Hospitality and Tourism: Traveling the Globe
Course Description:
With greater disposable income and more opportunities for business travel, people are traversing the globe in glowing numbers. As a result, hospitality and tourism is one of the fastest growing industries in the world. This course will introduce students to the hospitality and tourism industry, including hotel and restaurant management, cruise ships, spas, resorts, theme parks, and other areas. Students will learn about key hospitality issues, the development and management of tourist locations, event planning, marketing, and environmental issues related to leisure and travel. The course also examines some current and future trends in the field.
Course Details:
| Course Title (District): |
Hospitality and Tourism: Traveling the Globe |
| Course Title (NCES SCED) : |
Marketing—Hospitality/Tourism |
| Course Provider : |
Whitehall District Schools |
| Content Provided By : |
Florida Virtual School |
| Online Instructor Provided By : |
Whitehall District Schools |
| Standards Addressed : |
None |
| Alignment Document : |
http://media.mivu.org/mivhs/alignchart/other/HospitalityTourism.pdf |
| Academic Terms : |
Accelerated, Semester, Trimester |
| NCES SCED Code : |
| Subject Area : |
Business and Marketing |
| Course Identifier : |
Marketing—Hospitality/Tourism |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 of 1 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost Description: None
Upon completion of this course, students will be able to:
- Examine a variety of careers and trends in the hospitality and tourism industry
- Analyze the advantages and disadvantages, career options, and personal characteristics necessary to be successful in the hospitality industry
- Compare and contrast the major sectors of the hospitality and tourism industry including hotels, resorts, cruise ships, restaurants, and theme parks.
iNACOL National Standards for Quality Online Courses
| Technology Requirements and Interoperability |
Rating
|
Comments |
| The course uses content-specific tools and software appropriately. |
Fully Met
|
All tools (e.g., lab links) appear to be in working order. |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
LMS design allows for interoperability. |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Fully Met
|
Permissions and credits are fully provided on the bottom of each page. |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
Communicated in the syllabus, the MVU website, and the Blackboard LMS. |
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
|
Within Blackboard, instructors can add content, links, and additional assignments or quizzes. However, instructors cannot edit content that is provided by the vendor through the learning tool integration (LTI) within the learning management system. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
|
An editable calendar within the learning management system permits adjustments to the pacing guides, though MVS has established start and end dates for fall, spring, summer, and trimester enrollment terms. |
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
Very predictable and clear; a comprehensive navigation bar is always present. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Partially Met
|
Audio recordings or podcasts only; no video content. The program reads text out aloud, but video links to outside sources do not provide closed captioning. |
| Accessibility |
Rating
|
Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Partially Met
|
Navigation bar links do not state the unit titles. Resources links do not have closed captioning. Course does read all text to students--e.g., quizzes do not read aloud. |
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
Course is password protected; the privacy policy is communicated in the Blackboard LMS. |
| Academic Content Standards and Assessments |
Rating
|
Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
|
Course goals and objectives are present in syllabus and objectives. The student’s level of mastery is measured in three or more ways against the goals and objectives: text questions, lab questions, discussions and quizzes. |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Partially Met
|
While not officially aligned to Michigan or national Career Technical Education (CTE) standards, this courses' activities are directly related to Michigan CTE standards, 12.9999 - Personal and Culinary Service, including Travel / Tourism Management. |
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Partially Met
|
Lack sufficient rigor or depth and breadth. Some assignments require additional instruction to ensure rigor and depth. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Partially Met
|
|
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
"In Blackboard course a detailed timeframe for participation, specific expectations for communications, and are consistent with course goals, representative of the scope of the course and clearly stated." |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
Yes, located in various areas in Blackboard course information folder. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Partially Met
|
An approximate time required for individual activities is missing from guiding materials. |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
|
Yes; the Blackboard learning management system will include Instructor Information (e.g., office hours, phone number, email, and biographical), in addition to the process for student and teacher communication in course. |
| Legal and Acceptable Use Policies |
Rating
|
Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
|
Multicultural, up-to-date, accurate, and free of any bias or advertising. |
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
|
Yes, located under policies in the Blackboard course--e.g., copyrighted materials, plagiarism, netiquette, and academic integrity policies are included in the course or are linked to if located outside of the course. |
| Privacy policies are clearly stated. |
Fully Met
|
Yes, the Blackboard learning management system will provide the link to the privacy policies. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Fully Met
|
Yes, in Blackboard course, located under Instructors Only tab. |
| Assessment and assignment answers and explanations are included. |
Fully Met
|
Yes, in Blackboard course, located under Instructors Only tab. |
| Instructional and Audience Analysis |
Rating
|
Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Partially Met
|
Limited variety of instructional and assessment methods. |
| Course, Unit and Lesson Design |
Rating
|
Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
|
Course is clearly well-organized by units and lessons. At the start of each unit, an overview is posted describing the objectives, activities, assignments, assessments to be completed, and resources to be used. |
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Partially Met
|
Course has unit questions, lab questions, reviews, games, quizzes and discussions within units of study. Some, I would not classify as meaningful and authentic to engage student. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Partially Met
|
Few alternative assignments/assessments are present. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Partially Met
|
The course provides a limited amount of assignments, activities, and assessments for students to elevate their thinking beyond remembering and understanding. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Partially Met
|
Within Blackboard, instructors can add content, links, and additional assignments or quizzes. However, instructors cannot edit content that is provided by the vendor through the learning tool integration (LTI) within the learning management system. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
|
"Readability levels, written language assignments and mathematical requirements are consistently appropriate for the course content and grade-level expectations. Grade levels are prominently explained within the course syllabus." |
| Communication and Interaction |
Rating
|
Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
|
Multiple learning activities and other opportunities are created to foster instructor/student interaction. Students receive timely and frequent feedback on their progress that emphasizes the intended learner outcomes based on Michigan Virtual School (MVS) guidelines for instructors. The feedback is individualized and detailed, based on MVS guidelines for instructors. |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
|
Michigan Virtual School (MVS) instructor guidelines ensure such interaction through welcome letters, instructor introductions, and regular progress reporting. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Partially Met
|
There is limited opportunity capable of fostering instructor-student and student-student interaction outside of graded assignments or assessments. However, this can be supplemented by instructors addition of discussion boards and communicating requirements for students to interact with other students through such activities. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Partially Met
|
Some supplemental tools and resources are identified. |
| Evaluation Strategies |
Rating
|
Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Partially Met
|
|
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
|
Multiple types of assessments allow students to demonstrate their understanding, and assessment types are matched to the level of knowledge being tested. |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Partially Met
|
No pre-assessments exist in the course design, providing less formative assessment information to guide instruction. Students complete assignments and move on at their own pace. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
|
There are numerous feedback tools and procedures built into the course for continuous student self-monitoring, such as: immediate feedback provided on completed quizzes, teacher feedback on submitted assignments, 24/7 access to gradebook, etc. |
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Partially Met
|
There is a quiz for every unit. It is very structured, but there is little flexibility built into the design, and the course does not appear to provide guidance or suggestions for alternate methods of assessment. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Partially Met
|
The "How will you be graded?" description provides a generic rubric for students, though no examples of high quality student work samples are provided. |
| The grading policy and practices are easy to understand. |
Partially Met
|
Though generic to all assignments, the grading policy is easy to locate and understandable. |
| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
Students have the ability to rate the lesson as completed, student evaluation at end of course. MVU also has access to additional data regarding student success and satisfaction with courses. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Partially Met
|
MVU also uses the Knowledge Base course issues tracker, permitting instructors to make suggestions to improve the course. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Partially Met
|
While the content provider did not provide a release date for the current version of the course, the provider states that updates to its courses occur at least annually. |
| Certification |
Rating
|
Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
|
All MVS instructors are certified in the state of Michigan and highly qualified. |
| Instructor and Student Support |
Rating
|
Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
|
MVS instructors complete an onboarding course prior to teaching, annual professional development and conference attendance, participate in monthly department meetings, and are provided online resources for various instructional media. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
|
MVS instructors have access to a knowledge base with tutorials to assist them. Students also have a customer care center that offers technical support and course management assistance. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
|
This is accomplished with the onboarding course, professional development sessions and monthly department meetings. |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
|
This is accomplished with the onboarding course, professional development sessions and monthly department meetings. |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
|
Each department has a lead instructor to help other instructors in the department. Support that is provided includes MVS department meetings, weekly webinars, monthly synergy sessions and instructor newsletters from department leads, and periodic professional development sessions. |
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
|
Students are offered an orientation, i.e., the Online Learning Orientation Tool (OLOT), for taking an online course before starting the coursework in the learning management system. |
Review Conducted By: Michigan Virtual
Date of Review:
05/23/2016
Unit 1: Introduction to Hospitality & Tourism
Unit 2: Careers in the Hospitality and Tourism Field
Unit 3: Hotels
Unit 4: Restaurants and Food Service
Unit 5: Travel and Planning
Unit 6: Event Planning and Conventions/Exhibitions
Unit 7: Theme Parks and Recreation
Unit 8: Cruise Ships and Resorts
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Potential Additional Costs |
| Drop Policy |
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Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
