Hospitality and Tourism: Traveling the Globe
Course Description:
Think about the best travel location you’ve ever heard about. Now imagine working there. In the 21st century, travel is more exciting than ever, with people traversing the globe in growing numbers. Hospitality and Tourism: Traveling the Globe will introduce you to a thriving industry that caters to the needs of travelers through managing hotels, restaurants, cruise ships, resorts, theme parks, and any other kind of hospitality you can imagine. Operating busy tourist locations, creating marketing around the world of leisure and travel, spotting trends, and planning tasteful events are just a few of the key aspects you will explore in this course as you locate your own career niche in this exciting field.
Course Details:
| Course Title (District): | Hospitality and Tourism: Traveling the Globe | ||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| Course Title (NCES SCED) : | Marketing—Hospitality/Tourism | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | eDynamic Learning | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | None | ||||||||||
| Alignment Document : | https://drive.google.com/file/d/0B_Gjw0XEmCNFOXJFRWw3SEs3V0k/view?usp=sharing&resourcekey=0-LDpBlBZiPyxAMI2tto0tEQ | ||||||||||
| Academic Terms : | Accelerated, Semester, Trimester, Open Entry / Fixed End | ||||||||||
| NCES SCED Code : |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
|---|---|
| Email : | [email protected] |
| Phone : | (888) 889-2840 |
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.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Define the parameters, characteristics, and business types that make up of hospitality and tourism industry.
- Trace the development and importance of, and current trends affecting, the hospitality and tourism industry.
- Define career paths within the hospitality industry and the personal characteristics required of the industry’s employees.
- Describe different types of hotels and differences in the organization of responsibilities among hotel staff members.
- Discuss hotel practices related to room counts and overbooking and its possible consequences.
- Describe different types of food-related businesses.
- Define and discuss the functions of front of the house versus the back of the house operations.
- Consider how managed services differ from restaurants.
- Define and identify the different aspects of tourism, including impacts of, influences on, career positions within, tourism as well as the unique nature of ecotourism.
- Compare different types of meetings and events and career areas available in the planning of each.
- Identify major steps in planning and marketing an event.
- Compare for-profit and nonprofit leisure and recreation sites in modern society.
- Identify types of government-sponsored, nonprofit, and commercial recreation.
- Discuss the history of amusement and theme parks and the role and responsibilities of park managers.
- Define terminology related to cruise ships, ocean liners, and cabin choices.
- Examine some of the changes and challenges cruise ships are facing today.
- Identify different types of resorts, and discuss how resorts handle common issues and challenges.
Additional Cost: $0.0
Additional Cost Description:
NA
Upon completion of this course, students will be able to:
iNACOL National Standards for Quality Online Courses
| 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." |
| 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 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| 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. |
| Technology Requirements and Interoperability | Rating | Comments |
|---|---|---|
| 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. |
| 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. |
| 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. |
Review Conducted By: Michigan Virtual
Date of Review:
05/23/2016
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| F2. The online course tools support the learning objectives or competencies.* | Partially Met | "Students use presentation and recording software. Links to text reading software on the homepage. Suggestions for Improvement: Could be enhanced with some simulation or more interactive tools." |
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | Student data within Michigan Virtual's learning management system are password-protected and require single sign-on from a secure student information system in full compliance with FERPA requirements. |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Partially Met | Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. Additionally, the learning management system permits online accommodations including text-to-speech tools, extended testing time, provision of multiple attempts, and scoring exemptions for extenuating circumstances. Course content is desgined, however, to meet state and national content standards alignment and provide a guaranteed and viable curriculum to all enrolled learners, and therefore there are restrictions on instructor permissions to modify the scope and sequence of course assessments. |
| F4. The course allows instructors to control the release of content.* | Partially Met | Michigan Virtual provides for flexible pacing and asynchronous delivery of its online course offerings. In order to maximize these opportunities for personalized learner preferences and flexibility concerning frequency or timing of individual learner availability or participation in courses during academic terms, with few exceptions, all course content is made available at all times throughout the term, and generally only midterm or final exams are password protected. Conditional release of content is intentionally avoided or used sparingly within Michigan Virtual course design and instructional delivery models. |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met | Michigan Virtual ensures that the gradebook items are pre-populated in its course offerings, and the association of grade items with individual assessments, and the inclusion of grade categories, progress check calculations, and total point scoring established prior to the enrollment of learners. |
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | All Michigan Virtual course offerings contain a quick access widget on class homepages displaying the instructor's name, photograph, contact information, office hours, and personalized messages. Additionally, instructors post a welcome letter for students in their Getting Started module describing further biographical and professional information. |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | Michigan Virtual's Student Orientation to Online Learning lesson content, linked in the Getting Started module common to all course offerings, describes in detail expectations and responsibilities for learners as well as for their instructors. Additionally, the course quick links located on the class homepage includes a link to Michigan Virtual policies, including policies for academic integrity, acceptable use, accommodations and web accessibility guidelines, anti-bullying, terms and conditions for dropping a course, student privacy, and purchasing terms and conditions. |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. It is the responsibility of schools or parents/guardians enrolling their students to provide them with the necessary hardware and internet access. However, if the course requires additional software downloads, then this information is provided to students within the technology requirements description and/or in additional guidance located in the Getting Started module of the course. |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | All Michigan Virtual course offerings contain a link to the course syllabus within the quick access menu located on the class homepage. The syllabus describes, among other things, a course description, prerequisite learning requirements, course objectives or outcomes, an outline of learning topics, resources included, scoring systems and grading policies, estimated time commitments, assessment requirements, technology requirements, additional material costs, technical and digital literacy skill requirements, contact expectations and academic support information. Additionally, the course quick links menu located on the class homepage includes a link to Getting Help, detailing who to contact for various common needs, a link to the online Knowledge Base articles maintained by Michigan Virtual, and contact information for the Michigan Virtual Customer Care Center. |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | Course objectives are found in Michigan Virtual syllabus, available on the student homepage. |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | Purpose and structure of the class are covered in the 'Getting Started' section of class (welcome Letter, student orientation review). Additionally, the 'Vendor Getting Started: For students' provides information about course set-up and expectations. |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | Aligned with Common Core standards for Reading and Writing |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | "Michigan Virtual Syllabus outlines computer skills and digital media skills required. Syllabus Reads, Technical Skills Needed: Basic technology skills necessary to locate and share information and files as well as interact with others in a Learning Management System (LMS), include the ability to: Download, edit, save, convert, and upload files Download and install software Use a messaging service similar to email Communicate with others in online discussion or message boards, following basic rules of netiquette Open attachments shared in messages Create, save, and submit files in commonly used word processing program formats and as a PDF Edit file share settings in cloud-based applications, such as Google Docs, Sheets, or Slides Save a file as a .pdf Copy and paste and format text using your mouse, keyboard, or an html editor’s toolbar menu Insert images or links into a file or html editor Search for information within a document using Ctrl+F or Command+F keyboard shortcuts Work in multiple browser windows and tabs simultaneously Activate a microphone or webcam on your device, and record and upload or link audio and/or video files Use presentation and graphics programs Follow an online pacing guide or calendar of due dates Use spell-check, citation editors, and tools commonly provided in word processing tool menus Create and maintain usernames and passwords" |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | Getting Help' link on homepage. |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | Pictures in the text diversely represent many races, genders, and ages. |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Partially Met | The course materials are accurate and current. Instructional materials are lacking in breadth and depth. Beyond the e-text, there are not any additional resources or instructional materials. The "podcast" is a reading of the textbook, not additional material. |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | The course is free of adult content and avoids unnecessary advertisements. There were no ads in any of the embedded materials, no outside materials were linked. |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | Course bibliography was provided in 'Vendor Getting Started: For students' section of class. |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met | Vendor Teacher Resources: How to teach and implement an eDL course successfully |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | Student is interacting with content anytime they attend class. |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | Activities start with an explanation about the purpose of the activity and how it applies learning from the lessons. |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | Course layout is logical and consistent. |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | "Randomly tested selected text sections range in Lexile Range from 800-1200, generally accessible for HS learners. Text to Speech can assist. " |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | All Michigan Virtual students complete the Student Orientation to Online Learning module, containing introductory lessons and four assessments, prior to beginning their other coursework. Additionally, all courses include as their first activity an introductory discussion board as an opportunity to engage with the instructor and other classmates. |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | "Students are asked to create presentations, videos, and podcasts applying their learning. There are also multiple Discussions to engage in dialog with peers and instructors" |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | Learner-learner interaction occurs via discussion board activities in every unit. |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | Learner-instructor interactions occur in multiple places throughout the course, but primarily occurs via discussion boards, assignment feedback. |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Partially Met | "The presentation is effective and appropriate. The addition of supplemental materials could greatly enhance student engagement and understanding compared to simply reading a textbook, or listening to the Podcasts (which are simply read alouds of the chapter)." |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | "Activities and assessments include Presentations (slide shows, podcasts) to apply and demonstrate understanding of the content, Discussions to practice objectives ""Discuss..."", and Multiple Choice to measure quantitative content knowledge." |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | "Activities allow student to creatively apply and demonstrate mastery. Quizzes and Exams test content knowledge. Discussions allow students to engage in dialog with peers and instructor." |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | There were no opportunities for students to reflect on their progress. At best, students have the ability to 'self-monitor' but there was no routine or varied opportunities for self-reflecting. |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | "Activities allow student to creatively apply and demonstrate mastery. Quizzes and Exams test content knowledge. Discussions allow students to engage in dialog with peers and instructor." |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met | Detailed rubrics were included. |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | Course navigation is logical, consistent, efficient, and intuitive. Easy to navigate class. |
| E2. The online course design facilitates readability.* | Fully Met | Consistent fonts, good use of color and photos, headings and bold. |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | "Text reader indicates most, but not all, images have descriptive alt text. Text and images are readable with text to speech. No videos found. Podcast is a reading of the unit's lessons so captioning isn't necessary. Suggestion for improvement: Make sure all images have appropriate descriptive alt text." |
| E4. Course multimedia facilitate ease of use.* | Fully Met | No videos. Images are well sized and positioned. Podcast volume is good |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met | Accessibility statements are made available in Syllabus. |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | Michigan Virtual regularly examines enrollment trends, student performance data, student completion rates, student responses to end-of-course surveys, and technical support requests to continuously examine the quality and effectiveness of individual course offerings. |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | All Michigan Virtual course offerings offered by third party content providers undergo formal evaluation and review for their degree of alignment to course design and content standards, including the currency of content where appropriate. |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met | Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions in an effort to maintain currency. |
Review Conducted By: Michigan Virtual
Date of Review:
09/28/2021
Unit 1: Introduction to Hospitality and Tourism
Unit 2: Careers in the Hospitality and Tourism Field
Unit 3: Hotels
Unit 4: Restaurants and Food Service
Unit 5: Travel Planning
Unit 6: Event Planning and Conventions / Exhibitions
Unit 7: Theme Parks and Recreation
Unit 8: Cruise Ships and Resorts
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
|---|---|---|---|---|---|---|---|---|---|
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/17/2025 | 01/03/2025 | 05/23/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/24/2025 | 01/10/2025 | 05/30/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 01/31/2025 | 01/17/2025 | 06/06/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/07/2025 | 01/24/2025 | 06/13/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/14/2025 | 01/31/2025 | 06/20/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/21/2025 | 02/07/2025 | 06/20/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 02/28/2025 | 02/14/2025 | 06/20/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/07/2025 | 02/21/2025 | 06/20/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/14/2025 | 02/28/2025 | 06/20/2025 | 100 | $350 | $0 |
| Semester | 03/29/2024 | 03/14/2025 | 07/01/2024 | 03/21/2025 | 03/07/2025 | 06/20/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 03/28/2025 | 07/01/2024 | 03/07/2025 | 02/21/2025 | 05/23/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 03/28/2025 | 07/01/2024 | 03/14/2025 | 02/28/2025 | 05/30/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 03/28/2025 | 07/01/2024 | 03/21/2025 | 03/07/2025 | 06/06/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 03/28/2025 | 07/01/2024 | 03/28/2025 | 03/14/2025 | 06/13/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 03/28/2025 | 07/01/2024 | 04/04/2025 | 03/21/2025 | 06/20/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 01/03/2025 | 07/01/2024 | 12/06/2024 | 11/22/2024 | 02/21/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 01/03/2025 | 07/01/2024 | 12/20/2024 | 12/06/2024 | 03/07/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 01/03/2025 | 07/01/2024 | 12/27/2024 | 12/13/2024 | 03/14/2025 | 100 | $350 | $0 |
| Trimester | 03/29/2024 | 01/03/2025 | 07/01/2024 | 01/03/2025 | 12/20/2024 | 03/21/2025 | 100 | $350 | $0 |
| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
|---|---|---|---|---|
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Semester | 03/29/2024 | 03/14/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 03/28/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 03/28/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 03/28/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 03/28/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 03/28/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 01/03/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 01/03/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 01/03/2025 |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. | Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. | Trimester | 03/29/2024 | 01/03/2025 |
Students can use chat, email or private message system within the course to access highly qualified teachers when they need instructor assistance.
| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 22-23 | 132 | 116 | 87.88% | |
| 21-22 | 180 | 160 | 88.89% | |
| 19-20 | 172 | 150 | 87.21% | |
| 18-19 | 152 | 142 | 93.42% | |
| 17-18 | 125 | 121 | 96.8% | Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year. |
| 16-17 | 108 | 103 | 95.37% | Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year. |
| 15-16 | 75 | 69 | 92.0% | None |