COVID-19 Impact on the hospitality industry Assignment | Get Paper Help

Select the impact of the COVID-19 on the hospitality industry, and develop an in-depth report with statistics-oriented facts, currently expected to market environment and foreseeable market projections after COVID-19 along with appropriate references. This report should include global and national statistics by 2019 and new changes in 2020 and best practices regarding when, how, and what does the hospitality future looks like. Please take into consideration the realities of today, imagine the innovations in the hospitality industry that can make that vision a reality and put them into action.
– Throughout the context, you should be able to persuade readers why this issue has been raised, how it could impact the industry, and what can be done to resolve, improve, or strengthen the issue.

Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
James P. Bavis and Ahn G. Nu
Department of English, Purdue University
ENGL 101: Course Name
Dr. Richard Teeth

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Abstract
A large body of assessment literature suggests that students’ evaluations of their teachers
(SETs) can fail to measure the construct of teaching in a variety of contexts. This can
compromise faculty development efforts that rely on information from SETs. The disconnect
between SET results and faculty development efforts is exacerbated in educational contexts
that demand particular teaching skills that SETs do not value in proportion to their local
importance (or do not measure at all). This paper responds to these challenges by proposing an
instrument for the assessment of teaching that allows institutional stakeholders to define the
teaching construct in a way they determine to suit the local context. The main innovation of this
instrument relative to traditional SETs is that it employs a branching “tree” structure populated
by binary-choice items based on the Empirically derived, Binary-choice, Boundary-definition
(EBB) scale developed by Turner and Upshur for ESL writing assessment. The paper argues
that this structure can allow stakeholders to define the teaching construct by changing the order
and sensitivity of the nodes in the tree of possible outcomes, each of which corresponds to a
specific teaching skill. The paper concludes by outlining a pilot study that will examine the
differences between the proposed EBB instrument and a traditional SET employing series of
multiple-choice questions (MCQs) that correspond to Likert scale values.
Keywords: college teaching, student evaluations of teaching, scale development, EBB
scale, pedagogies, educational assessment, faculty development
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Branching Paths: A Novel Teacher Evaluation Model for Faculty Development
According to Theall (2017), “Faculty evaluation and development cannot be considered
separately … evaluation without development is punitive, and development without evaluation is
guesswork” (p. 91). As the practices that constitute modern programmatic faculty development
have evolved from their humble beginnings to become a commonplace feature of university life
(Lewis, 1996), a variety of tactics to evaluate the proficiency of teaching faculty for development
purposes have likewise become commonplace. These include measures as diverse as peer
observations, the development of teaching portfolios, and student evaluations.
One such measure, the student evaluation of teacher (SET), has been virtually
ubiquitous since at least the 1990s (Wilson, 1998). Though records of SET-like instruments can
be traced to work at Purdue University in the 1920s (Remmers & Brandenburg, 1927), most
modern histories of faculty development suggest that their rise to widespread popularity went
hand-in-hand with the birth of modern faculty development programs in the 1970s, when
universities began to adopt them in response to student protest movements criticizing
mainstream university curricula and approaches to instruction (Gaff & Simpson, 1994; Lewis,
1996; McKeachie, 1996). By the mid-2000s, researchers had begun to characterize SETs in
terms like “…the predominant measure of university teacher performance […] worldwide”
(Pounder, 2007, p. 178). Today, SETs play an important role in teacher assessment and faculty
development at most universities (Davis, 2009). Recent SET research practically takes the
presence of some form of this assessment on most campuses as a given. Spooren et al.
(2017), for instance, merely note that that SETs can be found at “almost every institution of
higher education throughout the world” (p. 130). Similarly, Darwin (2012) refers to teacher
evaluation as an established orthodoxy, labeling it a “venerated,” “axiomatic” institutional
practice (p. 733).
Moreover, SETs do not only help universities direct their faculty development efforts.
They have