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 : Florida Virtual School
Online Instructor Provided By : Michigan Virtual
Standards Addressed : None
Ailgnment Document :
Academic Terms : Accelerated, Semester, Trimester
Subject Area : Business and Marketing
Course Identifier : Marketing—Hospitality/Tourism
Course Level : (G) General or Regular
Available Credit : 0.5
Sequence : 1 of 1

How To Enroll:

Enrollment Website :
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.

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Additional Course Information:

Upon completion of this course, students will be able to:

  • 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.

INACOL Online Course Quality Standards

Course Overview and Introduction Rating Comments
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.
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.
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.
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."
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.
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.
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 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 04/01/2020 03/29/2021 06/01/2020 11/27/2020 06/18/2021 300 $325.0000 0.0000
Drop Policy Completion Policy Term Type Enrollment Opens Enrollment Ends
The last day to drop to receive a full refund is either 25 consecutive days after the enrollment's Start Date or the defined refund date, which ever date comes soonest. Students who are enrolled with a Start Date that is in the past, will have a minimum of 5 consecutive calendar days to drop and receive a refund. Students may access their course from their enrollment Start Date to their enrollment End Date. For reporting purposes, a completion is a 60% final score or higher. Semester 04/01/2020 03/29/2021

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
15-16 75 69 92.0% None
16-17 108 103 95.4% Enrollment data include all enrollments (21f and non-21f) for the 2016-17 school year.
17-18 125 121 96.8% Enrollment data includes all enrollments (21f and non-21f) for the 2017-18 school year.
18-19 152 142 93.4%
19-20 172 150 87.2%