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IUPUI Request for Change of Academic Program Name School/Department
submitting request School of Physical Education and Tourism Management (PETM)
Date
10/16/2013
Degree
Major
Minor
Certificate
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please check name to be changed
Current Name _Travel Planning (IU)
New Name
_Tourism Planning and Development (IU)
Effective Date __Summer 2014
Rationale (include any supporting documentation as appropriate)
Proposed New Name: Tourism Planning and Development
The PETM faculty unanimously approved the proposal to change the name of the Travel Planning certificate
to Tourism Planning and Development in the Spring of 2013. The Tourism, Conventions and Event
Management (TCEM) faculty discussed and voted on the change at their February department meeting and
the Department of Kinesiology approved the change at their recent department meeting in March. The vote is
documented in our meeting minutes.
Reasons for the Change
1.
The proposed name change “Tourism Planning and Development” is a broader term for the tourism
and travel field. “Travel planning” represents only one segment of this large tourism industry and with
the introduction of new technologies, the travel planning career path has dramatically changed over
the last 10 years. Many students were looking to become travel agents for the leisure market, which
there are few positions due to most booking travel now through the internet.
This certificate hopes to attract students pursuing careers in destination marketing organizations,
tourist attractions, travel businesses, and tourist leisure services.
2.
TCEM has recently completed a three-year review of its curriculum, mapping the competencies
expected by the marketplace to our course outcomes. The faculty agreed to focus on event tourism,
and course work and experiences in three buckets: events, tourism and hospitality. This extensive
review revealed a need to introduce new courses and discontinue offering others. A copy of the
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executive summary of IUPUI’s Program Review and Assessment Committee (PRAC) grant report
findings outlining the rationale for the change is included.
In the fall of 2013, we began offering our new BS curriculum and introduced a new set of course
offerings for this certificate and our five other certificate offerings. Concurrent with this proposal, we
are also recommending the launch of three minors: hospitality management, tourism management,
and event management.
There are two new course offerings in the area of tourism planning and development: (1) TCEM- T207:
Tourism Policy and Sustainability and (2) TCEM-T382: Tourism Trends and Destinations. A more
detailed summary of the Travel Planning and new “Tourism Planning and Development” certificate and
course descriptions are included below. T207 and T382 have already been approved and are being
taught in the Spring 2014 semester.
3.
The new certificate will also impact student recruitment and if marketed, can draw in a number of
potential students already working in the tourism industry. Expanding the scope of this certificate
allows for those in a variety of areas to apply and should increase interest in this stand-alone
certificate. The department is also working on partnerships with Conner Prairie History Park and the
Indianapolis Children’s Museum to expand our internship, volunteer and student project opportunities.
4.
The CIP code will remain unchanged.
Submitted by TCEM Program Director, Dr. Amanda Cecil and Associate Dean, Dr. Rafael Bahamonde
Executive Summary – 2010 PRAC Grant Report
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TO:
Dr. Linda Houser, Chair of the PRAC Committee
Dr. Trudy Banta, Senior Advisor to the Chancellor
CC:
Dr. Sotiris Hji-Avgoustis, Chair, TCEM
Dr. Linda Brothers, Curriculum Committee Chair, TCEM
Dr. Yao-Yi Fu, Assessment Chair, TCEM
FROM:
Dr. Amanda Cecil, Assistant Professor, TCEM
Dr. Brian Krohn, Assistant Professor, TCEM
June 10, 2010
DATE:
__________________________________________________________________________________________
As outlined in our grant proposal, there were several phases of our PRAC project and intended outcomes. This
report summarizes and discusses our findings.
Creation of a competency grid {Attachment #1}
 Four focus groups were held to discuss the TCEM curriculum and competencies with alumni, internship
coordinators, current students, and industry professionals. The competency matrix was then updated
and presented to the TCEM faculty for input. A variety of other resources were reviewed to ensure all
relevant competencies were included.
 After the discipline core competencies were identified, the current instructor for each required course
was asked to identify the competencies that were assessed in their course. After the exercise, the
faculty member was asked to verify the information and submit their course syllabus. All course
descriptions and student learner outcomes were compiled for review.
List of strengths and weaknesses in relation to competency grid {see below}
 Based on the competency grid, a list of strengths and weaknesses {gaps} were reported. A series of
themes were identified and used when recommending proposed curriculum changes.
 These observations included well-covered competency areas, those that had too much overlap
between courses, and areas that were not being covered in our required, major courses.
Curriculum map (current and suggested changes) and proposed changes {Attachment #2}
 A series of curriculum maps were created: (a) current curriculum map, (b) curriculum map with
recommended changes to pre-requisites and course sequencing, and (c) curriculum map with
recommended changes and tracks identified.
Report Dissemination
 The information was presented to the TCEM Faculty Curriculum Committee on May 3. The information
can be used in future research grant or faculty projects, as groundwork for our 2012 departmental
review, and other university/school reports.
 Information will be shared with colleagues in the discipline through conference presentations,
symposiums or journal publication.
Future Research
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Evaluate the general education and electives to explore competencies and if these courses fill gaps.
Review all competencies as they relate to course assessments.
Explore PUL and RISE courses and how these initiatives fit into our competency-based curriculum map.
STRENGTHS {Competency Areas Assessed}
Management: Organizational vision/mission/goals/objectives, human and financial resources, and strategic planning are
assessed at all three learning domains.
Marketing: Learning Domains I, II, and III are assessed. Review for overlap and flow of content.
Accounting/Finance: Other than taxation, the two accounting courses assess competencies.
Human Resources: Learning Domains I and II are assessed in this area.
Research, Feedback and Evaluation: Learning Domains I and II are assessed in this area.
Legal/Ethical Issues: Learning Domains I and II are assessed in this area. Ethical and social responsibility and industry
laws, regulations and procedures are heavily accessed at levels I and II. Review for overlap in content.
Information Technology: The Domain I is strong in this area, particularly in the use of information technology.
Principles of Tourism and Event Management: Tourism impacts and sustainable of tourism is assessed at all levels.
Multiple courses address current events, trends and the global economy at Domain I. Many courses should consider
shifting assessment from Domain II to III.
Career Management and Social Life Skills: Domains I and II are assessed for networking, sharing best practices,
teamwork, cultural issues/problems, conflict resolution, time management, and qualities of a professional.
WEAKNESSES {Competency Areas Assessed}
Management: The competencies in Learning Domain III are weak, specifically in the areas of leadership, organizational
theory, management styles, and management policy development. There appears to be a need to create a 300 or 400level business simulation/case study course. Re-evaluate professional business communication.
Marketing: It appears we need more course content focusing on customer service, sales/negotiation, and
sponsorship/fundraising. The course should contain some type of role playing or simulated sales, negotiation, and/or
fundraising element.
Accounting/Finance: The issue of taxation needs to be addressed in additional courses. The Domain III is weak and is
only addressed by TCEM 341. Recommended business case/simulation course could address these topics.
Human Resources: Volunteer management needs attention {Domain II and III}.
Research, Feedback and Evaluation: Domain III is weak in addressing influence and application of research.
Legal/Ethical Issues: Risk management policy development and implementation needs attention {Domain III}.
Information Technology: The Domain III in this area is weak in addressing management of information.
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Principles of Tourism and Event Management: Need a 300 or 400-level experiential course in event management to
address planning and project management {very weak at Domains II and III }. Multiple courses address current events,
trends and the global economy at Domain I, but very few require that students apply and evaluate them.
Career Management and Social Life Skills: There is a need to have an upper-level course in leadership. This would
address stress management, working in diverse environments, time management, etc. We need a separate effort for
student to career path. How can we use the IUPUI Professional Development Plan?
The following recommendations are based on the course sequence, competency progression, and reported course
description/student learning outcomes. The courses are grouped in the following categories:
Tourism
Foundation
TCEM 100
TCEM 362
TCEM 472
TCEM 401
Tourism
Planning
TCEM 172
TCEM 334
TCEM 372
TCEM 461
Management
Marketing
Accounting
TCEM 112
TCEM 312
TCEM XXX
TCEM 411
TCEM 231
TCEM 252
TCEM 306
TCEM 241
TCEM 341
Event
Management
TCEM 171
TCEM 219
TCEM 210
TCEM 271
TCEM XXX
Hospitality
TCEM 181
TCEM 310/L310
TCEM 411
TCEM 499
Tourism Foundation
TCEM 100
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TCEM 362
TCEM 472
TCEM 401
TCEM 100 should be a pre- requisite for the internship.
Change TCEM 472 pre-requisite to TCEM 362 {currently TCEM 100}.
Can TCEM 100 address stress management {Domain I and II}?
Is there an opportunity to expand the internship experience to address areas in time management, stress
management, and career management?
Tourism Planning
TCEM 172
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TCEM 334
TCEM 372
TCEM 461
Change title and focus of TCEM 172: Development and Management of Attractions to TCEM 172: Tourism
Planning. This is an essential course for tourism programs and our current curriculum does not address this
identified competency. Attractions management can be discussed in TCEM 100 or TCEM 334.
TCEM 172 should be a pre-requisite for TCEM 334: Cultural Tourism and TCEM 372: Tourism Geography. TCEM
372 and 334 would need to address Domains II and III of the Tourism Planning competency.
TCEM 461 needs to have a name change or change the student learner outcomes. The description lists it as a
planning and development focused coursed, but all of the outcomes revolve around research. Our
recommendation would be to expand the course to cover both tourism planning and development.
Management
TCEM 411
TCEM 112
TCEM 312
TCEM XXX
 TCEM 312, not TCEM 112, should be the pre-req for TCEM 499.
 TCEM 112 should be a first semester course for all students, as it introduces many competencies needed in a
variety of courses.
 TCEM 411 appears to only address Hospitality Law – what about Tourism laws?
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TCEM 411 has pre-requisite of TCEM 112 and TCEM 312. However, the competency flow does not match. Based
on the competencies, TCEM 252 appears to be the course that would be the pre-requisite for TCEM 411.
Create a 300-400 level course that addresses high-level management principles and leadership {area of
weakness addressed in the competency grid}.
Marketing
TCEM 231
TCEM 252
TCEM 306
 Based on the course objectives, TCEM 252 course title needs to be changed to Public Relations. The course
objectives to do not address advertising, direct mail, sales promotions, viral marketing, etc. – all areas of
promotional communications. In looking at competencies, TCEM 252 may need to be a pre- requisite for TCEM
411.
 Currently, TCEM 252 is not tied into our required courses. We recommend it as the pre-requisite for TCEM 306.
 If TCEM 306 involves writing a marketing or business plan, it should be a pre-requisite for TCEM 499.
Accounting
TCEM 241
TCEM 341
 TCEM 241 and 341 flow very well together. Both courses only identified competencies in the accounting and
finance area. Should these courses address accounting and accountability? Should ethics and laws regarding
good business accounting practices be introduced?
 Is there an opportunity to introduce the financing of events {fundraising} in TCEM 341? This was a noted gap in
our curriculum.
Event Management
TCEM 210
TCEM 219
TCEM XXX
TCEM 271
What do you think about moving TCEM 171 to Introduction to Event Management {general approach to any
type of event}? This would be a pre-requisite for TCEM 210, TCEM 219 and TCEM 271.
Currently, TCEM 219 is not tied to any TCEM or general education course. We would like to see it brought under
the Event Management umbrella.
As we look to offer a Master’s degree in Event Tourism, we have to have a 300 or 400-level event course.
Students need the experience of putting on an event – start to finish.
Do we need additional competencies to our grid in this area? Currently, we only address project planning and
current events.
TCEM 171
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Hospitality
TCEM 181
TCEM 310/L310
TCEM 499
 To date, TCEM 181 and TCEM 301/L310 do not tie into the curriculum map. Is there an opportunity to connect
these courses? There are also no competencies that address hotel or catering operations? Do we need to add
competencies in this area? Do we need to re-evaluate these objectives of these courses?
 We recommend changing the pre-requisites for TCEM 499 to TCEM 312, 306, and 341.
 Should TCEM 371: Conventions Sales and Service be moved to a required course in this area?
Overall:
(1) There needs to be a review of course objectives, as some courses do not have SMART objectives.
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(2) Not all instructors are using the course description posted in the registration information. It needs to be
changed in the syllabus or updated with the registrar.
(3) Need to consider having a set of program student learning outcomes that aligns with our departmental mission.
Overall Recommendations – Major Requirements {changed noted in RED}
TCEM 100
TCEM 112
TCEM 171
TCEM 172
TCEM 181
TCEM 210
TCEM 219
TCEM 231
TCEM 241
TCEM 252
TCEM 271
TCEM 306
TCEM 310
TCEM L310
TCEM 312
TCEM 334
TCEM 341
TCEM 362
TCEM 372
TCEM 401
TCEM 411
TCEM 461
TCEM 472
TCEM 499
Introduction to Tourism Studies
Tourism and Hospitality Management Principles
Introduction to Event Management
Tourism Planning
Lodging Operations
Special Event Management (P:171)
Management of Sports Event (P: 171)
Tourism and Hospitality Marketing
Financial Accounting for the Service Industry
Public Relations
Mechanics of Meeting Planning (P: 171)
Destination Marketing and Planning (P: 231)
Event Catering Management (P: 181)
Event Catering Management Lab (P: 310)
Human Resources Management (P: 112)
Cultural/Heritage Tourism (P: 172)
Financial Accounting and Decision Making in Tourism & Hospitality (P: 241)
Tourism Economics (P: 100)
Tourism Geography (P: 172)
Industry Internship (P:100)
Tourism and Hospitality Law (P: 312 and 252)
Tourism Research Plan and Development (P:372)
Global Tourism Seminar (P: 362)
Operational Tourism Analysis (P: 312, 306, 341)
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TRAVEL PLANNING CERTIFICATE (IU)
** TCEM is in the process of changing the name of this certificate
to Tourism Planning and Development
The Travel Planning Certificate offered in the Department of Tourism, Conventions and Event Management (TCEM)
attracts students pursuing careers in destination marketing organizations, tourist attractions, travel businesses, and tourist
leisure services. In addition to courses offered through TCEM, students can select from a number of related specialty
courses from the Kelley School of Business (BUS), the School of Public and Environmental Affairs (SPEA), and the
Department of Kinesiology (HPER) to explore the many different aspects of tourism planning and development.
The Travel Planning Certificate may be pursued as a stand-alone degree or combined with an associate’s or bachelor’s
degree*. This certificate is open to all IUPUI students, regardless of major. The Travel Planning Certificate will be
awarded upon completion of the courses listed below with a passing grade and a cumulative GPA of 2.0.
*If you are a current IUPUI student who wants to pursue the Travel Planning Certificate, please complete the PETM
Admission Application at petm.iupui.edu/join_us. If you are not a current IUPUI student, please visit enroll.iupui.edu to find
out how to apply to the Travel Planning Certificate program.
Required Courses (12 credits):
TCEM-T107:
TCEM-T207:
TCEM-T307:
TCEM-T382:
Tourism Planning and Development
Tourism Policy and Sustainability (PRE REQ: TCEM-T107)
Tourism Marketing and Sales (PRE REQ: BUS-M200 OR M300 or M371)
Travel Trends and Destinations
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
Elective Courses - Select 2 (6 credits)
TCEM-T234:
TCEM-G299:
TCEM-G309:
TCEM-T319:
TCEM-T483:
HPER-R423:
BUS-M200:
BUS-M300:
BUS-M371:
SPEA-V362:
Cultural Heritage Tourism
Special Topics in Tourism (if applicable)
Cruise Line Management (PRE REQ: TCEM-T107)
Sports Tourism Development
Ecotourism
Visitor Behavior
Marketing and Society (open to non-BUS students only) OR
Business Marketing OR
Marketing: Integrated Experience (open to BUS students only)
Nonprofit Management and Leadership
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
(3 cr.)
Recommended (not required):
TCEM C387*: Industry Internship
(1 cr.)
*100 hours. Must attend pre-internship info meeting and submit/obtain TCEM approval of internship proposal before starting internship.
Internship meeting dates will be emailed out via the TCEM listserv. To subscribe to the TCEM listserv, send a request to
tcemdept@iupui.edu.
TOTAL:
18-19 credits
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Course Descriptions
TCEM T107: Tourism Planning and Development
Introduces students to tourism attractions and destination
management organizations (DMOs). Focus will include
management, marketing, and product development of DMOs
including convention and visitors bureaus (CVBs) and state
tourism offices.
TCEM T207: Tourism Policy and Sustainability
Examines the relationships among tourism, sustainability and
development. Focuses on the development of tourism policy at
local, state, national and international levels. Discusses
theories of development as economic, environmental and
socio-cultural concepts.
TCEM T234: Cultural Heritage Tourism
Analyzes the integration of visitor interests/needs and the
protection of cultural and heritage resources. Elements
examined include the various cultural and heritage assets
operable as tourism attractions in addition to the link between
quality cultural heritage tourism and community development.
Emphasis is placed on Indiana cultural and heritage tourism.
TCEM G299: Special Topics in Tourism
Investigates tourism trends and themes. Students will be
immersed in topics via experiential learning, case study
analysis, independent study, and/or service learning.
TCEM T307: Tourism Marketing and Sales
Expands on the process of developing marketing and sales
strategies for the tourism industry. Focus includes integrated
marketing and the sales process.
TCEM G309: Cruise Line Management
Introduces the cruise line industry and investigates the skills
needed to begin a productive career in the specialized travel
segment.
TCEM T319: Sports Tourism Development
Examines the relationship between sport and tourism
phenomena with regard to community and business growth.
Paradigms of experience, historical development, globalization,
mobility, sustainability, culture, identity, current practices in
sport tourism marketing and operations are core components
of this course.
Course Number
TCEM T107
TCEM T207
TCEM T234
TCEM G299
TCEM T307
TCEM G309
TCEM T319
Fall*
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Spring*
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TCEM T382: Travel Trends and Destinations
Develops an understanding of the patterns, principles and
management of international travel to popular tourist
destinations.
TCEM T483: Ecotourism
Introduces students to the history, principles, marketing,
planning, and management of ecotourism activities and
development which promotes environmental awareness and
adds economic benefits.
SPEA V362: Nonprofit Management and Leadership
Students in this course examine the management practices of
nonprofit organizations. The course encourages students to
take the perspectives of nonprofit managers, volunteers, board
members, policy makers, donors, and clients. Course projects
expand understanding of the nonprofit sector and develop
students’ management skills, analytical tools, and knowledge.
BUS M200: Marketing and Society:A Look at Roles and
Responsibilities
This course is offered for students pursuing a Business
Foundations Certificate. The course will acquaint the student
with basic marketing concepts, terminology, and applications.
BUS M300: Introduction to Marketing
Examination of the market economy and marketing institutions
in the United States. Decision making and planning from the
manager’s point of view; impact of marketing actions from the
consumer’s point of view.
BUS M371: Marketing: Integrated Experience
Marketing planning, strategies and decision- making examined
from the organizational and customers’ perspectives;
marketing concept and its implications throughout the value
chain, including marketing’s relationship to other functional
areas within the firm. Market structure and consumer behavior
and their relationship to marketing strategy and
implementation. For Business Students Only.
HPER R423: Visitor Behavior
Examines the theory and findings of visitor and tourism
research as it is conducted in such recreation and leisure
settings as parks, museums, towns, historic sites, sporting
facilities, and resorts. Topics include visitor motivations,
expectations, social interactions, and assessment. Students
will learn nine techniques for gathering information from and
about visitors.
Course Number
TCEM T382
TCEM T483
SPEA V362
BUS M200
BUS M300
BUS M301
HPER R423
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