UCC/UGC/ECCC
Proposal for Course Change
FAST TRACK (Select if this will be a fast track item. Refer to Fast Track Policy for
eligibility)
If the changes included in this proposal are significant, attach copies of original and proposed
syllabi in approved university format.
1. Course subject and number: HA 325
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
The W.A. Franke College of
Business
5. Current Student Learning Outcomes of the
course.
4. Academic Unit:
1
Hospitality
Administration
Show the proposed changes in this column (if
applicable). Bold the proposed changes in this
column to differentiate from what is not
changing, and Bold with strikethrough what is
being deleted. (Resources & Examples for
Developing Course Learning Outcomes)
Upon completion of the course students will be able to:
 Choose and create a concept
 Understand market surveys and feasibility studies
 Create an atmosphere and design
 Determine front and back of the house design and
equipment selection based on the menu
 Understand space allocation in public areas, dining
areas, and back of the house production areas
 Understand space planning and the “Americans With
Disabilities Act of 1990”
 Have knowledge of product flow and customer flow
 Determine storage needs
 Choose a dish machine and design the dishwashing
area
 Understand design and motion economy
Effective Fall 2013
Upon completion of the course students will be able
to:


Choose and create a concept
Understand market surveys and feasibility
studies
 Create an atmosphere and design
 Determine front and back of the house design
and equipment selection based on the menu
 Understand space allocation in public areas,
dining areas, and back of the house production
areas
 Understand space planning and the “Americans
With Disabilities Act of 1990”
 Have knowledge of product flow and customer
flow
 Determine storage needs
 Choose a dish machine and design the
dishwashing area
 Understand design and motion economy
A. Describe the relationship between concept
development and design for food service
facilities.
B. Identify project team member’s roles in the
design and construction process.
C. Identify space requirements and relationships
among functional areas in food service
programming and schematic design.
D. Demonstrate the ability to design work areas.
E. Identify the basic types of food service
equipment and its function in a food service
operation.
F. Evaluate food service equipment
recommendations and specifications.
G. Evaluate alternative utility sources for food
service equipment.
H. Describe the decision-making process in the
design of equipment project.
I. Identify the elements of a feasibility study.
J. Explain the process of concept development for
hotels, chains, restaurants, and institutions.
K. Describe the basic principles of design for all
food facilities and human engineering in design.
L. Demonstrate the Space Analysis Process for the
functional areas of a food service facility.
M. Describe the relationships between the
component parts of a work area in a food service
facility.
N. Illustrate typical layouts for each functional area
of a food service operation.
O. State the steps for selecting food service
equipment.
P. Demonstrate knowledge of equipment
specifications as they would appear in a set of
contract documents.
Q. Identify the major kinds of manufactured food
service equipment in the six functional
categories.
R. Describe the primary consideration in
economical use of energy in food service
operations.
S. List the primary utilities used in food service
operations.
T. Describe the methods for reducing sound in both
public spaces and work areas.
U. Discuss the effects of lighting levels on
productivity, dining room ambiance, and safe
food handling
6. Current title, description and units. Cut and
paste, in its entirety, from the current on-line
academic catalog*
http://catalog.nau.edu/Catalog/.
Show the proposed changes in this column
Bold the proposed changes in this column to
differentiate from what is not changing, and
Bold with strikethrough what is being deleted.
HA 325 FACILITIES, EQUIPMENT AND
LAYOUT (1)
HA 325 FACILITIES, EQUIPMENT DESIGN
AND LAYOUT FOR RESTAURANT
Effective Fall 2013
Description: Fundamentals of facilities planning
for commercial, institutional, and industrial food
service, including planning, layout, and design of
production and service areas. Letter grade only.
Units: 1
Prerequisite: Admission to Hotel & Restaurant
Mgt (BS) or Intl Hospitality Mgt (BS) or
Restaurant Management (CERT) or Intl Tourism
Mgt (CERT)
FACILITIES (1 3)
Description: This course introduces the
design and layout of food service facilities
to assist future managers in working with
design professionals. It covers
preliminary planning, the roles and
responsibilities of members of the project
team, the design sequence, principles of
design, space analysis, equipment layout,
fabricated and manufactured equipment,
and engineering and architecture for food
service facilities Fundamentals of
facilities planning for commercial,
institutional, and industrial food service,
including planning, layout, and design of
production and service areas. Letter
grade only.
Units: 1 3
Prerequisite: HA 240, HA 243, HA 280, and
admission to ((Hotel & Restaurant Mgt (BS)
or Intl Hospitality Mgt (BS) or Restaurant
Management (CERT) or International
Exchange Student Group)) Intl Tourism
Mgt (CERT)
*if there has been a previously approved UCC/UGC/ECCC change since the last catalog year, please copy the approved
text from the proposal form into this field.
7. Justification for course change.
Increasing the credit hours from 1 to 3 will enable new content to be introduced that enables
students to more thoroughly understand the relationship between the physical facilities and
the successful operation of a food service facility. A more in-depth class on restaurant design
and layout will also strengthen the restaurant curriculum and restaurant management
certificate.
8. Effective BEGINNING of what term and year?
See effective dates calendar.
Fall 2015
IN THE FOLLOWING SECTION, COMPLETE ONLY WHAT IS CHANGING
CURRENT
Current course subject and number:
PROPOSED
Proposed course subject and number:
Current number of units:
1
Current short course title:
Proposed number of units:
3
Proposed short course title (max 30
characters):
DESIGN & LAYOUT REST FACILTIES
FACILITIES, EQUIPMENT & LAYOUT
Effective Fall 2013
Current long course title:
Current grading option:
letter grade
pass/fail
or both
Current repeat for additional units:
Proposed long course title (max 100
characters):
DESIGN AND LAYOUT FOR RESTAURANT
FACILITIES
Proposed grading option:
letter grade
pass/fail
or both
Proposed repeat for additional units:
Current max number of units:
Proposed max number of units:
Current prerequisite:
Current co-convene with:
Proposed prerequisite (include rationale in the
justification):
HA 240, HA 243, HA 280, and ((Hotel &
Restaurant Mgt (BS) or Intl Hospitality Mgt
(BS) or Restaurant Management (CERT) or
International Exchange Student Group))
Proposed co-requisite (include rationale in the
justification):
Proposed co-convene with:
Current cross list with:
Proposed cross list with:
FACILITIES, EQUIPMENT AND LAYOUT
Admission to Hotel & Restaurant Mgt (BS) or
Intl Hospitality Mgt (BS) or Restaurant
Management (CERT) or Intl Tourism Mgt
(CERT)
Current co-requisite:
9. Is this course in any plan (major, minor, or certificate) or sub plan (emphasis)? Yes
No
If yes, describe the impact. If applicable, include evidence of notification to and/or response
from each impacted academic unit.
Restaurant Management UCERT.
10. Is there a related plan or sub plan change proposal being submitted?
If no, explain.
Restaurant Management UCERT.
Yes
11. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
No
No
Answer 12-15 for UCC/ECCC only:
12. Is this course an approved Liberal Studies or Diversity course?
If yes, select all that apply.
Liberal Studies
Diversity
Yes
Both
13. Do you want to remove the Liberal Studies or Diversity designation?
If yes, select all that apply.
Liberal Studies
Diversity
Both
No
Yes
No
14. Is this course listed in the Course Equivalency Guide?
Yes
No
15. Is this course a Shared Unique Numbering (SUN) course?
Yes
No
FLAGSTAFF MOUNTAIN CAMPUS
Effective Fall 2013
Scott Galland
Reviewed by Curriculum Process Associate
12/15/2014
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
Effective Fall 2013
Chief Academic Officer; Extended Campuses (or Designee)
Approved as submitted:
Yes
No
Approved as modified:
Yes
No
Effective Fall 2013
Date
CURRENT 1 UNIT SYLLABUS:
School of Hotel and Restaurant Management
HA 325 Facilities, Equipment, and Layout
I.
Catalog Description:
Fundamentals of facilities planning for commercial, institutional, and industrial foodservice,
including planning, layout, and design of production and service areas.
II.
Prerequisite: Admission to Hotel and Restaurant Management (BS) or Intl
Hospitality Management (BS) or Restaurant Management (CERT) or Intl Tourism
Management (CERT)
III.
Course Learning Goals: Upon completion of the course students will be able to:










IV.
V.
VI.
VII.
Choose and create a concept
Understand market surveys and feasibility studies
Create an atmosphere and design
Determine front and back of the house design and equipment selection based on the
menu
Understand space allocation in public areas, dining areas, and back of the house
production areas
Understand space planning and the “Americans With Disabilities Act of 1990”
Have knowledge of product flow and customer flow
Determine storage needs
Choose a dish machine and design the dishwashing area
Understand design and motion economy
Course Materials: Required text; Design and Equipment for Restaurants and Foodservice,
T-Square, Triangle, Graph Paper (2), and Architect Ruler
Teaching Method: Lecture, Floor Taping Exercises, Class Discussions, and Foodservice
Operations Visitations
Mechanisms for Feedback to Students/Interaction Between Students and Professor:
Written comment on student assignments, online feedback via e-mail, class discussions,
hands-on classroom exercises, and office hours
Evaluation Tools: Written Assignments, Quizzes, Midterm and Final Exam and a Design
Project
Effective Fall 2013
Grading System
Grade
A
B
C
D
F
Scale
90-100%
80-89.9%
70-79.9%
60-69.9%
0-59.9%
VIII.
Use of Technology and Information Systems:
Online research of foodservice equipment manufacturers for actual specifications
of foodservice equipment
IX.
Collaborative or Team Activities: N/A
X.
Project:
Students will develop a concept and menu for a foodservice operation and design
the facility
XI.
Statement Regarding Academic Dishonesty: Students are responsible to inform
themselves of university policies regarding Academic Integrity. In general, students found
to be in violation of the code (e.g., cheating, fabrication, fraud, and plagiarism) are awarded
a grade of F in the course. The complete policy on academic integrity is in Appendix F of
NAU’s Student Handbook.
XII.
Course Topics:
 Themes and Concepts
 Selecting a Site
 Owning or Leasing
 Creating an Atmosphere (Working with a Designer)
 To Bar or not to Bar
 Flow and Kitchen Design
 Flow and Dining Area Design
 Service and Banquet Operations
 Planning Public Areas
 Outdoor Areas/Parking
Effective Fall 2013
PROPOSED 3 UNIT SYLLABUS:
MASTER SYLLABUS
HA 325 Design and Layout for Restaurant Facilities (3 credits)
I.
Catalog Description:
This course introduces the design and layout of food service facilities to assist future managers in
working with design professionals. It covers preliminary planning, the roles and responsibilities of
members of the project team, the design sequence, principles of design, space analysis, equipment
layout, fabricated and manufactured equipment, and engineering and architecture for food service
facilities.
II.
Prerequisites:
Admission to Hotel & Restaurant Mgt (BS) or Intl Hospitality Mgt (BS) or Restaurant Management
Certificate (CERT) or International Exchange Student Group. Justification: HA 240 (Restaurant
Operations and Management), 243 (Foundations in Kitchen Operations), and HA 280 (Beverage
Production and Service) are foundational courses for HA 325.
III.
Course Learning Goals:
Upon completion of the course students will be able to:
A. Describe the relationship between concept development and design for food service facilities.
B. Identify project team member’s roles in the design and construction process.
C. Identify space requirements and relationships among functional areas in food service programming
and schematic design.
D. Demonstrate the ability to design work areas.
E. Identify the basic types of food service equipment and its function in a food service operation.
F. Evaluate food service equipment recommendations and specifications.
G. Evaluate alternative utility sources for food service equipment.
H. Describe the decision-making process in the design of equipment project.
I.
Identify the elements of a feasibility study.
J. Explain the process of concept development for hotels, chains, restaurants, and institutions.
K. Describe the basic principles of design for all food facilities and human engineering in design.
L. Demonstrate the Space Analysis Process for the functional areas of a food service facility.
M. Describe the relationships between the component parts of a work area in a food service facility.
Effective Fall 2013
N. Illustrate typical layouts for each functional area of a food service operation.
O. State the steps for selecting food service equipment.
P. Demonstrate knowledge of equipment specifications as they would appear in a set of contract
documents.
Q. Identify the major kinds of manufactured food service equipment in the six functional categories.
R. Describe the primary consideration in economical use of energy in food service operations.
S. List the primary utilities used in food service operations.
T. Describe the methods for reducing sound in both public spaces and work areas.
U. Discuss the effects of lighting levels on productivity, dining room ambiance, and safe food handling.
IV.
Course Materials:
A text related to Facilities Design, such as Design and Layout of Food Service Facilities, Birchfield, John
Wiley & Sons, NJ. ISBN # 978-0471- 69963-7.
V.
Teaching Methods:
The method of delivery of the course material will vary to facilitate the different ways students
learn. The instruction methods will include, lecture, videos, discussion, guest speakers, and
demonstration.
VI.
Mechanisms for Feedback to Students/Interaction Between Students and Professors:
Feedback will be provided by written comments on student assignments and exams, individual
and group oral feedback, and class discussion about assignments and/or exam questions.
VII. Evaluation Tools:
Quizzes, Midterm / Final Exam, Project, Assignments, Article Review, and Presentations.
Course Requirements
Course Learning
Outcome
A, B, E, M, N, J
A, B, E, F, H, Q,
H, I, K, U
C, D,E, F, L, T, O,
R, U
A, C, L, N
A, B, C, E, G, I, K
,L, N, P, R, S, T
Effective Fall 2013
Assessment Activity
Points %
Module Quizzes
Homework Assignments
Article Reviews
Food service Facility Design Project /
Presentation
Food service Operation Analysis
Mid-Term, Final Exam
75
40
40
150
15%
8%
8%
30%
20
175
4%
35%
Total
500
100
Grading System
Grade
A
B
C
D
F
Scale
90-100%
80-89.9%
70-79.9%
60-69.9%
0-59.9%
VIII. Use of Technology and Information Systems:
Students are required to use PowerPoint for class presentations. The food service plan assignment
requires both Smart Draw and Excel to complete it. Class PowerPoint presentations, course documents
and the course grade book will be posted and available for student access through BB Learn.
IX.
Collaborative or Team Activities:
The class utilizes group term projects and presentations in which they research / plan the design of food
service operation and present their findings to the class. Activities also include evaluation / critique of
commercial food service operations and small in-class group assignments.
X.
Projects:
Students research and complete a facilities plan for a food service operation and present it to the class
using PowerPoint, and submit a written report of their presentation. Students also track food service
trends in the areas of food service design and write a report detailing the impact of the trends.
XI.
University Policies and Statement Regarding Academic Dishonesty:
Current university required policies will be attached each term to actual syllabi. Students are responsible
to inform themselves of university policies regarding Academic Integrity. In general, students found to be
in violation of the code (e.g., cheating, fabrication, fraud, and plagiarism) are awarded a grade of F in the
course. The complete policy on academic integrity is in Appendix F of NAU’s Student Handbook. NAU
Policies can be found at: http://nau.edu/University-College/Liberal-Studies/_Forms/SyllabusPolicyStmts22014/.
XII. Course Content:
Course Topics:
1) Preliminary Planning.
2) Food service Design.
i) Project Team.
ii) Design Sequence.
3) Principles of Design.
i) Impact of Design on Efficiency and Safety.
ii) Basic Design Principles.
iii) Food service Design and Titles II and III of the Americans with Disabilities Act.
4) Space Analysis.
i) Conducting a Space Analysis.
5) Equipment Layout.
i) Effective Layout.
ii) Physical Characteristics of Equipment Layout.
6) Food service Equipment
i) Equipment Section.
ii) Food service Equipment Standards and Specifications.
7) Food service Facilities Engineering and Architecture.
i) Food service Facilities Engineering.
ii) Food service Facilities Architecture.
Effective Fall 2013
Course Curriculum Map
Program Learning Outcome
Course Learning
Outcomes
(Letter corresponds to
learning outcomes
alphabetically listed in
Section III)
C, D, F, L,
Supporting Targeted
Course Performance Level:
I, D, or M
D
Analytic/Problem-Solving
Skills
A, H, L, P
D, M
Communication and
Leadership Skills
C, D, F, J, L, M, Q, S, U
D
Critical Thinking
I
Professional Responsibility I,
B, H
I
Successful Adults
C,D, I,M, O, U
D
Technical Skills and
Knowledge
*I = Introduced, D = Developed and Practiced with Feedback, M = Demonstrated at the Mastery
Level, Blank = Not Treated in this Course
Definitions of Student Mastery Levels (1). These set performance levels that are somewhat
parallel to Bloom’s Taxonomy.
I = The student can identify examples (and non-examples) of the desired outcome, name the
elements involved, and answer "objective, multiple-choice, fill-in the blank" type of test questions
showing awareness. (Objective tests are not necessarily simple, but they are most likely to be
used at this introductory level.)
D = The student can describe, demonstrate or construct an example of the desired outcome but with
guidance about each step. In some cases, the steps to learn the outcome may be spread
among more than one course or activity within a course. Also included here is evaluation of
existing examples of the outcome (pro's and con's, etc.) Essay questions and short projects
would be used as evidence.
M = The student can demonstrate the outcome given a problem statement and appropriate data and
tools. The student would need to synthesize skills learned previously in isolation. The skill
demonstration would be sufficiently rigorous that an outside stakeholder (future employer) would
be satisfied with it for an entry level position after graduation. Term papers, senior projects and
research papers, senior portfolios, case studies, and capstone coursework would be used as
evidence.
(1) Source:
http://business.uhh.hawaii.edu/documents/documents/MasterSyllabusMKT310revFeb201
2.pdf.
Effective Fall 2013
SAMPLE INSTRUCTOR’S SYLLABUS
COURSE SYLLABUS
HA 325 Design and Layout for Restaurant Facilities
School of Hotel and Restaurant Management
Credits:
3 hours
Semester:
Fall
Credit Hours: 3
Professor:
Dr. Wally Rande
Office:
Rm. 129, Eugene Hughes, School of Hotel and Restaurant Building
Office Hours: 4 hours/week
Prerequisites:
Admission to Hotel & Restaurant Mgt. (BS) or Intl Hospitality Mgt. (BS) or Restaurant Management (CERT) or
Intl Tourism Mgt. (CERT)) or International Exchange Student Group.
Courses: HA 240, 243, and HA 280.
Catalog Description:
This course introduces the design and layout of Food service facilities to assist future managers in working
with design professionals. It covers preliminary planning, the roles and responsibilities of members of the
project team, the design sequence, principles of design, space analysis, equipment layout, fabricated and
manufactured equipment, and engineering and architecture for Food service facilities.
Student Learning Expectations / Outcomes:
Upon completion of the course students will be able to:
A. Describe the relationship between concept development and design for food service facilities.
B. Identify project team member’s roles in the design and construction process.
C. Identify space requirements and relationships among functional areas in food service programming
and schematic design.
D. Demonstrate the ability to design work areas.
E. Identify the basic types of food service equipment and its function in a food service operation.
F. Evaluate food service equipment recommendations and specifications.
G. Evaluate alternative utility sources for food service equipment.
H. Describe the decision-making process in the design of equipment project.
I.
Identify the elements of a feasibility study.
J. Explain the process of concept development for hotels, chains, restaurants, and institutions.
Effective Fall 2013
K. Describe the basic principles of design for all food facilities and human engineering in design.
L. Demonstrate the Space Analysis Process for the functional areas of a food service facility.
M. Describe the relationships between the component parts of a work area in a food service facility.
N. Illustrate typical layouts for each functional area of a food service operation.
O. State the steps for selecting food service equipment.
P. Demonstrate knowledge of equipment specifications as they would appear in a set of contract
documents.
Q. Identify the major kinds of manufactured food service equipment in the six functional categories.
R. Describe the primary consideration in economical use of energy in food service operations.
S. List the primary utilities used in food service operations.
T. Describe the methods for reducing sound in both public spaces and work areas.
U. Discuss the effects of lighting levels on productivity, dining room ambiance, and safe food handling.
Textbook and Related Course Materials:
Facilities Design, such as Design and Layout of Food service Facilities, Birchfield, John Wiley & Sons, NJ. ISBN #
978-0471- 69963-7
Course Structure / approach:
The method of delivery of the course material will vary to facilitate the different ways students learn. The
varying instruction methods will include, lecture, videos, discussion, guest speakers, and demonstration. The
student’s grade will be based on class participation, assignments, exams, quizzes and projects.
The class utilizes group term projects and presentations in which they research / plan the design of food a
service operation and present their findings to the class. Activities also include evaluation / critique of
commercial food service operations and small in-class group assignments.
Students research and complete a facilities plan for a food service operation and present it to the class using
PowerPoint, and submit a written report of their presentation. Students also track food service trends in the
areas of food service design and write a report detailing the impact of the trends.
Feedback will be provided by written comments on student assignments and exams, individual and group oral
feedback; class discussion about assignments +/or exam questions, online feedback, during office hours or by
appointment.
Assessment of Student Learning Outcomes:
Course Learning
Outcome
A, B, E, M, N, J
A, B, E, F, H, Q,
H, I, K, U
C, D,E, F, L, T, O,
Effective Fall 2013
Assessment Activity
Points %
Module Quizzes
Homework Assignments
Article Reviews
Food service Facility Design Project /
75
40
40
150
15%
8%
8%
30%
R, U
A, C, L, N
A, B, C, E, G, I, K
,L, N, P, R, S, T
Presentation
Food service Operation Analysis
Mid-Term, Final Exam
20
175
4%
35%
Total
500
100
Grading System
Grade
A
B
C
D
F
Scale
90-100%
80-89.9%
70-79.9%
60-69.9%
0-59.9%
Assessment Timeline:
Assessment Activity
Quizzes [ 5@15 pts.]
Homework Assignments [8 @ 5 pts.]
Article Reviews
Food service Facility Design Project / Presentation
Food service Operation Analysis
Mid-Term
Final Exam
Due Date
Every 3 weeks
Every 2 weeks
Week 4
Week 14
Week 12
Week 8
Finals Week
Course Policies:
 Attendance is required. Professionalism standards will be expected.
 Address SHRM faculty as Dr. or Professor, Mr. or Ms.
 Class will begin and end at the scheduled time, it is disrespectful to the class being late or
leaving early.
 Please do not get up and leave class and return during class, make prior arrangements to
avoid this.
 No food in the classroom, please eat your meals elsewhere.
NAU Policies
Current university required policies will be attached each term to actual syllabi. Students are
responsible to inform themselves of university policies regarding Academic Integrity. In general,
students found to be in violation of the code (e.g., cheating, fabrication, fraud, and plagiarism) are
awarded a grade of F in the course. The complete policy on academic integrity is in Appendix F of
NAU’s Student Handbook. NAU Policies can be found at: http://nau.edu/University-College/LiberalStudies/_Forms/SyllabusPolicyStmts2-2014/.
Course Content / Outline:
Course Topics:
1. Preliminary Planning.
2) Food service Design.
i) Project Team.
ii) Design Sequence.
Effective Fall 2013
3) Principles of Design.
i) Impact of Design on Efficiency and Safety.
ii) Basic Design Principles.
iii) Food service Design and Titles II and III of the Americans with Disabilities Act.
4) Space Analysis.
i) Conducting a Space Analysis.
5) Equipment Layout.
i) Effective Layout.
ii) Physical Characteristics of Equipment Layout.
6) Food service Equipment
i) Equipment Section.
ii) Food service Equipment Standards and Specifications.
7) Food service Facilities Engineering and Architecture.
i) Food service Facilities Engineering.
ii) Food service Facilities Architecture.
Course Curriculum Map
Program Learning Outcome
Course Learning
Outcomes
(Letter corresponds to
learning outcomes
alphabetically listed in
Section III)
C, D, F, L,
Supporting Targeted
Course Performance Level:
I, D, or M
Analytic/Problem-Solving
D
Skills
Communication and
A, H, L, P
D, M
Leadership Skills
Critical Thinking
C, D, F, J, L, M, Q, S, U
D
Professional Responsibility I,
I
Successful Adults
B, H
I
Technical Skills and
C,D, I,M, O, U
D
Knowledge
*I = Introduced, D = Developed and Practiced with Feedback, M = Demonstrated at the Mastery
Level, Blank = Not Treated in this Course
Definitions of Student Mastery Levels (1). These set performance levels that are somewhat
parallel to Bloom’s Taxonomy.
I = The student can identify examples (and non-examples) of the desired outcome, name the
elements involved, and answer "objective, multiple-choice, fill-in the blank" type of test questions
showing awareness. (Objective tests are not necessarily simple, but they are most likely to be
used at this introductory level.)
D = The student can describe, demonstrate or construct an example of the desired outcome but with
guidance about each step. In some cases, the steps to learn the outcome may be spread
among more than one course or activity within a course. Also included here is evaluation of
existing examples of the outcome (pro's and con's, etc.) Essay questions and short projects
would be used as evidence.
M = The student can demonstrate the outcome given a problem statement and appropriate data and
tools. The student would need to synthesize skills learned previously in isolation. The skill
demonstration would be sufficiently rigorous that an outside stakeholder (future employer) would
be satisfied with it for an entry level position after graduation. Term papers, senior projects and
research papers, senior portfolios, case studies, and capstone coursework would be used as
Effective Fall 2013
evidence.
(1) Source:
http://business.uhh.hawaii.edu/documents/documents/MasterSyllabusMKT310revFeb201
2.pdf.
Effective Fall 2013