ACPHA ANNUAL REPORT
Year: 20…
Name of Institution: (Insert University Name)
Name of Program: (Insert Program Name)
Program Director: (Insert Program Contact)
Mailing Address:
City/State/Zip:
Telephone:
Fax:
Email:
Date of ACPHA Accreditation: 20..
Expiration Date: 20..
The Commission needs to be kept abreast of how your program is continuing to achieve its objectives. Please
indicate any substantive changes that have occurred since your last report in the following areas. Include any
explanations that may help the Commission understand the ramifications of these changes and use additional
sheets as necessary. Indicate if no changes have occurred by writing "NONE." If there have been any
stipulations or conditions set by the Commission be sure to address them in the appropriate section of
your report.
1. MISSION AND OUTCOMES
(Indicate if the mission or outcomes of either your program or the institution have been modified).
.
A clearly stated mission statement for the program exists, is aligned with the mission(s) of the
School/College and the parent institution and is publicly available.
THIS IS AN EXAMPLE OF A PROGRAM MISSION REVISION
The mission statement has been modified slightly to reflect the change in name of the program. Below is
the current mission statement:
The mission for the HM Program is to develop civically engaged leaders for the global hospitality
industry through an emphasis on experiential learning.
There are identifiable and measurable program learning outcomes (PLO’s).
THIS IS AN EXAMPLE OF A PROGRAM LEARNING OUTCOME REVISION
Based on a review made by all constituencies, there were slight changes to the PLO’s. They are as
follows:
PLO 1
PLO 2
PLO 3
PLO 4
PLO 5
Internalize and demonstrate a culture of service specific to the context of the hospitality industry
Identify and apply business concepts to hospitality management
Identify and demonstrate skills relevant to the operational areas of hospitality management
Communicate effectively
Display qualities of leadership for the global hospitality industry
There are separate identifiable and measurable program learning outcomes (PLO’s) for areas of
concentration, specialization, or emphasis that are within the control of the program, if applicable.
Differentiate these outcomes from the program level learning outcomes.
There are still no areas of concentration, specialization, or emphasis in the Program. All students get the
same BS Degree in Hospitality Management.
2. ADMINISTRATION AND GOVERNANCE
(Indicate any change in operational independence or leadership.)
THIS IS AN EXAMPLE OF A CHANGE IN LEADERSHIP AND GOVERNANCE
On June 30, 20.., the Dean of the School of Hospitality Management retired.
On July 1, 20.., the School of Hospitality Management was integrated with the School of …,
The new school is led by Dr. ….. The new school is comprised of three centers, each led by an
Assistant Dean. The Assistant Dean for Hospitality Management is ……….
The program is structured with sufficient operational independence, consistent with the mission
and objectives of the institution, to enable the program to achieve its mission successfully.
Despite the restructure, there is still great operational independence.
The biggest changes are in process, with regard to
1) Curricular revisions and 2) student appeals.
Any revisions to curriculum require the approval of the Academic Affairs Committee. This simply
adds a layer of approval to the previous process. Student appeals are also heard by the Academic
Affairs Committee, so again the process has moved up an additional tier. In terms of Promotion and
Tenure, all cases are presented at the School level.
The structure of the programmatic unit provides opportunity for effective leadership that
promotes the objectives of the programmatic unit.
The Assistant Dean and Program have tremendous autonomy, acknowledging our expertise in the field.
Through our Advisory Council, through student feedback, and through faculty input, we have the
appropriate tools to make sure we are achieving our Programmatic outcomes; we also have the autonomy
and agility to recommend and make changes in the unit, as necessary.
Are the courses that constitute the common core of knowledge in hospitality under the
administrative prerogative of the hospitality program?
Yes. The faculty determines the common core of knowledge necessary in the hospitality program. The
faculty receive recommendations from the Advisory Council.
3. PLANNING
(List any change in Composition of the Advisory Board or program planning documents).
With the new structure, the Advisory Board has been renamed the Advisory Council. The membership
has changed slightly, whereby two members have decided to leave the council. This spring, two new
members will be added.
THIS IS AN EXAMPLE OF A CHANGES IN THE PLANNING PROCESS
There is evidence of the following planning documents: Strategic & Marketing Plan &
Curriculum Review Plan
There is a Strategic and Marketing Plan in place. A new strategic plan for the university is currently in
progress; once approved each unit will develop a set of action steps for each outcome.
There is evidence that these planning documents are in alignment with the parent institution, and
the results used for programmatic changes.
Because our documents flow from the university there is evidence of alignment. The Program still meets
once per semester for an all-day planning meeting. It is at this time that these documents are reviewed
for necessary changes and used for programmatic changes.
The program periodically tracks its graduates and utilizes the information for planning.
The graduates are asked to complete a survey at the time of graduation. The Career Services office also
surveys graduate immediately after graduation.
There is evidence that the program obtains significant input from additional stakeholders
including, faculty, students, and industry partners for planning.
The Advisory Council is well respected and relied upon for their industry knowledge and counsel.
Minutes from the meetings are included for review.
Faculty have two retreats per year for planning purposes. Bi-monthly meetings also provide a
forum for faculty to give input.
Students provide input in a number of ways. Students talk to our advisory council at every meeting;
also, a focus group of students speaks to the Dean at the end of each academic year, indicating the
strengths of the program and areas for development.
4. ASSURANCE OF STUDENT LEARNING
(Indicate any change in you Assessment plan or instruments used for assessment of program learning
outcomes).
THIS IS AN EXAMPLE OF MODIFICATIONS WITH ASSURANCE OF STUDENT LEARNING
Attached, please find the grid that we now use as a standard for assessment of program learning
outcomes. The tool used to assess academic year 20..-20.. was much different than the current tool that
was implemented for the current year. The new tool is more user friendly and much more
comprehensive.
There is evidence that The Program maintains an ongoing and up-to-date assessment plan for all
program learning outcomes.
Yes, two outcomes are analyzed each year on a rotating basis.
There is evidence that there are both direct and indirect metrics used for assessment and they are
suitable and appropriate for their intended use.
Yes, the exhibit grid will show that there are both direct and indirect metrics used for assessment.
There is evidence that both formative and summative measurement tools exist to collect data that
is used to evaluate achievement of established metrics.
Yes, the exhibit grid will show that there are both formative and summative measurement tools to
collect data.
There is evidence to demonstrate that results of the assessment plan are used towards improving
student learning and informing decisions on curricular changes that support graduates in
achieving the Program Learning Outcomes.
The assessment plan provides paper documentation of our efforts to achieve the PLO’s. In particular, it
is helpful to see where we may fall short and close the look on curricular changes.
5. CURRICULUM
(Describe any courses, innovative approaches to learning, and relationships with outside organizations
that have been added or deleted.)
THIS IS AN EXAMPLE OF MODIFICATIONS TO CURRICULUM
The university is heavily endorsing “Critical Thinking”. These are practices which fully engage the student
and allow them to “own” their learning. Undergraduate research, co-ops and internships, service learning
etc. --- are all examples of these practices.
The curriculum should provide students not only with a common body of knowledge in hospitality
administration, but also with opportunities for students to receive exposure to critical thinking
skills as well as a broad education and awareness of values, skills, and attitudes that should
prepare them for responsible citizenship roles in business and society.
Yes, we continue to actively involve ourselves with service learning initiatives, both within our
Course work and with our student organizations. Within our courses, two required classes require a
service learning component, whereby the activity is connected to the discipline, and the students are
required to interact and reflect their experience.
The curriculum is designed to meet the program’s mission and flows from the program learning
outcomes.
Yes, no change.
In curricula designed with more than one area of concentration, specialization, or emphasis that
are within the control of the program, including distance education, the requirements and
learning outcomes of each are clearly distinguished.
N/A
For each course offered specifically by the degree program or under the prerogative of the
program, there is a detailed and organized syllabus.
Yes, there is a standard template for all HM courses.
.
In the event that the program involves any relationship with organizations outside of the
institution, such a relationship must include a written agreement defining the learning activity and
responsibilities involved and assuring that the relationship is consistent with the mission of the
program.
NONE
6. INSTRUCTIONAL RESOURCES
(List any new faculty/instructional staff and attach for each a completed Individual Faculty Vitae. List
also the faculty who no longer teach in the program and any variation in the balance of full time and part
time personnel. Also, please list the professional development in which the faculty has participated
during the past year itemized by faculty name.)
THIS IS AN EXAMPLE OF MODIFICATIONS TO INSTRUCTIONAL RESOURCES
The faculty is numerically sufficient to achieve the objectives of the program and to perform the
responsibilities assigned to it: instruction, advisement, academic planning, curricular
development, and program direction.
The faculty is not numerically sufficient to sustain all that we need to do for both the undergraduate and
graduate programs, while trying to grow the program.
(Note- Explain what the program does to achieve objectives of the program)
The preparation and qualifications of all members of the instructional staff are suited to the field
and level of their assignments. Those in conventional academic fields hold advanced academic
degrees or present evidence of scholarship or creative achievement appropriate to their positions;
those in professional or technical fields have equally appropriate preparation and attainments.
Yes, no change
Professional, clerical, and paraprofessional staff members are available and adequate to assist
instructional faculty in materials preparation, supervision, tutoring, and other general tasks.
Conditions of service, including appointment, promotion, salary, workload, etc. are equitable and
administered ethically.
With the restructure, we have found some relief in professional, clerical and paraprofessional staffing.
We have a graduate assistant, who is able to help us in researching various topics and helping
clerically, as needed.
We are currently working on a new document for the Full Time Non-Tenure Track positions. This is a
new direction of the university, and therefore, we must develop solid policy for these individuals.
The faculty is substantively involved in curricular development and evaluation and in the
formulation of academic policies and practices.
Yes, with the new restructure, the faculty has rewritten our bylaws to reflect the changes.
Mechanisms are in place and regularly utilized for evaluating teaching effectiveness and
effectiveness in career and academic advisement.
Yes, no change.
Program core requirements are taught by full-time faculty.
Two core courses are taught by adjuncts; one, is a retired full-time faculty member and the
other is a full-time employee within the department who works with the foods laboratory faculty.
There is an appropriate balance between full-time and part-time faculty to enable the program's
objectives to be realized.
Yes, but we do have more adjuncts than full-time faculty. We now are working with incoming adjuncts
to orient them, train them, etc. We are developing a full orientation program for adjuncts.
Members of the faculty demonstrate continuous professional growth, productivity, and
enhancement of experience in their areas of expertise.
Yes, extremely productive. See attached.
There is evidence that the professional development of the faculty is encouraged, supported, and
evaluated.
With the new restructure, coupled with the budget constraints, we will likely need to be more selective in
our professional development efforts --- but we encourage professional development.
7. STUDENT SUPPORT SERVICES
(Indicate any changes in admission policies, retention, dismissal, or graduation requirements. Attach
completed Student Profile)
THIS IS AN EXAMPLE OF MODIFICATIONS IN STUDENT SUPPORT SERVICES
Accurate and clearly stated information about admission, progression, retention, dismissal and
graduation requirements is available in written form and on-line. These requirements meet or
exceed the minimum standards of the parent institution.
Yes, no change.
Transfer credit is granted for courses taken at another institution only when the course work and
the level of the transfer applicant’s achievement, permits the student to complete satisfactorily the
remaining upper division professional course work.
Yes, no change.
Opportunities for appropriate and confidential academic advising and counseling are available
to all students.
Yes, no change.
Opportunities exist for students to receive exposure to career preparation services.
Yes, no change.
Effective procedures exist to assure the reasonable progress of students toward meeting stated
graduation requirements.
Yes, no change.
The program maintains an active website that contains updated information including the
program overview, mission and learning outcomes, faculty profiles, curricular offerings, academic
policies, special events, and student organizations.
Website was redeveloped in summer 20... We now have a full time person who is dedicated to updating
the website.
Support services are offered for traditional students, non-traditional students, special needs
students, and those students participating in distance education.
Yes, no change.
8. PHYSICAL AND LEARNING RESOURCES
(Describe changes in learning resources that have been added or deleted.)
THIS IS AN EXAMPLE OF MODIFICATIONS TO PHYSICAL AND LEARNING RESOURCES
The program has access to appropriate physical resources, such as classroom space, office space,
and facilities and equipment in order to satisfactorily meet the program’s mission, and learning
outcomes.
Yes, our computer lab was supplied with 24 new wireless laptops for use beginning fall 20...
Physical resources and facilities are equitably available for daytime, evening, and distance
sessions and are located so that each student or group of students has access to them. If off
campus
facilities are used for programmatic instruction, describe the contractual obligations involved in
retaining the use of these facilities.
No change.
Appropriate learning resources and facilities (libraries) are available to support the program’s
outcomes.
Yes, no change.
The library access system (including technical and non-technical reference materials, books,
journals, and online databases) reflects the current needs of both the students and faculty in
meeting the program’s mission and outcomes.
Yes, no change.
9. FINANCIAL RESOURCES
Budget Year 2014 to 2015 includes a Program Budget of $ 952,949.00 which is a 5.13% decrease from
the previous year. (Note any significant changes in salaries or funding for instructional supplies,
equipment, and professional development.) (Attach completed Financial Profile)
THIS IS AN EXAMPLE OF MODIFICATIONS TO PROGRAM FINANCIAL RESOURCES
All statistics are as of June 30, 20.. unless otherwise noted.
Most of the budget decrease is found in employee benefits.
Please see attached financial profile
Financial resources are sufficient to support the educational objectives and meet contractual
obligations.
At the present time; yes.
Evidence indicates the program has sufficient financial stability to enable it to continue to meet its
contractual obligations and achieve its educational objectives over a reasonable future period.
The program will have sufficient financial stability as the new budget is developed
for 20..-20.. under the new structure.
REPORT SUBMITTED BY:
TITLE:
EMAIL CONTACT:
Please enclose a copy and an electronic link of your programs most recent catalog/bulletin.