitate our next step toward building assessment plan for TIM School. Next, TIM school will start to build specific plans for the program assessment as to type of evidence to gather, frequency of data collections and corrective actions based data analysis. Once the first version of assessment cycle is run, we shall continue to revise Program SLOs as well course SLOs to improve the quality of the student learning.

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

13) Other important information: