Date Received
Fall 2008 Semester Assessment Report Form
Submitted: March 4, 2009
1. Program Information:
Program Gaming
Department Hotel Management
College Hotel Administration
Program Gail Sammons
Assessment William Werner
Coordinator
Semester Data Fall 2008
Collected
Report Gail Sammons and William Werner
Submitted by
Phone/email 895-4462
Date Submitted March 2009
2. According to the Assessment Plan for this program, what were the planned assessments to be
conducted during the 2008-2009 Academic Year? You may want to copy and paste from this
program’s assessment plan.
Which outcomes for this
program were measured?
How did you measure the What results did you expect?
If the students performed well
outcomes?
what would their performance look
like, i.e. percentages, means, or
comparisons to a national
standard?
Understand and apply
mathematics of table games,
slots and race and sports book.
Describe and assess the
effectiveness of human
resource management systems
for gaming operations
Assess business strategies and
trends that affect growth and
success of the gaming
industry
Evaluate the management and
design of credit collection,
surveillance and security,
technological, accounting and
functional control systems for
gaming operations
Course grades in
GAM 225, 334, 434,
470
Course grades in
HMD 359, GAM 334
GAM majors average grade will
be C or better in course
GAM 225, GAM
334, GAM 340,
GAM 426, GAM 434
and GAM 474
Course grades in
GAM 225, GAM
340, GAM 437,
GAM 426, HMD 410
GAM majors average grade will
be C or better in course
GAM majors average grade will
be C or better in course
GAM majors average grade will
be C or better in course
Communicate clearly orally
and in writing with recruiters,
management, guests, and coworkers (reworded)
Identify and address problem
gaming issues and related
social responsibilities
Demonstrate a high degree of
ethics and professionalism
(reworded)
Course grades in
GAM 225, GAM
295, GAM 434,
GAM 437 GAM 490
Course grades in
GAM 225, GAM 334
GAM 434, GAM
437, GAM 442
Course grades in
GAM 225, GAM
334, GAM 340,
GAM 426, GAM
434, GAM 437 and
GAM 490
Alumni reputation
GAM majors average grade will
be C or better in course
GAM majors average grade will
be C or better in course
GAM majors average grade will
be C or better in course
3. Results, conclusions, and discoveries. What are the results of the planned assessments listed
above? What conclusions or discoveries were made from these results? Describe below or
attach to the form.
Results, conclusions, and discoveries
In the following GAM courses and HMD courses offered Spring 2008 GAM majors
earned average grades of:
GAM 225 2.25
GAM 334
GAM 340 3.30
GAM 434 Spring only
GAM 440
GAM 474 4.00
GAM 490
GAM 339 Spring only
GAM 426 Spring only
GAM 437 2.80
GAM 442
GAM 470
HMD 203 2.80
HMD 259 3.00
HMD 454 2370
HMD 407 2.90
HMD 410 3.30
HMD 453 3.10
HMD 395 3.30
The gaming degree students have met or exceeded the program’s expectations as far as final
grades in a course.
The exit survey for gaming students was conducted the last day of class in December, but the
results were not tabulated. The surveys from Fall 2008 will be added to Spring 2009 analysis
of the exit surveys.
Course Prefix GAM
GAM GAM
Course Number
225
225
334
This course increased my understanding
of the subject matter.
3.7
3.6
3.6
Course assessments covered the key
concepts of the course.
3.7
3.4
3.6
Course materials helped clarify the subject
matter.
Rating scale if a 4 point scale
Course Prefix GAM
GAM GAM
Course Number
470
474
490
This course increased my understanding
of the subject matter.
3.3
3.1
3.1
Course assessments covered the key
concepts of the course.
3.6
3.1
3.1
Course materials helped clarify the subject
matter.
3.2
3.0
3.1
Rating scale if a 4 point scale
GAM
437
GAM
440
GAM
442
3.7
4.0
3.9
3.7
4.0
3.9
Head counts continue to increase in the Gaming Management Major.
College
Program
Hotel
Administration
GAM
Fall
2004
Final
Fall
2005
Final
1
29
Fall
2006
Final
63
Fall 2007
Final
93
Fall
2008
Final
104
GAM 225: Essays and Research papers from GAM 225
available from department office.
GAM 340:
After comparing the Pre-test content to the Post-test (Final Exam) content
focusing on the Gaming Degree Objectives, my analysis showed an increase of 16.61% for the
course containing those tests (GAM 340). The average of the pre test was 57.14% and the
average of the final exam was 73.75%.
GAM 442
Specifically, we explore the following themes:
Ethics: The dramatic spread of gambling in America and abroad forces us to critically
contemplate its social, ethical, and economic effects on our everyday lives. While gambling has
long been a key influence on the American scene, never has it been as readily available as it is to
us today. This course will focus specifically on the social “laboratories” of gambling
communities across the United States and around the world.
Problem gambling: The phenomenon now labeled by medical experts as “problem gambling”
will be explicitly addressed, and we will explore the medical treatments, academic research,
operations strategies, and legislative efforts to confront these social costs.
The first day of class, I asked the students to write an essay introducing me to their experiences
with gambling and the gaming industry -- focusing specifically on their perceptions of the social,
economic, and ethical impacts. I then follow up in each of three subsequent exams with shortessay questions that ask them to outline social and ethical costs and benefits of the gaming
industry, and to define and explain the impacts of problem gambling.
Students improve dramatically over the course of the semester, as few have been asked to
critically contemplate gambling and society, and they emerge with a strong understanding of this
industry's role in the communities in which it operates.
GAM 437 Fall 2008 Assessment
The Pre-Test consisted of 20 questions with the 18 students missing an average of 13 questions
out of the 20; getting an approximate 34% average.
The 20 questions tested later in the semester, resulted in 18 students missing an average of 7.55
questions which resulted in a 62% average.
The class spent a majority of time on Demonstrate a high degree of ethics and professionalism
(#7). Each outside speaker addressed this as part of their substantive presentation. In addition,
the students learned the licensing requirements first hand by attending a gaming control board
meeting and submitting a paper on the issues presented at the meeting.
Approximately 35% of the class addressed licensing issues, including the gaming control
application, the system for approvals and denials and the effect of a negative action
Approximately 7 % of the class time was spent in a discussion on the mathematics of race and
sports books (#1).
Approximately 21 % of the class time was used to evaluate surveillance and security systems and
technology (#4).
The class also addressed problem gaming issues and related social responsibilities (#6), and
Business Trends (#3) especially in the area of manufacturing of new gaming devices.
GAM 440
Brief Description
Line-item Management
Measurement Challenges
Customer Service
Pareto's Rule
Vacation Events
Shopping Events
A Priori Discounts
Graduated/Tiered
Discounts
Case. Mkg. Survey
Discounting Practices
Cost of Discounts
Twenty-one Discounts
Bet Tracking
Case. Mkg. Survey - Disc.
Vars
Avg. Bet & Profit Margin
Excessive Event Frequency
Activity vs. Success
Credit Authorization
Critical Credit Issues
%
correct
PreTest
20.0%
1.0%
10.0%
70.0%
50.0%
70.0%
60.0%
%
correct
PostTest
100.0%
76.9%
61.5%
100.0%
92.3%
100.0%
84.6%
80.0%
10.0%
1.0%
60.0%
40.0%
10.0%
100.0%
54.5%
100.0%
100.0%
63.6%
63.6%
20.0%
44.5%
99.0%
40.0%
23.6%
53.6%
30.0%
70.0%
50.0%
30.0%
1.0%
40.0%
72.7%
53.8%
84.6%
84.6%
63.6%
81.8%
42.7%
-16.2%
34.6%
54.6%
62.6%
41.8%
Improvement)
Pct. Chg.
80.0%
75.9%
51.5%
30.0%
42.3%
30.0%
24.6%
Assessment Plan: Measured Outcome
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Understanding table game math
Understanding table game math
Understanding table game math
Understanding table game math
Evaluate the design of functional control systems
Evaluate the design of functional control systems
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Assess business strategies of the gaming industry
Evaluate the design of functional control systems
Evaluate the design of functional control systems
Fall 2008 GAM 470/HOA 636 (combined)
OBJECTIVE BEING MEASURED: Understand and apply mathematics of table games, slots,
race and sports book wagering.
HOW IS OBJECTIVE BEING MEASURED: Students are requested to take an Assessment Quiz
BEFORE THE BEGINNING OF LECTURE 1; the assessment quiz has questions involving
mathematics of table games, slots, race and sports book wagering. The Final Exam is
comprehensive, and has questions on all of these topics. The effectiveness of instruction is
evaluated by a paired comparison of Pre and Post scores.
Histogram of Diff
10
Frequency
8
6
4
2
0
0
30
60
90
Diff
The above graph shows that the scores on the final tend to be higher than the scores on
Assessment Quiz.
The paired t-test was used to test no difference in the two scores vs. Final mean > Quiz % mean
. The paired t-test rejected the null, which implies that the Final Scores were higher, or the
students did learn the required material. The sign test was also used on the differences to test if
the median of differences > 0 or not, and once again, the null of no difference was rejected in
favor of improvement in scores.
Two-Sample T-Test and CI: Final Score, Assessment%
Two-sample T for Final Score vs Assessment%
N Mean StDev SE Mean
Final Score 43 88.86 7.57 1.2
Assessment% 43 45.5 27.7 4.2
Difference = mu (Final Score) - mu (Assessment%)
Estimate for difference: 43.3256
95% lower bound for difference: 35.9714
T-Test of difference = 0 (vs >): T-Value = 9.88 P-Value = 0.000 DF = 48
Sign Test for Median: Diff
Sign test of median = 0.00000 versus > 0.00000
N Below Equal Above
P Median
Diff 43 4 0 39 0.0000 42.00
GAM 474 and GAM 490
The following is a list of the Gaming Degree internship students, their respective properties and the types
of internships. Six of these students received permanent positions in the gaming industry upon
completion of their program.
GAM 490 is measured by Performance Evaluations from industry coordinators and GAM 474 is
measured by final reports from students
Research papers from GAM 474 available in Department
office.
FALL 2008
LOCATION OF
INTERNSHIP
MGM Grand, L. V.
Riviera
WMS Gaming
MGM Macau
Treasure Island
GAM 490 TYPE OF
INTERNSHIP
Acctg./Fin
Casino Marketing
Gaming Device Mfg
Casino Marketing
Casino Marketing
Aristocrat
Eastside Cannery
Gaming Device Mfg
Table Games
MGM Grand, L. V.
Slot Operations
GAM 474
Independent Study
MGM/Mirage Strategic Planning
Slot Tournament Efficiency at Riviera
WMS Gaming at G2E Show
The Gaming Industry in Macau
Evaluate Pros & Cons of Mobile
Marketing
Aristocrat Related to G2E Show
East Side Cannery Be the Best on
Boulder Highway
G2E Show Seminars
Riviera
Rampart Casino
Summerlin
Table Games
Table Games
Surveillance/Security Game Protection
TableLink at Rampart
4. Use of Results. What program changes are indicated? How will they be implemented? If
none, describe why changes were not needed.
An exit survey was given to the students in GAM 474 and GAM 490. Unfortunately the
surveys were misplaced and were not found until 2/26/09. There was not enough time to
have the Cannon Center run these surveys, so they will be added to Spring 2009 survey
collection and reported at that time.
5. Dissemination of results, conclusions, and discoveries. How and with whom were the results
shared?
These assessment results, conclusions, and discoveries will be shared with Gaming
Program faculty to assist them in developing pre-tests and post-tests that clearly assess
the revised Learning Outcomes. These results, conclusions and discoveries will also be
shared with faculty of those departments in which gaming students are required to take
courses.