Education reform has become a focal point for policy makers in the last twenty years. With school violence reaching alarming proportions and U.S. student test scores slipping below other industrialized nations, there is general agreement that something has to change in U.S. schools. Despite the agreement that change must occur, the types of change that should occur to increase the efficacy and safety of schools is a highly debated construct. As part of this paradigm, the issue of school uniforms is often at the forefront of the school reform movement. Proponents of school uniforms believe that it reduces socioeconomic differences among students, levels the academic playing field, reduces bullying and therefore creates a more efficacious school environment where learning becomes more focal. While much literature is available on the subject, actual academic case studies, scientific research that can be replicated on large scales and general unbiased examinations of the topic are in short supply. The primary data available is largely opinion based rather than fact based. At the present time, while there is some sparse evidence to suggest marginal efficacy of school uniform imposed codes, it is not sufficiently robust to rationalize wide-scale implementation of school uniforms. More evidence actually exists that contradicts the efficacy of school uniforms. The idea of school uniforms should not be abandoned, however, more actual scientific non partisan research on the subject needs to be conducted before more definitive proclamations about the subject are established.

While actual school uniforms are the exception rather than the norm in most elementary and secondary schools in the United States, dress codes are actually quite common. While some dress codes are more strict than others, they typically reflect needs and values of the local level. At the present time, more than 22% of America's public school children wear some form of standardized dress and this number grows from 200,000 students annually (Buesing 36). While private schools have long been proponents of standardized dress, the private school test scores and environments cannot be used as a comparison due to other present variables that could influence school safety and academic performance. As a result, the degree to which dress codes help a private school's performance cannot actually be separated from other variables like: special curriculum, teachers, school culture, discipline, the types of students accepted into the school and other non standard variables that go with private schooling. Regardless of one's position on school uniforms, what they are not is as magic measuring for curing all the woes of a particular school district. According to Buesing, "Some wrongly believe that creating a school uniform policy will automatically serve as the 'sliver bullet,' remedying all ills within a school system including low test scores, poor discipline and unsafe campuses" (36).

Despite many districts and parents seeing uniforms as likely being more efficacious than they are alone, there is significant growth in these types of dress codes in the past five years (Buesing 36). Even proponents that acknowledge the current state of literature suggest caution. Many advocates suggest that uniforms should not be implemented in isolation, but as part of a larger school reform process (36). In more of a private school sense, this is using the uniform in a systems capacity. As a singular entity of school reform, most evidence actually suggests that uniforms are not efficacious in creating a more serious learning environment. According to Dennis L. Evans, a 21 year veteran administrator, such notions are "not supported by any evidence...to the contrary, some of the students whose clothing and hair styles were (from my point of view anyway) the most outlandish were also among the most outstanding scholars and school leaders" (139). Evans goes on to site scandals at U.S. military academies as evidence that uniformity of dress is not equitable to a positive learning environment necessarily (139).

Drawing from eight years of empirical research into public school uniforms, researchers David Brunsma and Timothy Brennan published in the American Teacher that "Uniform policies are not effective" (4). The researchers acknowledged that in light of current trends and policies, this data may be startling. Despite its startling nature, they emphatically concluded that "Uniforms do not make our schools better" (Brunsma and Brennan 4). Though evidence suggests otherwise, in the late 1980's only a 1% growth of schools adopted uniform policies, by 2000 the rate of growth was 15.5% (4). Some put the number recently closer to 23% (4). The schools that seem most willing to aggressively pursue uniforms are elementary schools and schools with lower achieving students, more minority students and lower parental involvement (4). These districts are generally ones that can be considered to be in crisis. Specifically, the eight years of empirical research found that dress codes do not affect academic achievement (findings actually point to small negative effects), attendance, behavior/safety, students' self perception or approaches to learning (4). Even the supportive effects were non existing including academic preparation, peer pro school attitudes, safety practices and parental involvement (4).

Some detrimental effects related to school uniforms have also been recorded on the ideological level. Since the present rates of adoption of school uniforms are for schools in poor areas with high concentrations of low performing minority students, "The face of the uniformed student in U.S. public schools is one of poverty and minority status" (Brunsma and Brennan 4). In addition, some of the push for school uniforms is economically based for corporate profit. School uniforms are a 2 billion dollar industry and 5% of the children's apparel market (4). As a result, it behooves uniform manufacturers to have a strong public sentiment in favor of school uniforms. Many parents, teachers and community members operate under the erroneous assumption that uniforms are helpful. Outside of the corporate interests, the major stakeholders in school uniform programs do have the best interests of the student in mind. It would seem logical that the promises of school uniforms would deliver. Unfortunately, the reality of actual academic research suggests otherwise. This is common phenomenon in U.S. public opinion of policy. Similarly, stringent punitive methods for criminal justice are favored by the U.S. populous though academic research on the subject demonstrates no correlation between reduced crime and recidivism in States with more punitive criminal justice constructs (Farrington 96). Asymmetry between research and public opinion, as a result, is not an anomaly specific to school uniform policy.

There are some reported success stories that have been championed by the media and policy makers to demonstrate the efficacy of school uniforms. In the early 90's, the Long Beach public school district adopted mandatory school uniforms (Wilkins 19). The area had low performance, high minority concentration and large scale gang activity (19). The district reported, "dramatic decreases in violence and discipline problems, as well as higher test scores" after one year (19). While this seems promising, it is by far not compelling evidence to suggest widespread adaptation. The results of the study are frequently expounded without reference to: long term comparisons of violence/performance trends, other school reforms that were made at the same time (confounding variables), other possible external influences and without transferability of this case study to other districts in different urban and rural markets in the country. As a result, the Long Beach case study should be considered a starting point for more research rather than evidence for widespread adaptation of the practice. Other sporadic claims have been made that have similar limitations. Patricia Pickles reported that once a mandatory uniform practice was adopted by one North Chicago high school, the daily average dress code violations dropped from 58% to 2% (51). In addition, it was reported that over the two years since the adoption of the uniform policy, the average ACT scores rose from 17.2 to 19.8, more advanced placement exams are taken and more students are earning academic honors. In addition, the dropout and truancy rates also have declined (Pickles 51). Much like the Long Beach case study, the same questions are present in this model making it a foundation for further research rather than a rationalization for widespread adaption of uniform policies.

Based on the available research on the subject, the verdict is still out on school uniform policy and its relationship to increased academic performance and safer school environments. Research exists that both suggests it is not effective and that it can be effective. To find out its true efficacy, more research needs to be done to determine if it is effective and if so, under what conditions is it effective. A few isolated case studies of districts are not a sufficiently robust sampling to confidently conclude that uniform policy adaptation should occur on a widespread level. If the conditions under which uniforms can be efficacious for districts can be isolated, districts could better estimate whether or not the solution would be viable for their particular situation. At the present time, however, though a great deal of spirited argumentation has been presented by both sides, there is not evidence to suggest irrefutably that uniforms are successful. As a result, more research should be conducted without corporate influence before policy makers get behind programs to back school uniform policies.

Works Cited

Brunsma, David and Brennan, Timothy. "Speak Out: Do Uniforms Make Our Schools Better?" American Teacher. 89.5 (2005), 4-5.

Buesing, Matt. "Dress Code Adoption: A Year's Worth of Steps." School Administrator. 68.4 (2011), 36.

Evans, Dennis, L. "School Uniforms: An 'unfashionable' Dissent." Phi Delta Kappan. 78. 2 (1996), 139.

Farrington, Karen. Dark Justice. New York: Smithmark, 1995. Pickles, Patricia. "Mandating School Uniforms at All Grades." School Administrators. 57.11 (2000), 51.

Wilkins, Julia. "School Uniforms." The Humanist. 59.2 (1999), 19.

Why are you interested in urban education and/or Chicago Public Schools?

There are many students in our urban and underserved communities who deal with multiple personal, emotional, academic, and social problems on a daily basis. Many of these students simply are allowed to slip through the cracks of our society and eventually become nothing more than a statistic. I am passionate about teaching these underserved students because I believe there is potential in every single person, no matter his or her background. If we can tap into that potential and nurture them, we could possibly help save countless numbers of these students from living on the streets and offer them a better life.

Please describe a lesson you have taught or observed that was extremely successful. How was student achievement measured? Please be as specific as possible.

I taught a class previously and there was a student who had dyslexia. He had low self-esteem and a negative attitude due to the fact his learning disability had kept him from succeeding academically. I realized there was a problem and together we decided on a learning method which would help him understand the content and still fit with the overall atmosphere of the class. Once the student began seeing his grades increase, his motivation and attitude improved as well.

Describe a time when you were not successful in the classroom or at another job. What went wrong? How would you approach the situation differently next time?

At my first school there was a student who seemed deeply troubled. I feel I was not receptive enough at that point to notice the signs the student was exhibiting. Had I noticed the student was increasingly becoming detached, I possibly could have done something. Unfortunately, I did not notice and the student was expelled for violent behavior. This student dropped out of school and I never saw him again. At that point, I made the vow to always be perceptive to others and let the proper personnel be aware if there is a potential problem before it is too late.

Describe your experience working with students with special needs. Please provide a specific example where you differentiated your instruction.

I taught special education to 7th and 8th grades in a self-contained classroom for Chicago Public Schools. I also taught special education at a therapeutic day school for students suffering with severe social and/or emotional disorders. I have found teaching students with special needs is a bit different than teaching an average student, but this does not necessarily mean the special needs student is an underachiever. I found if I could realize early in the year what each student needed and alter the goals and objectives to those particular needs, the students excelled almost every time.

How will you prepare inner-city high school students for the college experience?

Many inner-city students never finish their first year of college because of the culture shock. If we can speak to these students about the realities of college and help them understand issues which will take place and affect them, the chances for retention will be increased. Question and answer sessions with small groups of students will be a wonderful way to be a helpful resource for the students as they prepare for the next step of their educational journey.

How will you track and monitor the college application process for 50 seniors?

Retention is important, especially when a student becomes a senior and is pursuing his future. Weekly appointments with individual students would be a great way of tracking the progress for students and would give them the opportunity to ask questions which may otherwise not be asked due to peer pressure from friends or other competing students.

Why do you want to become a teacher in an AUSL school?

Due to my past history of dealing with students who had special needs or other types of problems, I feel the mission of AUSL schools is a perfect fit at this point in my career. I will have the ability to help students and give them the motivation to further their education to the next level.

Please give an example of a lesson you taught that went very poorly.

During the beginning of my career, I had not become accustomed to each individual student's learning style. I taught a lesson to an entire class of children and there were three with learning issues. Had I been more perceptive and taken action in the beginning, those students would have had a better learning outcome than with an entire classroom of 'average' children.

Please talk about your experience in underserved communities.

I believe my teaching experience in the Chicago Public Schools, mainly those students with special needs, would fall into the underserved category. It takes commitment and patience to effectively communicate and make certain the students are learning what is needed. This has been my mission for many years.

Please give an example of a lesson you taught that went exceptionally well and one that went very poorly.

A lesson which went well follows: After a short time in my teaching career, I began to realize the problems or needs of those children with learning issues early in the year. I found if I could work with them on a one to one level and tailor the curriculum to fit what they needed in the exact way they could understand, the students would perform better on their tests and other assessments throughout the year. There are no 'stupid' students; there are only those students who need a different approach to learning. Once given that, they will understand and excel.

Describe the skills or attributes you believe are necessary to be outstanding when working in student support services.

An educator must be patient, compassionate, understanding, and able to understand the situations from where the students come. Having said this, there also must be a degree of discernment and inner strength to assure the students are effectively being supported and learning what is needed at the same time.

How would you address a wide range of issues in your groups?

There are many cases when a group is quite large and there are issues which need to be discussed and resolved. In this particular atmosphere, it is easier to group the students who have the same concerns or questions into a section and continue in that aspect until all of the questions have been brought to light. At that point, you may begin to discuss the issues in each small group and this will help give students a sense of intimacy as well as giving them the believe you are a person who is compassionate and caring enough to answer all questions by whatever means necessary.

Please reflect on the Civitas Schools mission. How will your skills, experience, and interest enable you to enact the Civitas Schools Mission?

The Civitas Schools are a special group of schools which want to create the sense of community and challenge students, no matter what the students' backgrounds might be. They are based on forming strong relationships, focusing on academic accountability, and the collaboration between teachers and students to have the best learning experience possible. As a person who has spent the majority of his life working with underserved and special needs students, I feel I have the patience and compassion to bond with students in a positive way and help them understand the school is truly meant to be a team effort. Also, I have the perseverance to ensure academic standards and objectives accomplished as well as the discernment to ensure every student's accountability in his own academic and social success while a student of the school.

The hospitality industry is broad and comprised not only of hotels and restaurants but also of resorts, tour operators, travel agencies, and others that cater to travelers and visitors. Just like any other industry, hospitality has increasingly become competitive and complex over the past three decades. The industry has also evolved and developed since many countries are now intensifying efforts to attract tourists and visitors to their regions. Consequently, scholars have been asserting that individuals who work within the industry should reflect the changes that have been taking place so that they could respond well to the field's heightening complexity (Raybould & Wilkins, 2006). Workers in this industry need to exhibit certain qualities and adhere to certain standards as customers expect to be treated well. In particular, customers require people working in this industry to be well-informed, capable, helpful, and generally have excellent customer service skills. In fact, customers will often remember businesses that provide them with excellent service as well as those that have failed in doing so. Being in the last category is not desirable as it can affect the business' reputation.

In relation to these, researchers have also been considering the broad needs of the hospitality curriculum in terms of skill outcomes while others have been focusing on specific curriculum content issues. Particularly, there has been significant scholarly interest on whether actual skills of hospitality workers match the needs of the constantly-evolving industry. Here, it is important to note that higher education can be instrumental to a productive and progressive life, as well as consistent success in one's profession, including, in the hospitality industry. However, studies have shown that in the hospitality industry, student outcomes reflect the lack of requisite skills that will enable them to succeed in higher education (Boylan, 1999). This suggests that curricula in courses related to the hospitality industry may be outdated and are not flexible. Moreover, skills that students are supposed to acquire through education have not been applied effectively into real-world hospitality scenarios (Raybould & Wilkins, 2006). This points to the lack of student training and actual exposure to organizations that provide services in this industry. The lack of such skills may be acquired through developmental education. However, at this point in time, developmental education being offered in various educational institutions have been found to be wanting especially in terms of students outcomes related to skills that enable effective professional practice (Casado, 2009; Tews & Van Hoof, 2011). Amidst this background, the paper presents a critical analysis on the present state of development education, with focus on effectiveness in terms of students' skills acquisitions.

Hospitality Educational Programs

In spite of its 100-year old history, hospitality management education is constantly being criticized regarding its merit and place in higher education (Tews & Van Hoof, 2011). This is despite the fact that the hospitality industry is a multi-billion dollar industry that employs thousands of people doing various jobs, from office functions to front desk to recruitment. Common criticisms point to hospitality education as unnecessary because all the employees really need is common sense to be effective in this field, or that hospitality education does not merit its own classification as it can be integrated with business management (Tews & Van Hoof, 2011). These criticisms reflect a general perception that hospitality programs lack intellectual rigor, are not relevant to successful careers within the hospitality sector, "and are redundant or watered-down versions of business-school programs" (Tews & Van Hoof, 2011, p. 121). In short, critics assume that careers in this field are not considered as important as others because the need for formal education is not necessary.

However, as Tews and Van Hoof explain (2011), such critics are not fully cognizant about program contents such that they do not realize their relevance and are not appreciative of the unique skill sets graduates bring to the hospitality industry of tomorrow. In other words, these criticisms stem not from true knowledge of the curricula but from mere assumptions of what they contain. Alternatively, these critics have not found the link between formal education and application of knowledge in the hospitality industry.

Because of these criticisms, it is of utmost importance that developmental education, a key component of many hospitality workers' academic achievement, as well as hospitality management education, enhances their quality so that students are learning the skills that they are supposed to acquire while in school. In this manner, critics will find that the education is necessary to produce truly professional individuals whose performances of their jobs are in accordance to best practices in the industry which are also integrated into the curriculum.

Further, students seeking to have a career in hospitality need to be prepared for the global nature of this industry. While practical experience and common sense can be useful in this field, the trends that are present globally as well as the models and theories that govern the industry can only be acquired through formal education. In this regard, educators must make sure that students are not wasting time and money by designing updated and applicable courses. Moreover, hospitality educators should prepare learners for future leadership roles that are crucial in setting the direction of the industry (Chandana, 2001).However, an issue at hand is that most programs are structurally flawed and culturally inadequate in enabling students to be responsive and adaptive to changes (Chandana, 2001). More often than not, academic institutions tend to deliver course content with which they are comfortable rather then exploring new constructs and concepts that will be more relevant to learners as they prepare for their future careers in a rapidly transforming field (Chandana, 2001).Hence, it may be said that current schools offering hospitality courses have curricula that are dated thereby failing to prepare students for their future as well as the future of hospitality. Many instructors deliver content in isolation of what is truly happening to the business world right now. Indeed, "curriculum of travel and tourism management programs were patterned after the traditional hospitality management models, which were often narrow and highly specialized" (Chandana, 2001, p. 310).

Hence, there is a need for "more real in‐depth understanding of the industry - theoretical and conceptual" (Chandana, 2001, p. 310). To give credit where it is due, there are schools that endeavor to create programs as respond to industry demand, it is unfortunate that such programs are "short-sighted and limited" (Chandana, 2001, p. 310). Today, hospitality programs are driven either by students needs or industry needs. Those that address student needs consider students as their customers. Whereas there is nothing wrong with this approach, a better one would be to focus on the industry or the market as the actual customer rather than the students (Chandana, 2001). Based on this perspective, program quality as well as student outcomes should be driven by both short- and long-term needs of the hospitality industry.

Moreover, based on this perspective, students are products while customers are, as mentioned earlier, the industry and the market. Meanwhile, in learner-oriented education, pedagogy highlights the significance of motivating the students and designed based on the belief that students learn according to their own paces aside from having divergent interests (Chandana, 2001). Current hospitality students need to be provided with the necessary tools and taught using techniques that will help them contribute to responsible hospitality in the future.

Currently, university students preparing for a hospitality management profession need to accomplish these outcomes:

- Develop their communication and listening skills;

- Develop broad experience;

- Volunteer for hospitality-related activities;

- Obtain post-secondary education;

- Strive to obtain a master's degree;

- Acquire the necessary mindset that will prepare them to start working from the bottom;

- Self-motivate in order to deal with required hard work;

- Begin developing their own networks of contacts and seek membership in hospitality associations;

- Gain proficiency in a second language;

- Keep their technological skills updated;

- Be good team players;

- Show initiative and be flexible (Chandana, 2001).

Into the 21st century, the global hospitality sector will be showing some important changes in the form of new products, new destinations, new technologies and expanded knowledge base (Chandana, 2001). Because of these, education for hospitality students should seek to develop learner's communication skills, critical analytical thinking, creativity and ability to synthesize information. Chandana (2001) emphasizes that hospitality education should be future-oriented. There are two ways to achieve these: first, to position curricula in order to target specific target markets; and second, realign schools' mission to be future-oriented through the restructuring of curricula (Chandana, 2001). In the process, these academic institutions will be able to produce students that are more attuned with the hospitality environment, diversity in the workplace and in the sector and are skilled in harnessing tools so that they become productive within the industry. Meanwhile, the future manager in hospitality would be expected to (i) attain at minimum, a diploma; (ii) technical, human resources, finance and marketing skills and knowledge; (iii) minimum of 15 years in at least three countries highlighting efficiency, dedication and creativity; (iv) management expertise demonstrating leadership and ambition; (v) adaptability; (vi) sociability that enable them to engage with international stakeholders; and (vii) mobility because they would have to be able to promptly move from one country to another at short notice (Chandana, 2001).

For a country to have a sustainable hospitality industry, its future workers should have the skills, knowledge and abilities that will enable them to thrive in international target markets (Chandana, 2001). Minus a hospitality-oriented education, destination and host countries will not be able to adequately satisfy customer needs. Due to the shortcomings in hospitality education, reform is of utmost importance particularly in terms of developmental education, a lynchpin of hospitality education. This is because most of the changes occurring in hospitality tend to be permanent such that students should be equipped with the necessary skills not only to thrive in this industry but also so that they could be creative in responding to these changes (Chandana, 2001).

The Financial Aspects

In the context of reforming developmental education, key financial considerations have to be emphasized. Except for a handful of exceptions, developmental education programs direly need funding (Boylan, 2002). Notably, developmental education is considered as a source of profit for many community colleges, but this profit is typically harnessed in supporting "other, higher cost, academic programs such as health sciences or more expensive vocational programs" (Boylan, 2002, p. 21). Thus, it may be said that without developmental education, many community colleges will not be able to deliver specialized and technical programs. Just as importantly, previous research has shown that for many academic institutions, developmental education programs generate more revenue than may be expected from the little funding that they receive. As seen here, revenues generated from developmental education far exceed the costs in developing and implementing it such that it deserves more funding than it actually receives because of the significant, potential gains that may be obtained.

Dynamic developmental education programs are innovative in the manners through which they address this lack of funding. Many of these programs harness grant funds in order to innovate upon, and improve, current offerings. The most widely-accessed developmental education grant funds are Title III, Title IV, and Title V grants from the American Department of Education (Boylan, 2002). Notably, Title III grants seek to "strengthen institutions with large numbers of economically disadvantaged students and are funded under various reauthorizations of the Higher Education Act of 1965" (Boylan, 2002, p. 22). On the other hand, Title IV grants are sources of funding for Talent Search, Upward Bound, Student Support Services, as well as other programs seeking to improve opportunities for first-generation college students. Title V grants are made possible through the reauthorization of legislation supporting Hispanic-serving institutions.

Meanwhile, a good number of community colleges are recipients of the Workforce Investment Act through the Department of Labor (Boylan, 2002). There are also community colleges who are recipients of innovation grants provided by the Fund for the Improvement of Postsecondary Education (FIPSE) (Boylan, 2002). Apart from these federal funding sources, many philanthropic foundations as well as local business at the local and state levels have their own grant funds especially targeting improvements in developmental education. It is noteworthy that best-practice developmental education programs have been generally aggressive in pursuing external grants so that they could remain innovative (Boylan, 2002). They look beyond state allocations, federal funding, tuition hikes, or institutional resource allocations so that their programs may be enhanced. An issue at hand is that considerable time is required to seek these additional, external sources of funding - this is time that could be allocated for improving student outcomes instead. Therefore, any reform of developmental education should place importance on funding source matters as these could benefit students.

Developmental Education Reform

It is believed that at the heart of developmental education shortcomings is its remediation orientation (Brothen & Wambach, 2012). Although remediation is important, it cannot be denied that skill development for 21st century industries and professions are the most important considerations. Indeed, many academic institutions offer developmental education using the "remediation only" approach, which contradicts the broader view of developmental education as academic support for all students delivered by faculty (Brothen & Wambach, 2012, p. 34). The overarching concern here pertains to whether remedial courses truly and adequately prepare students for their college work as well as how the courses fit into the full range of services for developmental students. Numerous scholars and researchers have been asserting that remediation as the core approach for developmental education "does not advance students toward degrees" (Brothen & Wambach, 2012, p. 32).

The main issue at hand is that because of the inadequacy of remediation as a core approach for developmental education, numerous students are not prepared for higher education or their future careers (Boylan, 1999; Brothen & Wambach, 2012). Moreover, the presence of underprepared students negatively affect faculty teaching style that is not conducive to student development. Studies in higher education institutions show that faculty members struggle in dealing with underprepared students (Brothen & Wambach, 2012). Indeed, some teachers have found the need to reduce their literary requirements for mainstream courses mainly because underprepared students are allowed to simply enroll. Another issue that is related to this is that teachers, in response to underprepared students, have had to reduce their subject content so that students could pass with flying colors. This ensures that such teachers are recognized for their students' good grades and thus ensured about their own future employment (Brothen & Wambach, 2012). Studies also show that many teachers, in response to their perceptions that their students lack requisite skills, transform their courses into skills courses even though they have no clear understanding about how skills development is to be appropriately achieved. In light of these, developmental education should be reformed according to new methods as discussed in the following section.

New Methods

Reforming developmental education will lead to greater student success (Boylan, 2002; Brothen & Wambach, 2012). A new method that community colleges and other academic institutions offering developmental education is to "the concurrent development of learning strategies while students are in graduation-credit content courses" (Brothen & Wambach, 2012, p. 34). This means to say that developmental education should be expanded in scope in order to use research-based alternatives to remedial courses such as freshman seminars, supplemental instruction, learning communities, collaborative learning, paired courses, as well as critical thinking instruction as part of the regular curriculum. Moreover, such academic institutions can integrate developmental education with both academic and occupational subjects. There have also been suggestions that developmental education should be integrated with college-level curriculum because this will enable skills development among students as well as gain more up-to-date and relevant knowledge regarding their chosen professions.

Conclusion

If one peruses extant literature, it would be noticed that there are many criticisms regarding the lack of skills of hospitality students as well as the shortcomings of hospitality management education. This has brought attention to developmental education, through which many hospitality students seek to gain more skills and knowledge regarding their chosen profession. Discussed in this paper are the many issues pertaining to developmental education as well as undeniable need for reforming developmental education. Recommended here are new methods that may be used in reforming developmental education.

References

Boylan, H.R. (2002). What works: Research-based best practices in developmental education. Boone: Continuous Quality Improvement Network/National Center for Developmental Education.

Boylan, H. R. (1999). Demographics, OUTCOMES, AND Activities. Journal of Developmental Education, 23(2), 2.

Brothen, T., & Wambach, C. A. (2012). Refocusing developmental education. Journal of Developmental Education, 36(2), 34-39.

Casado, M. A. (2009). Assessment of higher-education hospitality programs. FIU Hospitality Review, 27(2), 42-60.

Chandana, J. (2001). Challenges in international hospitality management education. International Journal of Contemporary Hospitality Management, 13(6), 310.

Raybould, M., & Wilkins, H. (2006). Generic skills for hospitality management: A comparative study of management expectations and student perceptions. Journal of Hospitality & Tourism Management, 13(2), 177-188.

Tews, M. J., & Van Hoof, H. B. (2011). In favor of hospitality-management education. FIU Hospitality Review, 29(2), 121-129.

Introduction

College education has become a focal point of every graduating high school student as well as the currently employed who seek additional education in order to garner employment. The importance of college has grown substantially throughout the past few decades as more and more employers expect higher standards from prospective employers. The growth in college education has created a populace that demands greater options for education as well as greater avenues of educational opportunities from institutions. One of these options is distance web-based learning, and the benefits of the practice are known to many students. A question arises as to whether colleges should install more distance learning options in light of the recent popularity of the practice. A look into the benefits of online learning, drawbacks of online learning, and how to create a more favorable online learning environment will all help to demonstrate why online learning is important and should be offered more in an institutional setting.

Benefits of Online Learning

A facility of higher learning should consider the benefits of online education when deciding whether or not to implement more web-based programs. Of course, many decisions must be made when deciding what is best for the students, but also the facility's concerns should be addressed as well. Online education does produce some associative costs that must be factored in when deciding whether or not to implement a web-based course. According to Sue, "the costs of online education implementation are far from prohibitive and actually will produce fewer costs for a brick and mortar institution due to several aspects of the course itself" (32). If the costs are no prohibitive and are actually beneficial to the institution as compared to traditional teaching, then the college should really investigate additional online courses. Sue suggests that online courses allow for a professor to teach a greater number of students because classroom size is no longer a concern and because teaching assistants can have a greater role in the learning environment since the questions are in digitized form for all concerned parties to see (33). Sue's investigation into the costs of online education depicts an instance where a college or university will benefit from greater enrollment and greater profits. It appears that the cost issue is actually not an issue when deciding whether or not to implement a web-based course.

Another benefit of introducing more web-based courses is that certain studies demonstrate that students tend to perform better with online courses (Sue, Stager). According to Sue, students perform better in online courses because they receive the information from the professor and are then able to decipher the information in their own way (32). A lot of this deciphering will come in the form of study groups that are formed at the student's discussions between themselves (Sue, 32). One may say that the students are teaching themselves in an online course, but Stager believes otherwise. Stager suggests that a group of students in an online course will receive the basic teachings and will then create their own version of the classroom with the instructor as a basic guide (77). Basically the instructor helps the students with the basic material and the students then study and learn the material as a group. Of course the instructor is always available for any questions the students have, which creates another benefit of an online course. Usually, questions are more abundant in an online course as compared to a traditional course because students are less pressured or embarrassed and are allowed to ask whatever is troubling them with the material (Stager, 78). This aspect of online learning combined with greater communication between student and teacher provides a greater environment for all who are involved in the learning process.

Stager does present the fact that online education allows for more people in society to participate in the education process (78). This is beneficial because it allows for more perspectives to be contributed to the lesson plans or learning objectives of the professor. Suppose a professor is teaching a management class and one of the students is an employed manager at a business. This student would have first-hand knowledge about management and will be helpful in describing what the professor is teaching in a real life example. This will help the students understand how the teaching relates to real situations and better prepare the students for future employment.

Web-based courses provide ample benefits to students and facilities alike and should be implemented on a higher scale. The courses bring down costs, help students learn more effectively, and allow for a greater diversity of student body. All of these benefits are helpful in the learning process; however, some disadvantages to web-based courses do exist that must be investigated.

Disadvantages of Online Learning

The disadvantages of online learning are present and demonstrate some obstacles that web-based courses face for students and facilities. One of the major disadvantages of online learning is the idea that students no longer experience face-to-face meetings with the professor and other students in the classroom. This is considered a disadvantage because one of the items essential to college education is socialization of the student and their introduction into an adult world (Sue, 30). A student's first year in college in particular is one where they are alone for the first time ever, have new responsibilities, and must meet new people. Sue is correct in suggesting that a student will forego these experiences if web-based courses are implemented. However, the question posed is whether educational facilities should implement more opportunities for web-based courses and not whether educational facilities should implement a strict policy of only web-based courses. Of course socialization is part of the learning gained through college, but the presence of a web-based course will only supplement learning and not subtract from socialization opportunities for the student. Also, web-based learning will allow for older individuals to participate in college, which will allow these people to avoid feelings of isolation and possibly degrading situations while sitting in a classroom with students half their age (Sue, 31).

Another disadvantage of increasing the number of web-based courses is the possibility of making brick and mortar facilities obsolete (Lear, Isernhagen, LaCost, & King, 91). According to Lear et al, "brick and mortar universities and colleges will always have a place in society despite the popularity of the internet because some courses need a traditional teaching atmosphere otherwise the student will not benefit from the course" (91). Lear et al is suggesting that courses requiring a lab, requiring hands-on teaching and experimentation etc. will always need to be conducted in a facility with a professor present. These courses will be impossible in an online environment.

The disadvantages of a lack of socialization and endangering traditional educational facilities are never truly realized because options exist that tend to discredit these concerns. These concerns are present, but are of little importance to students and lecturers.

Making the Best of the Online Experience

Web-based courses are beneficial and should be more abundant in college, but only if these courses are correctly implemented for the student and faculty. Frank suggests that a web-based program is only as good as the instruction that accompanies it, and without ample instruction and support, the course will fail to offer any benefit to a student (291). An important addition to a web-based course is background instruction on how to read assignments, how to submit assignments, how to contact the instructor, etc. All of these guidelines are important because they will allow the instructor and student to concentrate on the course material instead of trying to figure out how to work the computer. Frank also suggests that a professor should have a multitude of materials in which the student can procure easily through the internet that will help the student with the course material (293). Of course the basic textbook and materials are important, but also outside sources and assistance should be provided for the student. This will allow the professor and the student to have every opportunity possible for learning the material without further interference.

Conclusion

Benefits, refuted disadvantages, and tips on creating an effective web-based course all support the notion that all colleges need to implement more online courses. These courses will assist in a facility's profits and provide better opportunities for students. Web-based programs provide greater student diversity and also help the student succeed by providing an opportunity for greater discussion and communication.

Works Cited

Frank, Betsy. "Teach beyond Your Reach: An Instructor's Guide to Developing and Running Successful Distance Learning Classes, Workshops, Training Sessions and
More." Nursing Education Perspectives 28.5 (2007): 290+.

Lear, Janet L., Jody C. Isernhagen, Barbara A. LaCost, and James W. King. "Instructor Presence for Web-Based Classes." Delta Pi Epsilon Journal 51.2 (2009): 86+.

Stager, Gary. "Gary Stager on High-Quality Online Education: How to Make Your Online Courses Better Than Your Traditional Classes." District Administration May 2005: 77.

Sue, Valerie M. "Comparing Online and Traditional Classes." Academic Exchange Quarterly 9.3 (2005): 30+.