Annual
Student Learning Outcomes Assessment Report
Academic Year:
2004-2005
I. Assessment Procedures
1. The ability to describe different hospitality and tourism industry segments and explain specific ways that these segments work together for the benefit of internal and external customers/guests.
2. Knowledge of operational foodservice and culinary terms and principles
3. Application of human resource principles in hospitality service-oriented work environments
4. Application of marketing theories and principles to the promotion of hospitality services and products
5. Knowledge of major laws pertaining to hospitality operations and how these laws can be applied preventatively in minimizing business liabilities
6. Knowledge of strategic management principles and the application of these principles in real-life hospitality business operations
7. Application of principles of financial analysis to the operation of a hospitality for-profit business
B.
Elements of assessment –
Specific
elements are listed numerically corresponding to the above assessed outcomes:
1.
Delineation of major hospitality and tourism sectors
along with interactions that occur between the sectors, economic impact from
international to local levels and possible career paths by sector;
2.
Description of operational divisions of a restaurant
or foodservice operation; Demonstration of sanitation principles from buying
and storing food products to preparing and holding; Identification of major
pieces of kitchen and restaurant equipment and explanations of equipment uses;
Demonstration of designing a menu followed by costing food, supplies, labor and
other overhead expenses; Description of how to establish service standards and
the processes necessary for continual service improvements in a
restaurant/foodservice operation;
3.
Description of major employment laws on a national,
state and local level (where applicable);
Delineation of processes necessary for a recruiting and employee
selection plan; Delineation of essential components to an employee training plan
with a description of processes necessary for adult learners to maximize
learning transfer to the job and retention; Explanation of salary and benefit
administration principles as well as ways to retain employees and maximize
quality service-oriented job performance;
4.
Production of a hospitality marketing plan including
essential components and reflecting appropriate market segmentation and target
market analyses and other fundamental marketing principles; Demonstration of
appropriate promotional techniques based on market research; Knowledge of
changing market demographics and the impact on both internal and external
hospitality marketing; Description of the effective use of Internet marketing
as well as database marketing and forms of direct marketing;
5.
Explanation of essential elements in legal
contractual relationships; Description of proactive managerial practices to
avoid/minimize personal and property lawsuits in hospitality businesses
including food and beverage (such as food borne illnesses, food allergies,
improper alcohol service) operations; Explanation of recommended precautions
regarding property security;
6.
Delineation of essential stages and components of a
strategic plan; Evidence of the ability to develop a strategic plan for an
actual hospitality business involving the effective integration of major
business functional areas; Based on feedback from the business operation,
evidence of the ability to modify the plan as a dynamic, useful management
tool;
7.
Ability to define pricing strategies for various
hospitality segments, analyze different forecasting techniques, apply
scheduling controls to minimize labor costs; Demonstration of knowledge in
analyzing income statements, balance sheets and P&L statements including
evidence of analytical abilities to assess and correct
C.
Data collected
The numbers in
parentheses correspond to the outcomes assessed as numbered in Section A:
· Written examinations in hospitality courses (1 – 7)
· Written and oral hospitality projects including individual and team projects (1-7)
· Demonstration of skills in courses with strong application or lab components such as food production (HADM 3401/3402) and special event management (HADM 3600) (2 – 7)
· Feedback from employers of students fulfilling work study requirements through a structured questionnaire presented to direct supervisors or managers of students (1-7)
· Senior exit exam which is administered to graduating hospitality majors in the capstone course (HADM 4800) (1-7)
· Demonstration in the capstone hospitality course (HADM 4800) of knowledge in major functional areas of hospitality management and the ability to integrate and synthesize knowledge and skills in an actual business application (1-7)
D.
Data Analysis
·
Learning objectives are regularly reviewed in course
syllabi as related to the content areas required for the School’s continued
accreditation through the Accreditation Commission for Programs in Hospitality
Administration (ACPHA.)
·
Testing instruments and projects used in hospitality
courses are discussed in faculty meetings as related to the coverage of
learning objectives delineated for each course.
·
Grade distribution reports are reviewed and
discussed with faculty.
·
All graduating hospitality majors must submit a work
portfolio. The portfolio includes an analysis by the student of his/her strengths and weaknesses in the work
environment. The portfolio also includes an evaluation by the student’s direct
supervisor or manager. The portfolios are evaluated individually as well as
grouped for the tracking of trends and significant areas of positive and
negative feedback.
·
The senior exit exams are analyzed by an overall
score as well as scores for sections of the exam that relate to specific course
content. The exit exam, at present, includes sections for required hospitality
courses.
·
Written and oral course projects for HADM 4800 are
for real-life business projects (through local hospitality companies). In addition to these projects being evaluated
for written and oral communication skills, the competency levels in the major
hospitality functional areas (financial analysis, human resources,
legal/governmental affairs, marketing, strategic planning, quality service
processes, safety/sanitation processes) are evaluated. This evaluation is not
only from the professor(s) teaching the capstone course but important feedback
is derived from the industry contacts (for whom the students are performing the
project work) as well.
II. Achievement of Departmental Objectives for
Students
A. Undergraduate
Based on the analysis of data, as described above, the learning
objectives stated in the School’s assessment plan are being accomplished. To
further improve the assessment process, there are several recommendations that
are listed in Section III.
III.
Changes to Procedures or Curriculum Based on Assessment
A.
Undergraduate
·
A review of the assessment plan will be included in
the School’s annual faculty retreat on August 19, 2005. With a new Part-time
Instructor starting fall semester, this will be particularly important.
·
Standardized exams will be developed for courses
that have multiple sections. The use of the same exams between sections will
allow for more consistent analysis of learning outcomes.
·
The work portfolio format will be updated over the
next year to include more quantifiable items including specific examples of how
knowledge and skill areas have been applied in the work place.
·
The current exit exam for hospitality majors
includes questions from required courses and not electives. Over the next year,
a battery of questions will be developed for the hospitality elective courses.
Students will indicate which elective courses they have completed and the
corresponding questions will be added to the basic exit exam.
·
The evaluation form completed by the student’s supervisor
or manager is now given to the student to be included in the work portfolio. To
allow for more open feedback from the employer, a stamped, self-addressed
envelope will be provided and the evaluation will be mailed directly to the
Director of the School.
IV.
Changes in Department’s Assessment Goals
Although
there are planned procedural changes as described above, there are no changes
at this time to the department’s assessment goals.