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Course number: RPTA 110. Research and Evaluation in Recreation, Parks, and Tourism

Using examples of prior student work / Using checklists and rubrics / Facilitating self- and peer-assessments

Reflection on Instructional Change:

In the ACUE microcredential course Inspiring Inquiry and Preparing Lifelong Learners, I implemented the practice of using examples of prior student work along with checklists and rubrics to facilitate self- and peer-assessment. To implement this, I first selected high-quality past projects that illustrated a range of successful approaches. I then revised my assignment rubric to align with key evaluation criteria and created a corresponding student-friendly checklist. Before the project launch, I walked students through these resources, modeling how to use them for self-assessment. I took these steps to increase transparency, reduce ambiguity, and strengthen students’ capacity to monitor their own learning.

Implementing this practice had a significant impact on student motivation and engagement. Students noted that seeing previous examples “made the assignment feel doable” and “helped us understand what high-quality work looks like.” The structured checklist and rubric improved the quality of peer feedback, with students commenting that it “gave us something concrete to evaluate” and “helped me stay on track throughout the project.” These tools enhanced students’ confidence, accountability, and overall project performance.

My interaction with the Faculty Learning Community was instrumental, especially the ACUE Observe and Analyze session. Watching instructors apply techniques—some effectively and others needing refinement—helped me reflect more critically on my own instructional choices.

One key takeaway from my own Observe and Analyze session was recognizing how much clarity of instructions influences student confidence. Seeing my teaching through colleagues’ eyes helped me refine the precision, pacing, and structure of my directions, ultimately strengthening the learning experience.

**Evidence of Instructional Change**
Observe & Analyze Session Video	Course Map	Learning Outcomes

Changes in Course Syllabus and Schedules:

Pre FLC - Syllabus and Schedule

Post FLC - Syllabus and Schedule

**Faculty Bio**
	Dr. Jungyun Hur is an Associate Professor in the Department of Public Health at California State University, Sacramento, USA. She holds a Ph.D. in Hospitality and Tourism Management from Purdue University and an MBA with a concentration in Hospitality Management. Dr. Hur has extensive experience in both academia and the hospitality and tourism industry, specializing in service management, market analytics, and sustainable tourism development. Her research explores tourism marketing, service experience design, consumer decision-making, and destination management strategies.

**Program Sponsors**
	This work was supported by: National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335 US Department of Education Hispanic Serving Institution Project Degree with a Purpose P031S210061 US Department of Education Hispanic Serving Institution Project STEM4Teaching& Learning P031C210012 *Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.