Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2020-2021	cmorosin@cnm.edu	2021-11-19T23:51:48.247Z

School	Name of Program	Courses
BIT	Hospitality and Tourism AAS	None

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
The Hospitality and Tourism programs were fortunate to have created online versions of many of our courses as part of the creation of an AAS degree deliverable directly via CNM Online to industry-sponsored cohorts. However, as has been the case with the rest of the college, the COVID-19 pandemic has had a deep impact on our program. Instructors across the college faced a poorly-timed transition to a new LMS including a college-wide technology outage during what was our final week of instruction in the spring 2021 term. Among students, faculty and instructional personnel, less engagement and more external stress that impacted the teaching and learning. Since our programs are geared toward students with careers or seeking careers in the hospitality industry, they seemed especially disillusioned with the nationwide reckoning of the role work plays in their life and the low levels of compensation for line-level employees and management, a reckoning in which hospitality professionals feature prominently.

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program

The Hospitality and Tourism programs were fortunate to have created online versions of many of our courses as part of the creation of an AAS degree deliverable directly via CNM Online to industry-sponsored cohorts. However, as has been the case with the rest of the college, the COVID-19 pandemic has had a deep impact on our program. Instructors across the college faced a poorly-timed transition to a new LMS including a college-wide technology outage during what was our final week of instruction in the spring 2021 term. Among students, faculty and instructional personnel, less engagement and more external stress that impacted the teaching and learning. Since our programs are geared toward students with careers or seeking careers in the hospitality industry, they seemed especially disillusioned with the nationwide reckoning of the role work plays in their life and the low levels of compensation for line-level employees and management, a reckoning in which hospitality professionals feature prominently.

Part 3: Data Review

	2018-2019	2019-2020	2020-2021
Annual number of graduate awards is greater than 10	0	0	6
Number of declared majors	14	21	28
Average Class Size	n/a	n/a	n/a
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	n/a	n/a	n/a
Annual C-Pass rate for coursework is 60% or above	n/a	n/a	n/a
Average class fill rate at 60% or above capacity within a term or over a year	n/a	n/a	n/a
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	n/a	n/a	n/a

Summarize how your program met or did not meet the target measures based on the data above
I'm not sure why the course list is not populating with more courses. We have a set of choices of course for some classes, but not that many. The number of declared AAS majors in the program has predictably increasing since it was added back into the HT programs of study. This in part accounts for the declining numbers of declared majors in the AA program as we shift our focus to that degree program.

Summarize how your program met or did not meet the target measures based on the data above

I'm not sure why the course list is not populating with more courses. We have a set of choices of course for some classes, but not that many. The number of declared AAS majors in the program has predictably increasing since it was added back into the HT programs of study. This in part accounts for the declining numbers of declared majors in the AA program as we shift our focus to that degree program.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
1. Describe and evaluate organizational structures, leadership styles, and personnel management techniques as they apply to a wide variety of hospitality operations	HT 2201	Standardized Test Paper	100% of students completed a version of the ManageFirst Hospitality Human Resources Standardized Exam. 78% of students met or exceeded rubric standards on an internally-developed final paper.
3. Describe and evaluate procedures for proper receiving, storage, and control of food and non-food items	CULN 1003, and HT 2215.	Certification Exam Test or Quiz	CULN 1003 students did not complete ServSafe Food Safety Manager Certification Exams. 58.4% of HT 2215 students scored competent or excellent on a grading rubric of targeted questions on their midterm exam.

Interpretation of Assessment findings
Outcome 1: Both tools showed results above our target of 70% of students meeting standards. It should be noted that we were not able to proctor an on-campus version of the exam at the time, but rather an unproctored online version. It is likely we would have had fewer passing a proctored exam. With that in mind, I feel the results of the final paper might be more reflective of actual student achievement in this case. Outcome 3: The ServSafe Food Safety Manager Certification Exam requires on-site proctoring, which was not available during the campus closure during the academic year. Our HT 2215 assessment tools have not achieved target levels for several years. Faculty are reassessing the effectiveness and suitability of the tool.

Interpretation of Assessment findings

Outcome 1: Both tools showed results above our target of 70% of students meeting standards. It should be noted that we were not able to proctor an on-campus version of the exam at the time, but rather an unproctored online version. It is likely we would have had fewer passing a proctored exam. With that in mind, I feel the results of the final paper might be more reflective of actual student achievement in this case. Outcome 3: The ServSafe Food Safety Manager Certification Exam requires on-site proctoring, which was not available during the campus closure during the academic year. Our HT 2215 assessment tools have not achieved target levels for several years. Faculty are reassessing the effectiveness and suitability of the tool.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2021-2022	Begin reassessment of course materials. This reassessment may take longer than an academic year.	ManageFirst has not updated their textbooks in over eight years, with little indication of an intention to do so. The NRAEF has been slow to embrace alternate forms of delivering proctored examinations. Given recent developments in the hospitality industry and the continued popularity of online course delivery, we will need more flexible and up-to-date course materials.
2021-2022	Design new assessment tool for assessing food receiving and storage outcome. This may take longer than an academic year to develop, review, and deploy, and will likely be a part of the college-wide efforts to redesign program assessment.	Students generally perform worse on assessment tools developed by specific faculty members when compared to standardized exam tools and tools designed by other faculty. It is likely the tool is not accurately measuring student achievement in these cases.
2021-2022

Please select all of the following that characterize the types of changes described in the above action plan

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