Archived Assessment Report
| Program | Hospitality and Tourism AAS Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Midpoint Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 2. Identify the role of specific leadership qualities in successful hospitality operations management. | Are students able to identify specific leadership qualities that make a positive impact in successful hospitality operations management? |
| 5. Develop management policies to anticipate and control legal issues in a hospitality setting. | Are students able to develop management policies to anticipate and control legal issues in a hospitality setting? |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 2. Identify the role of specific leadership qualities in successful hospitality operations management. | Chapter Quizzes | HT 2235 | 70% of students will score a 70% or better. |
| 5. Develop management policies to anticipate and control legal issues in a hospitality setting. | PowerPoint Assignment | HT 2235 | 70% of students will score a 70% or better. |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 2. Identify the role of specific leadership qualities in successful hospitality operations management. | Over 70% of students exceeded the 70% threshold on the chapter quizzes, demonstrating that students are able to identity specific leadership qualities that make a positive impact in successful hospitality operations management. 100% of the students assessed exceeded the threshold of 70% scores, with the average score being 92%. | Over 70% of students exceeded the learning outcome addressed. | The results show that the students assessed were able to identify specific leadership qualities that make a positive impact in successful hospitality operations management. |
| 5. Develop management policies to anticipate and control legal issues in a hospitality setting. | Over 70% of students exceeded a score of 70% on this assignment, demonstrating that students are able to develop management policies to anticipate and control legal issues in a hospitality setting. | The results support the learning outcome and focus area; students exceeded expectations. | 87% of students achieved an average of 80% score on this assignment, which shows us that students are able to develop management policies to anticipate and control legal issues in the hospitality setting. |
| 2. Identify the role of specific leadership qualities in successful hospitality operations management. | |
|---|---|
| Describe the change that was implemented. | No changes planned at this time |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| 5. Develop management policies to anticipate and control legal issues in a hospitality setting. | |
|---|---|
| Describe the change that was implemented. | No changes planned at this time |
| Type of Change | |
| Change in Assessment Approach or Tools? | N/A |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 2. Identify the role of specific leadership qualities in successful hospitality operations management. | N/A | N/A |
| 5. Develop management policies to anticipate and control legal issues in a hospitality setting. | N/A | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Describe any external factors affecting the program or affecting assessment of the program.