Learning Outcomes
| The student learning outcomes for the various TAH courses are listed below. Also indicated are the methods and criteria that will be used to determine achievement of the goals. At the conclusion of the term, you may be surveyed on your perception of your achievement of these outcomes. |
tah 2 | tah 12| tah 15| | tah 17| tah 18 | tah 19 | tah 22 | tah 43 |tah 65 | tah 71 | tah 72| tah 73 |tah 74| tah 81 |tah 82| tah 91 |tah 92
TAH 1 - Introduction to Tourism and Hospitality |
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Learning Outcome |
Measurement/Criteria |
Appreciate the importance of the tourism/hospitality industry in the US and world economies |
Chart interpretation, assessment of local tourism industry |
List the characteristics of the tourism product: perishability, seasonality, intangibility, service-centered |
Collaborative learning/group problem solving |
Develop an understanding of the motivations of travelers (Mazlow and Plog) |
Chart interpretation |
Define and describe the impact of the tourism multiplier |
Calculating the impact of tourist dollars spent in a community |
Describe the characteristics of market segmentation and apply market segmentation principles to the tourism/hospitality product |
Evaluation of hotel chain organization chart |
Describe the traditional methods of distributing the travel product and compare and contrast them |
Essay and Quiz on text materials |
Demonstrate an understanding of the interaction of time and distance in transportation and summarize the developments in transportation over time |
Construct a transportation timeline for travel over time, research project, essay |
Describe the major classification of attractions and entertainment in the tourism industry |
Class discussion, quiz |
List the components of the hospitality industry and classify accommodation types by price, room type, level of service, location, and emphasis: resort, casino |
Writing assignment, chart interpretation, walking matching column |
Review the impact of deregulation on the airline business and d iscuss the immediate and long-range results of deregulation |
Essay |
Evaluate the cruise experience as a hospitality function |
Report on cruise ship daily activity plan |
| Recognize the importance of the meeting/event planning function in the tourism/hospitality industry | Interpretation of CVB information |
Discuss the impact of science and technology on food and beverages and explain the importance of rhythm, timing and flow in food service operations |
Essay, timeline |
Discuss the importance of a menu and its impact on production and service delivery |
Group reports |
| Learning
Outcome |
Measurement/Criteria |
| Identify major worldwide tourism destinations. | Individual writing assignments reflecting the understanding of major travel destinations. |
| Identify major tourist attractions within said tourism destinations. | Videos and lab work on major tourist attractions within said tourism destinations. |
| Effectively read an atlas, and plot latitude and longitude coordinates. | Lab assignments to locate different travel destinations by plotting latitude and longitude coordinates. |
| To develop an understanding of geographic concepts as related to the tourism industry. | To find the geographical attraction of a country or area of the world, that makes that destination appealing to the tourism industry and explain in a short reaction paper why. |
| Feel more confident about their classroom presentations. | Oral presentations regarding subject matters of important travel destinations world-wide. |
| To promote an appreciation of the physical and human characteristics of places. | By researching the culture, economics, and history of the people we are studying. This will be done in lab assignments. |
| To develop an understanding of the primacy of place as the organizing principle of geography. | Group presentation of why geography plays such important role in the tourism industry.Each group will be given a different geographical location to research |
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Learning Outcome |
Measurement/Criteria |
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| Identify terms, thereby increasing their vocabulary related to the tourism industry | Vocabulary lists, quizzes, use of terminology in written assignments and oral presentations | ||
| Delineate the characteristics of good service and develop and appreciation of the importance of service in the industry | Classroom discussion, final examination | ||
| Identify the characteristics common to entrepreneurs | Term project oral and written presentation | ||
| List the issues, risks, and rewards facing potential entrepreneurs | Classroom discussion, final examination | ||
| Developing a knowledge of business processes related to and used in the industry | Classroom discussion, final examination | ||
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Classroom discussion, final examination | ||
| Developing entrepreneurial skills |
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| Developing basic skills in reading, writing, communication, computation and analysis | Examinations, written assignments, classroom presentations | ||
Developing personally and professionally to create leaders for the tourism and hospitality industry |
Classroom discussions, written assignments , final examination | ||
| Identify effective sales techniques and distinguish among the four different kind of selling | Classroom discussion, final examination | ||
| Identify the six essential steps of the sales cycle | Classroom discussion, final examination | ||
| Develop the knowledge to conduct efficient research |
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Classroom assignments/midterm and final examination | ||
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| Knowledge of how tourism/hospitality products are marketed and sold |
Classroom discussion, final examination | ||
Learning Outcome |
Measurement/Criteria |
| Describe the contemporary cruise experience | Students will write a 2-4 page paper on the trends in cruise travel (from trade magazines) |
Distinguish among different types of itineraries and describe the typical clients onboard cruises of different lengths |
Lab reports using the internet as tool to answer questions about CLIA, different cruise lines, layouts of cruise ships, pricing, marketing, and matching clients. |
Show how to overcome clients’ objections to cruise purchase and relate what typically takes place on a day at sea and a day at port Classify cruise jobs |
Writing assignments to students |
Define nautical cruise terminology |
Quiz |
Define the world's major cruise regions and itinerary patterns |
Written report with a map outlining a summer and winter cruise |
Compare mainstream cruises with special interest cruises |
Oral presentations |
Show how the concepts of adventure and tourism combine to form adventure tourism |
Analysis of case study, Rock Climbing in Spain |
Identify the components of adventure tourism-travel, location, activities, adventure |
Verbal presentation and Written report demonstrating expertise in one area of adventure travel |
Identify adventure tourism entrepreneurs and the evolution of small enterprises in adventure tourism |
Written project-create a new adventure tour company. Students write a short business plan or marketing plan for their individual company |
List types of eco-tourism ventures: nature-bases, culture-bases, historical, educational, adventure-based. Give examples |
Two-four page paper outlining a potential eco-tourism destination (area) in New York using “The Ecotourism Society Fact Sheet Collection” |
Compare eco-tourism adventures in three different countries |
Selling exercise-each student presents their most exotic eco-tourism trip to the class. A winner is selected by votes. |
| Relate the impact of sustainable tourism to the change and growth of tourism markets | A short paper-2-4 pages-comparing two eco-tourism vacations with two mainstream type vacations |
Learning Outcome |
Measurement/Criteria |
| Create a Passenger Name Record | Assignment to use the proper Apollo GDS formatting in creating accurate PNR entries. |
| Book a PNR which includes 5 different characteristics of a specific itinerary. | Confirmation numbers will be generated by the program for each correct entry. |
| Construct a proper food service spreadsheet for a specific event | Student paper to include correct mathematical formulas in spreadsheet. |
Use MS Excel to create spreadsheets to track expenditures in all phases of the foodservice operation. |
Student spreadsheet assignment. |
| Learning
Outcome |
Measurement/Criteria |
| Read and comprehend cases related to tourism/ hospitality businesses | Case logs indicating analysis of cases, writing assignments |
| Identify terms, thereby increasing their vocabulary related to the tourism industry | Vocabulary lists in case log, quizzes, use of terminology in written assignments and oral presentations |
| State the main issue(s) in the case | Writing assignments, oral arguments, case log entries, student cases, final examination |
| Write case summaries | Case logs |
| Analyze cases by writing reactions and questions related to cases | Case logs, student cases, final examination |
| Discuss the issues related to cases | Classroom discussion, written case analysis, case logs |
| Perform a SWOT analysis, identifying the strengths, weaknesses, opportunities and threats inherent in the case | Case logs, classroom discussion, final examination |
| Formulate and defend alternative recommendations | Case logs, classroom discussion, position papers, explanation of recommendations |
| Identify and evaluate the performance of stakeholders in the cases | Case logs, classroom discussion, position papers, writing assignments |
| Develop hypotheses to explain actions and outcomes described in the case studies | Case logs, classroom discussion, position papers, writing assignments |
| Draw conclusions regarding the understandings learned from the case | Written assignments, oral arguments |
| Delineate the characteristics of good service | Service diary, classroom discussion |
| Identify characteristics of business leadership | Evaluations of business leaders in several cases, written assignment |
| Identify the principles and practices of market segmentation | Analysis of Ritz Carlton case in case logs and classroom discussion |
| Identify the characteristics common to entrepreneurs | Analysis of Temple case |
| List the issues, risks and rewards facing potential entrepreneurs | Written assignment, analysis of Temple case |
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Learning Outcome |
Measurement/Criteria |
Read and comprehend current articles related to the business of tourism |
Writing assignments; classroom discussion |
Identify and understand vocabulary used throughout the tourism industry |
Quizzes and use of vocabularyin both written and oral assignments |
Write business plans for different hospitality companies |
Written assignments and oral tourism presentations |
Define and evaluate the importance of service in business |
Classroom discussion, written Customer assignments |
Identify issues, such as economic, political Terrorism, etc. that affect the business of Tourism |
Analysis of current industry articles, classroom discussion and written assignments |
|
Learning Outcome |
Measurement/Criteria |
Identify and develop the terms and jargon |
Midterm and Final exam, of the hotel industry. Class discussion |
| Utilization of hotel property management systems | Weekly lab assignments and exercises |
Increased presentation and oral skills. Communication skills |
Oral presentation |
| Analytical, and writing skills | Term paper |
Knowledge of products and services offered by hotels |
Class discussion, Internet research; |
| Research skills | Class discussion |
| Career exploration | Term paper, class discussion |
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Learning Outcome |
Measurement/Criteria |
| Define “catering”; distinguish between “on-premise” and “off-premise” catering and give examples. Name at least 3 advantages of off-premise catering as a business. | Test questions. In-class discussion. In class oral response. |
| Name at least 5 important considerations in planning a catered event, including the most important one: pleasing the client. | In class oral response. Test question |
| Self-evaluate characteristics/skills needed to operate a successful catering business. | Worksheet, in-class discussion. |
| Identify their own food background (ethnic, cultural, preferential, experiential) | In-class writing exercise, interviews and discussion. |
| Competently and safely slice, dice and julienne a raw vegetable using a chef's knife. | In-class performance and practice per instructor by each student. |
| Name at least 5 marketing tools for a catering business. | In-class discussion, test question, activity. |
| Work with others on a group project, arrive at consensus and delegate tasks. | Weekly in-class virtual catering company activities. |
| Identify three important facts to ascertain during the initial interview with a client. | In-class discussion, role-playing exercise, test. |
| Plan and critique menus using the following concepts: cost, appropriate dishes for the season, type of event, tastes of the client, limitations of the venue, variation in ingredients, colors, flavors, party theme. | In-class activity, test questions, oral response, case study. |
| Identify at least 3 popular grape varieties used for wine and pair at least three wines with appropriate food choices. | Discussion, in-class activity, test. |
| Discuss the legal ramifications of caterers buying and serving alcohol. | Discussion, test, portfolio. |
| Schedule preparation activities for a planned actual party as well as the virtual party outlined in the portfolios. Also, diagram a layout for actual and virtual parties including cooking and prep areas, serving tables with platter and chafing dish arrangements, electrical outlets, staging and cleanup areas. | Class discussion, activities, test, portfolio actual party. |
| Name the 3 sources of food contamination (bacterial, chemical, physical) Also, Identify the safe temperatures for cooking, chilling and holding foods. | Discussion/case study/test. |
| Calculate the cost of a recipe based on costs of bulk quantities of ingredients. | Discussion, in-class worksheet, tests, portfolios. |
| Identify the 4 categories of expense for caterers: food, beverages, labor and equipment. | Discussion, portfolio, test. |
Name 5 line items that should be included in a catering company's budget and name at least one way to build profit into a proposal for a catering job. |
Discussion, in-class activity, test. |
| Use a formula to determine the break-even point of a catering company with defined fixed costs, and critique the actual party and suggest improvements in menu, layout, and schedule. | Discussion, worksheet, essay test question. |
Learning Outcome |
Measurement/Criteria |
Read and be able to discuss the history and development of the Aviation industry in the United States |
Writing assignments, team oral presentations, PowerPoint presentation |
Identify aviation industry terms, thereby increasing vocabulary related to the tourism industry |
Use of terminology in written assignments oral presentations and exams |
Identify the pioneers of the aviation industry and discuss their impact on transportation and global development |
Class Paper Writing Assignment, midterm and final examination |
Analyze the developmental governmental intervention in terms of regulation and the resulting benefits and detractions of deregulation versus regulation of US air transportation |
Team oral arguments and presentations, SWOT Analysis of Effectiveness, Midterm and Final Exam Essays |
Identify the governmental agencies that have an impact on US aviation and their roles and responsibilities to the public and industry i.e., FAA, DOT, NTSB |
Classroom discussion, SWOT Analysis, team oral arguments and presentations, Midterm and Final Exam Essays |
Perform a SWOT analysis, identifying the strengths, weaknesses, opportunities and threats inherent in the Jet Blue case |
Classroom discussion, team PowerPoint presentation (oral and technological) midterm and final examination |
Analyze the events of 9/11 and be able to develop hypotheses, and draw Conclusions regarding airline safety. Formulate and defend alternative recommendations learned as an outcome of engaging in critical analysis |
Classroom discussion, position paper, team and individual explanation and defense of recommendations |
Identify characteristics of business leadership and characteristics of entrepreneurs in studying airline CEO’s. List the issues, risks and rewards facing potential entrepreneurs |
Evaluations of business leaders in several cases, oral presentations, written assignment |
Discuss the major issues and steps in making and keeping an airline successfully competitive. |
Reading assignments, Classroom discussion, Team oral and PowerPoint presentation with analysis of leading American commercial airlines. Exams |
Identify the impact of 9/11 on US Aviation as it pertains to the development of the Airline Security Act, the NTSB, Dept. of Homeland Security |
Analysis of historical texts, governmental Acts of Congress, classroom discussion, Formal essays on Midterm and final Examination |
Delineate the characteristics of good service through the study of Southwest Airlines and Jet Blue |
Free write, classroom discussion, formal essays on Midterm and Final Exam |
| Learning
Outcome |
Measurement/Criteria |
Examine ten major moments in the development of the foodservice industry |
Quiz/ in class discussion |
| Describe major types of foodservice operations | Quiz |
| Discuss and evaluate trends in the foodservice industry | Worksheet |
| Develop an understanding of different types of menus | Worksheet/ in class discussion |
| Evaluate five factors influencing menu planning | Worksheet |
| Discuss 12 ways of marketing the menu | Mini project |
| Demonstrate pricing and designing the menu. | Quiz |
| Describe 10 purchasing considerations and purchasing methods | Test/ in class discussion |
Examine product selection using selected criteria . Explain process of receiving, storage and inventory of restaurant supplies and equipment |
Test/ in class discussion |
| Identify and demonstrate ten sanitation guidelines | Worksheet/quiz |
| Develop a HACCP program | Project |
| Recognize how food poisoning happens | Quiz/case studies |
| Evaluate and demonstrate proper food handling techniques | Food labs/test |
| Explain major principles of quantity food preparation | Food labs/test |
| Demonstrate production planning and quality controls | Food labs/test |
| Evaluate production equipment | Food labs/test |
| Demonstrate four types of service and proper place settings for restaurant and banquet. | Demonstration |
| Evaluate and demonstrate good customer service techniques. | Demonstration and case study |
| Discuss proper front of the house management techniques | Discussion, case study |
Evaluate career opportunities in the foodservice industry |
Interview/in class discussion |
| Recognize the importance of time management | Test/in class discussion |
| Develop an awareness of the staff recruitment, orientation and training process | Test/in class discussion |
| Explain keys to developing effective communication skills | Test/in class discussion |
Learning Outcome |
Measurement/Criteria |
| To be able to state 5 reasons for going into the foodservice business and 5 liabilities or drawbacks for doing so | Essay test question and/or in class oral response. |
Distinguish among four foodservice career and investment options: buy, build, franchise and manage. |
Fill in risk/return graph. Recommend and defend option for operator in a case study |
| Define “foodservice concept | Test |
| Evaluate various foodservice concepts per the readings and instructor guidelines. | Written response paper Case study. |
| Describe at least ten elements that comprise a foodservice concept. | Essay tesat. In class oral response |
| Discuss at least one example of successful foodservice concepts in each of the following areas: fast food, chain, fine dining. | Take home writing assignment |
| Distinguish among the following types of foodservice concepts: fast food, chain and fine dining. | Written report. |
| Describe the steps in formulating a foodservice concept. | Case study |
| Learning
Outcome |
Measurement/Criteria |
| Learning about the characteristics of destinations (culture, history, geography, food, attractions, etc.) | Weekly student presentations, preparation and tasting of representational foods; discussion of flavor palettes, socio-historical and geographical context; final exam |
| Knowledge of products and services offered by various segments of the tourism/hospitality industry | Hands-on experience cooking and tasting various food products; individual field research and in-class discussion; final exam. |
| Knowledge of how tourism/ hospitality products are marketed and sold | Individual field research and in-class discussion of how cultural ethnic foods are adapted by industry; readings and discussion of local and global culinary tourism; final exam |
| The importance of place in destinations | Readings and discussion of culinary tourism; mapping exercise; menu exercise |
| Developing a specialized vocabulary used by industry professionals | Hands-on experience with various foods and food practices; recipes, discussions, readings, and tastings incorporating food and wine vocabulary used in the industry; final exam |
| Developing and using research skills | Individual field exercises and follow-up reports; interviews of family/friends; in-class presentations; hands-on experiences; sensory evaluation |
Exposing students to current events in the industry and the world |
Weekly reading assignments, in-class exercises, presentations; discussions of food systems, fusion, industry needs |
Developing psycho-social skills |
In-class presentations; collaboration with others; teamwork; diplomacy; communicating sensory experiences |
Having students use a variety of learning strategies including traditional lecture, experiential learning, active learning, applied learning and collaborative learning |
Lecture/introduction to topics; student presentations; hands-on, team-based food preparation; sensory evaluation; written reviews, reflection, and research; practical/written final exam |
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Learning Outcome |
Measurement/Criteria |
| Describe the following segments of the foodservice industry: commercial, institutional, transportation, health service, clubs, and central commissaries feeding. | Essay test question, in house oral response |
| Discuss how the economy, society, labor force, employee turnover, eating habits, government regulations, and technology are likely to affect the future of the industry. | Demographics project |
| Explain how the menu functions as both a sales tool and a production sheet | In class discussion of steps to menu planning |
| Examine how the physical factors of the facility, labor considerations, guest expectations, and the appearance and variety of food influences menu planning | Evaluate menus from different establishments and discuss the type of décor, cuisine, clientele, and type of management they see from the menus |
| Describe how customers’ value perception; pricing psychology, and market research influences menu prices. | Take home writing assignment |
| Discuss institutional and commercial cost control, and controlling food, labor and budget costs. | Food labs students will read and produce menu items until end of semester. |
a) Explain the importance of menu presentation and format.
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a-c Evaluation of menus |
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Lab activity wine and beverage service |
| Explain controls used in purchasing, receiving, issuing, production, and service of beverages. | Test |
| Explain how the trend toward health foods developed, including ethnic, natural, and vegetarian foods; having menu items approved for healthfulness; and offering nutritional information about menu items. | Worksheet |
| Analyze how food service may be perceived as a high-risk business. | Case study |
| Discuss the benefits and drawbacks of owning, renting, and leasing an establishment. | Quiz |
Learning Outcome |
Measurement/Criteria |
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| Developing and using research skills | Develop a project with guidance from their instructor including identifying appropriate research methods (field work, surveys, primary and secondary interviews, surveys, primary and secondary reading, statistics, participant observation);learn/use proper citation methods; research presented as final project | |
| Developing psycho-social skills | One-on-one interaction with faculty; communication is face-to-face and online; students are encouraged to do fieldwork and/or interviews that require students to interact with the world at large | |
| Assisting students to develop personally and professionally to create leaders for the tourism and hospitality industry | Initiate and maintain communication with instructor; design project according to individual interests; responsible for staying on schedule, managing time, asking for help/ guidance/direction | |
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All projects incorporate some degree of reading and writing including submission of project descriptions, updates and drafts | |
Learning Outcome |
Measurement/Criteria |
| Students will have a working knowledge of the cruise line endustry, the cruise experience, and how to sell cruises efficiently and effectively. | Passing grade on the CLIA certification exams. |
| Students will learn to effectively manage travel activities for the handicap niche market. | Completion of experiential activities and passing grade on the SATH certification exam. |
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Learning Outcome |
Measurement/Criteria |
Define and comprehend the importance of a Portfolio |
Personal statements, resumes and writing assignments |
| Identify career skills | Classroom discussion as well as comparison analysis of one's individual skills |
| Resume writing and formats | Final resume and cover letter |
Identify the potential job market. Evaluate the types of positions available that relate to individual's qualifications. |
Written assignments, job charts, job descriptions analysis |
Practice and understand interview techniques |
Class discussion and role |
| Research | Evaluate the potential job market for tourism |
Learning Outcome |
Measurement/Criteria |
Comprehend the impact of a resume and its value in a job/internship search |
Reading and Writing assignments, class discussion and experiential learning in creating and revising a resume, PowerPoint presentation |
Identify tourism and hospitality industry terms, thereby increasing vocabulary related to the tourism industry |
Use of terminology in written assignments oral presentations and exams |
Identify the personal and communication skills required to succeed in an interview |
Writing Assignment, midterm and final examination formal essay |
Analyze the various career opportunities available in the tourism and hospitality industry |
Team oral presentations, internet research, Free Write, Midterm and Final Exam Formal Essays |
Utilize technology (internet and KCC job boards) as a tool for career development and opportunity |
Classroom discussion, team Power Point presentations, Midterm and Final Exam Essays |
Evaluate the strengths, weaknesses, opportunities and threats of being an entrepreneur. Formulate and defend alternative recommendations learned as an outcome of engaging in critical analysis |
Team oral arguments and presentations, Classroom discussion, position paper, team and individual explanation and defense of recommendations |
Identify the principles and practices of economic and fiscal responsibility |
Reading assignments, Classroom discussion, Team oral and PowerPoint presentation with analysis of Midterm and Final examination |
Identify the impact of career assessment testing as a tool for self knowledge |
Analysis of Strong Arm Testing Assessment held in conjunction with the KCC Career Development Center |
| Develop an appreciation of the value of good service as a career builder in the Tourism and Hospitality industry | Free write, classroom discussion, formal essays on Midterm and Final Exam |
Industry field experience in chosen career |
100 hour internship in the field with evaluation by a supervisor. |