Experience Design and Management BS

Program Purpose


The Experience Industry Management (EIM) emphasis prepares students for the recreation, venue, and experience management professions in private, public, and nonprofit businesses and agencies. The EIM curriculum recognizes that providing and managing recreation experiences and venues have emerged as an important economic activity for communities, cities, states, and countries.

Learning Outcomes


Foundational Knowledge - Nature and Scope of Industry

Students graduating from the experience industries management program shall demonstrate entry-level knowledge of the nature and scope of the experience industry management profession.

Courses that Contribute: RECM 223R RECM 404 RECM 482 RECM 494R
Linked to BYU Aims: Competence
Foundational Knowledge - Professional Techniques & Processes

Students graduating from the experience industry management program shall demonstrate entry-level knowledge of the techniques and processes used by professionals in the recreation experience industries.

Courses that Contribute: RECM 223R RECM 330 RECM 404 RECM 453 RECM 474 RECM 482 RECM 486 RECM 490
Linked to BYU Aims: Competence
Foundational Knowledge - History, Science, Philosophy

Students graduating from the experience industry management program shall demonstrate entry-level knowledge of the foundation of the profession's history, science, and philosophy.

Courses that Contribute: RECM 300 RECM 321 RECM 404 RECM 430 RECM 486 RECM 490
Linked to BYU Aims: Competence
Experience Delivery Embracing Personal & Cultural Diversity

Students graduating from the experience industry management program shall demonstrate the ability to design, implement, and evaluate services that facilitate targeted human experiences and that embrace personal and cultural dimensions of diversity.

Courses that Contribute: RECM 321 RECM 415 RECM 487
Linked to BYU Aims: Human knowledge, Lifelong service
Management of Recreation Experience Industries

Students graduating from the program shall demonstrate entry-level knowledge about operations and strategic management/administration in the recreation experience industries.

Courses that Contribute: RECM 321 RECM 404 RECM 486 RECM 490 RECM 494R
Linked to BYU Aims: Communicate effectively, Competence
Internship - Potential to Succeed as Professionals

Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 400 clock hours and no fewer than 10 weeks, the potential to succeed as professionals at supervisory or higher levels in the recreation experience industries.

Courses that Contribute: RECM 321 RECM 330 RECM 496R
Linked to BYU Aims: Lifelong learning, Lifelong service

Evidence of Learning


Foundational Knowledge - Nature and Scope

RECM 300 Professional Exploration Assignment

RECM 300 Final Exam Questions # 29-50, 71-73

RECM 404 Professional Membership Assignment

Professional Exploration Assignment: This assignment was changed in 2016-2017 to a Life Design Assignment.  The new assignment is very popular and meaningful to students, but no longer meets the aims of this learning outcome.

Final Exam Questions # 29-50, 71-73: Curriculum in RECM 300 Creating a Good Life through Recreation shifted in 2016-2017 from career exploration to life design.  Learning opportunities for this learning outcome are no longer available in RECM 300.

Professional Development Plan: Have students create a digital plan portfolio.

Career exploration content and assessment will be shifted to RECM 404 and 489 during 2017-2018.  New assessments will be developed to measure learning effectiveness.

Foundational Knowledge - Techniques and Processes

RECM 404 Budget Prioritization Assignment

RECM 490 Case Studies

RECM 486 Risk Management Project

RECM 490 Case Studies:  Each student will prepare a 2 page memo for the pertinent manager in a quantitative and qualitative case.  The purpose of this assignment is applying recreation and management knowledge to influence problem-solving decisions.  The format for the memo will be OABC: opening, agenda, body (with appropriate analysis) and conclusion and a call to action.  At least one visual/graphic should be included using the three I's--introduce, insert, interpret.  This memo must provide persuasive analysis using quantitative and qualitative methods, application of key concepts, and coherent and aligned recommendations.

RECM 486 Risk Management Project: Each student will work with student teammates to work with a company or organization within the community to create a risk management plan with that business entity.

Foundational Knowledge - History, Science, Philosophy

RECM 300 Exam Items

RECM 404 Quizzes

RECM 430 History of Management Quiz

RECM 300 Exam Items: Exam items cover materials that form the foundations of the experience industry including positive psychology, intrinsic motivation, flow, time use, technology issues, family rituals, nature benefits, the experience economy, design thinking, and fostering empathy.

RECM 404 Quizzes

RECM 430 History of Management Quiz: The quiz covers information about the founders of modern management and their contribution to management.

Experience Delivery

RECM 420 Exam Items

RECM 420 Experience Visionary Assignment

RECM 420 Experience Consulting Report

 

Management of Recreation Experience Industries

RECM 430 Five Key Principles to Successful Venue Management

RECM 430 Venue Analysis

RECM 490 Case Studies

RECM 490 Capstone Project

RECM 430 Managerial Leadership and Leadership and Self Deception Quizzes The two 10-item quizzes cover content from the textbook and from Leadership and Self-Deception. The point of the Leadership and Self-Deception quizzes is to assure they are getting the main points from the chapter and the book.

RECM 430 Service Quality Case Memo Each student prepares a 2-page memo to the pertinent manager in the Ritz-Carlton Case. The purpose of this assignment is to apply recreation and management knowledge to influence problem-solving decisions related to service quality.  This memo must provide persuasive analysis using reasoning and quantitative methods, application of key concepts, and coherent and aligned recommendations.

RECM 430 Overcoming Five Dysfunctions of a Team Quiz The 10-item quiz covers content from the book, Overcoming the Five Dysfunctions of a Team: A Field Guide.

RECM 490 Case Studies:  Each student will prepare a 2 page memo for the pertinent manager in a quantitative and qualitative case.  The purpose of this assignment is applying recreation and management knowledge to influence problem-solving decisions.  The format for the memo will be OABC: opening, agenda, body (with appropriate analysis) and conclusion and a call to action.  At least one visual/graphic should be included using the three I's--introduce, insert, interpret.  This memo must provide persuasive analysis using quantitative and qualitative methods, application of key concepts, and coherent and aligned recommendations.

RECM 490 Capstone Project:  Students are asked to use the innovative design process and the experience economy tools to design a new experience or product.  Students then compete in a competition and their peers vote on the best ideas to proceed to the next round.  The ideas then are considered from a business perspective and business plans are written for the best ideas.  The business plans consist of a general introduction, comprehensive marketing plan, and detailed accounting/finance section.  The innovation tournament consists of four rounds and projects are eliminated at each round.  Students who projects do not advance are required to join another team's who project did advance.  All students start alone and then teams are formed as projects do not advance.  The project requires students to demonstrate their ability to apply coursework and principles from throughout their educational career.  The full project including grades for individual sections and presentations will count for over 60% of a student's grade.

Potential to Succeed as Professionals

RECM496R Internship Portfolio

RECM 496R Weekly Log

RECM496R Supervisor Evaluations

RECM496R Capstone Project

Weekly Log: Measures the amount of time students spend in the internship

Supervisor Evaluations:Midterm and final evaluations contain items of importance for practitioners supervising student interns

 

Learning and Teaching Assessment and Improvement


Assessment Results and Improvement Plan from Fall 2012

Faculty met in February 2013 to share and consider results from assessments/evidences of learning aligned with Experience Industry Management Learning Outcomes. Efforts to assure that these assessments provide quality measures were also reviewed. Faculty determined to shift some assessments from one learning outcome to another and to remove some assessments that were determined to inadequately measure learning outcomes. Other assessments were identified for revision to better measure learning outcomes. A discussion about curriculum gaps and overlap followed our analysis of learning outcome assessments.  Specific questions about curriculum that includes programming as it relates to embracing diverse groups were considered. Curriculum shifts were then planned by faculty members in the classes they teach to better meet learning outcomes.  Also, pre and post assessments were considered by faculty.  Finally, a determination to coordinate specific course dyads (RECM 300 and RECM 404, RECM 420 and RECM 487, RECM 430 and RECM 490) was made.

Assessment Results and Improvement Plan from Winter 2013

At the Summer Assessment Meeting, June 11, 2013, faculty met to share and consider results from assessments/evidences of learning aligned with Experience Industry Management Learning Outcomes. More thorough and careful analysis of learning assessment measures was provided by faculty. The Learning Outcomes Matrix was discussed in-depth and a new format was developed and provided to more closely match accreditation expectations. Further, faculty agreed to add two new performance measures to next semester's analysis: a cultural intelligence assignment to address standard 7.01 and an in-class experience staging assignment to address standard 7.02. Faculty also determined to adjust RECM 404 to better meet 7.01 accreditation standards especially as it pertains to teaching "techniques and processes used by professionals and workers in these industries."  Finally, faculty committed to integrate assignments from RECM 486 Risk Management in Recreation with the capstone project in RECM 490 Senior Capstone.

Assessment Results and Improvement Plan from Fall 2013

At the Winter Assessment Meeting, January 10, 2014, faculty met to share and consider results from assessments/evidences of learning aligned with Experience Industry Management Learning Outcomes. Faculty presented each learning outcome performance measure they assessed to the group-describing changes made since the last meeting, details of the learning outcome measure, results for this measure in Winter 2013, their interpretation of the results, and changes they recommended given these results.  It appears that all faculty responsible for learning outcome assessment have begun to use results each semester as an impetus to make adjustments to instruction and assignment construction.  New readings have been adopted, instruction has been enhanced, assignments have been clarified and rubrics developed, new assignments have been prepared, and new exam items have been written. Faculty discussed the difficulty of expecting similar learning outcome assessments across different sections and instructors for the same course.  An effort will be made to develop common learning outcome assessments for RECM 404 and RECM 420 while maintaining academic freedom in the way that content is delivered. 

Assessment Results and Improvement Plan from Winter 2014

           At the Winter Assessment Meeting, April 25, 2014, faculty met to share and consider results from assessments/evidences of learning aligned with Experience Industry Management (EIM) Learning Outcomes. Faculty presented each learning outcome performance measure they assessed to the group-describing changes made since the last meeting, details of the learning outcome measure, results for this measure in Winter 2014, their interpretation of the results, and changes they recommended given these results. Several topical and assignment shifts were discussed and will be implemented in coming semesters. A Professional Development Plan unit and assignment will be shifted to RECM 404 and removed from RECM 430. A new unit and quiz on the History of Management were added to RECM 430 as well. The staging of various finance-based assignments were discussed and faculty decided that one assignment in the junior EIM core and one in the senior EIM core would be appropriate and avoid to much overlap. These financial units and assignments will move to RECM 430 and remain in RECM 490. Another important discussion item addressed student desires to be assigned a single semester-wide group during the senior EIM core. The EIM coordinator will be responsible to make these assignments by the second week of classes. Faculty also discussed the merits of a standardized style that might be adopted across curriculum. While APA is the common academic style used in the department, some faculty felt that a more business-friendly style might be more appropriate. No specific decision was made on this issue. Finally, some of the implications of once-a-year offerings were briefly introduced to faculty.

Assessment Results and Improvement Plan from 2014-15 Academic Year

At the 2014-2015 Assessment Meetings, April 20, 2015 and April 23, 2015, Experience Industry Management faculty met to consider curriculum change and to interpret learning outcome results. They brainstormed competency skills that might be added to the curriculum and discussed which classes each competency might best fit. These competencies included negotiation, empathy-as developed by the Arbinger Institute, crucial conversations-as developed by Vital Smarts, data presentation, Six Sigma, economic impact analysis, project management certification, social media, customer experience, professionalism, forecasting, budgeting, and contracts/sponsorship. Faculty committed to integrate a number of new competencies by adding content and assignments to curriculum in the coming year. Several professional development opportunities will be pursued for faculty related to these competencies during the summer of 2015. In a second meeting, faculty presented each learning outcome performance measure assessed in their courses to the group-reporting their results in 2014 and 2015 and suggesting curriculum adjustments that might be appropriate based on these results. Some learning outcome assessments were judged to be adequate and will not be changed at this time. Other assessment results suggested changes should be made to curriculum and the outcome assessments particularly in the 7.03 standard. Further, several new outcome assessments will be implemented in the coming year including a project management assignment, a break-even analysis assignment, and an experience final project report, presentation, and final evaluation report. Faculty also spent time discussing ways that courses might be altered to address the rising class GPAs associated with the limited enrollment program. Concerns were expressed about reaching class GPA targets established by the college as students continue to improve their performance in department classes

Assessment Results and Improvement Plan from 2015-2016 Academic Year

The Experience Industry Management Program faculty met multiple times during winter semester 2016 to discuss curriculum issues including content coordination, elective offerings and scheduling, the possibility of offering curriculum certificates, and course name changes.  At the 2015-2016 Learning Outcome Assessment Meeting held April 21, 2016, faculty shared learning outcome results and discussed implications of these results on curriculum change.  We reviewed changes to curriculum made during the past year as described in last year's report and changes made to learning outcome assessments themselves. A significant amount of time has been devoted to the possibility of a change to the department name in recent weeks.  That discussion continued in this meeting and a decision was made to propose changing the name of the department to Experience Industry (or Industries) Management in late summer unless a better alternative might be suggested and developed before then.  Other issues discussed in this meeting included changes to outcome assessments and meeting GPA targets.  Most outcome assessments will be left unchanged for the coming year, others will be modified, and others will be replaced with improved assessments to better fit our evolving curriculum.  Each year the quality of students entering our program seems to increase, especially as we move further into a limited enrollment program.  Therefore, meeting class GPA targets of 3.2 and 3.4 continues to be difficult.  Some strategies shared and considered by faculty were changing the grading scale (e.g. A 94-100, A- 91-93.99), setting a target average for each assignment, curving grades down, and regularly reminding students of the class GPA targets.  One final, fruitful, discussion focused on the development of a program-wide writing style guide that might be used in all classes.  It was determined that a common APA style-guide is already being used in the introductory and junior core courses.  Modifications to the style guide will be considered.

Assessment Results and Improvement Plan from 2016-2017 Academic Year

            The Experience Industry Management Program faculty, soon to be the Experience Design and Management faculty, met multiple times during fall semester 2016 to discuss curriculum issues including content coordination, elective offerings and scheduling, and course name and description changes.  Most of these changes were meant to adjust to a new program and department name, Experience Design and Management, which has now been approved by the college, university, and Board of Trustees.  At the 2016-2017 Learning Outcome Assessment Meeting held May 5, 2017, faculty shared learning outcome results and discussed implications of these results on curriculum change.  Specific course changes were discussed as we considered each specific learning outcome.  Some of the changes included moving professional and experience industry content and assessment to RECM 404 Foundations and Fundamentals and a newly required RECM 489 Careers in Recreation class, adding assessments to the "techniques and processes" learning outcome, formally coordinating between RECM 415 Experience Design and RECM 425 Event and Experience Management, shifting project management content and assignments to RECM 425, and refining the innovation tournament implemented in RECM 490 Experience Industry Capstone.

            Besides considering specific class curriculum, faculty further discussed broader curriculum questions.  They wondered about curriculum gaps that may exist.  They noted the continued need to provide specific hard skills such as marketing graphic design skills like InDesign, Photoshop, and Illustrator that are currently available through an Experience Industry Marketing elective course.  Other skill gaps suggested from a survey of experience design professionals included innovation and creativity, additional real-world experiences, and project management content.  Faculty talked about the balance between breadth and depth in the curriculum and concluded that conceptual breadth coupled with hard skill depth may be most useful to our students.  The need for more quantitative skills was a topic throughout the day's discussions.  Greater emphasis on Qualtrics was considered as one way to improve these skills.  Faculty noted their desire to move the Experience Industry Marketing course into the core at some future date.  Finally, a discussion of the current state of program electives finished the day's deliberations.