Preparing Your Course for QM Certification: Four Standards

RPTA 185: The Art and Science of Experience Design

Course Description

RPTA 185 – The Art and Science of Experience Design is an asynchronous online course with an enrollment capacity of approximately 30 students. The course is designed as a fully online, module-based lecture and discussion course that incorporates applied assignments, reflective writing, and peer interaction.

This course serves for GE Area 5 with a WI designation and also an elective for Hospitality and Tourism Management (HTM) majors. It is open to students across disciplines and is designed to be accessible to non-majors.

RPTA 185 introduces students to the interdisciplinary principles of designing meaningful experiences across service contexts, including hospitality, tourism, wellness, and everyday life. The course integrates concepts from psychology, behavioral science, and service design to help students critically evaluate and intentionally design experiences that enhance wellbeing, engagement, and satisfaction.

**Motivation for Preparing Your Course for QM Certification: 4 Standards Participation**

I have participated in the QM course design process multiple times, and each experience has significantly improved my ability to design clear, structured, and student-centered online courses. Given the success of prior redesign efforts, I chose to participate in this FLC again to further refine RPTA 185.

My motivation is twofold. First, I aim to strengthen the alignment between course objectives, assessments, instructional materials, and learning activities, ensuring a coherent and transparent learning experience. Second, as this course is positioned as a GE Area 5 and Writing Intensive course, it is critical that students clearly understand expectations, engage meaningfully with content, and demonstrate measurable learning outcomes.

Students will benefit from clearer navigation, measurable learning objectives, transparent assessment through rubrics, and more engaging instructional materials. Overall, applying QM standards enhances course quality, student confidence, engagement, and success in an asynchronous environment.

Alignment or Engagement Changes Addressed in Course

Standard 1: Course Overview and Introduction
I redesigned the course homepage and created a “Start Here: Welcome & Getting Started” module that functions as a required entry point before accessing course content. This module includes a course tour, syllabus overview, navigation guide, and clear instructions on how to succeed in the course. This change improves clarity and supports student readiness (SRS 1.1, 1.2).

Standard 2: Learning Objectives
I revised course-level and module-level objectives to ensure they are measurable and aligned with GE Area 5 and Writing Intensive outcomes. Each module now includes clearly stated objectives that break down learning into manageable components, allowing students to understand expectations and track their progress (SRS 2.1, 2.2).

Standard 3: Assessment and Measurement
I enhanced assessment transparency by developing detailed rubrics for major assignments and writing tasks, including experience analysis and design projects. These rubrics clearly articulate performance criteria and align with learning objectives, helping students understand how their work will be evaluated (SRS 3.3).

Standard 4: Instructional Materials
I reorganized and curated instructional materials to ensure they are purposeful, aligned, and directly support module objectives. This includes integrating short lecture videos, real-world case examples, and applied readings that connect theory to practice. Materials are now more engaging and structured to support diverse learners in an asynchronous environment (SRS 4.1, 4.2).

Evidence of Redesign

Examples of Redesign
Start Here Module Created a Start Here module to guide students to the course	Course Map Created a course map that shows alignment	Rubric Create a rubric that set assignment expectation	Materials Create course learning materials

Plan for Redesign

I will continue refining RPTA 185 by strengthening alignment across modules, enhancing interactive and applied learning activities, and improving accessibility of course materials. I also plan to incorporate student feedback and course analytics to adjust workload, clarify expectations, and further support student engagement in the asynchronous environment.

Faculty Bio
	Dr. Jungyun Hur is an Associate Professor, and Hospitality and Tourism Program Coordinator in the Department of Public Health. She earned her Ph.D. in Hospitality and Tourism Management from Purdue University. Additionally, she holds an MBA with a concentration in Hospitality Management from Sookmyung Women's University and Le Cordon Bleu in South Korea, as well as an MS in International Hospitality and Tourism Management from Griffith University in Australia. Dr. Hur has extensive international industry experience in hospitality and tourism service management, market analytics and new business development, providing valuable insights that enhance her academic and professional perspective. Her research focuses on hospitality and tourism marketing and management, with a particular emphasis on service experience dynamics, strategic tourism marketing, and consumer decision-making processes.