Rec Management and Therapeutic Recreation

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As part of our national accreditation with COAPRT, we assess learning outcomes on four primary standards, identified as the “7.0 Series Standards”.  Below are the details of each standard along with the methods by which we assess the standards and current result

 Recreation Management

7.01  Students graduating from the program shall demonstrate the following entry-level knowledge:  a) the nature and scope of the relevant park, recreation, tourism or related professions and their associated industries; b) techniques and processes used by professionals and workers in these industries; and c) the foundation of the profession in history, science and philosophy.

1)  REC 151 (Introduction to Recreation).  This course includes a stand-alone unit where students learn entry-level knowledge of the nature and scope of relevant park, recreation, tourism, and related professions and their associated industries [7.01(a)].  The summative unit exam is used as a direct measure of student learning and goal is for 80% of students to achieve a 70% or better on the exam.
FA16    100% achieved 70% or better
SP17    96% achieved 70% or better

2)  REC 350 (Civic Engagement in the Recreation Profession).  This course assesses entry-level knowledge of the understanding of techniques that may be used to better involve the public in recreation issues [7.01(b)].  Selected questions from the summative unit exam are used as a direct measure of student learning.  The goal is for 90% of students to achieve 80% or better on the selected exam questions.
FA16     94% achieved 80% or better
SP17    100% achieved 80% or better

3)  REC 390 (Principles of Management in Recreation).  This course assesses entry-level knowledge of the understanding of techniques used by professionals to develop human resource materials and understand legal issues relative to human resource management [7.01(b)].  The summative final Management Project is used as the direct measure of student learning and the goal is for 90% of students to achieve a 75% or better on the final project.
FA16   90.4% achieved 75% or better
SP17    92.9% achieved 75% or better

4)  REC 402 (Risk Management in Leisure Service Organizations).  As they are related to recreation, park, and leisure resources and services, this course assesses entry-level knowledge of: 1) legal foundations and the legislative process; 2) risk management processes; 3) principles and practices of safety, emergency, and risk management; and, 4) the ability to develop and manage processes of handling exposure [7.01(b)].  The midterm exam is used as a direct measure to assess 1 with a goal of 90% of students achieving 70% or better.  A Legal Brief Paper & Presentation is used as a direct measure of 2 with a goal of 90% of students achieving a 70% or better.  A summative Risk Management Project is the direct measure of 3 & 4 with a goal of 90% of students achieving 70% or better.
Midterm
FA16   100%
SP17   100%

Legal Brief
FA16   100%
SP17   100%

5)  REC 150 (Foundations of Recreation).  This course includes a stand-alone unit where students learn the philosophical foundations of leisure and the history and development of recreation [7.01(c)].  The summative unit exam is used as a direct measure of student learning and the goal is for 80% of students to achieve a 70% or better on the exam.
FA16   Section 1:  97.1%        Section 2:  97.1%        Section 3:  89.7%
SP17   Section 1:  83.3%        Section 2:  82.7%        Section 3:  86%

6)  REC 306 (Environmental Ethics, Outdoor Recreation, and Natural Resources).  This course assesses the foundation of the profession from the perspective of evolving U.S. perceptions regarding natural resource based recreation [7.01(c)].  Three formative Nature Principle quizzes assess students’ knowledge acquisition in this area comprising the direct measure.  The goal is for 80% of students to achieve a 70% or better on each of the three quizzes.
FA16   92.0% achieved 70% or better on 2 of 3 quizzes
SP17    Quiz 1:  95.8%            Quiz 2:  100%             Quiz 3:  89.5%

Standard 7.02  Students graduating from the program shall be able to demonstrate the ability to a) design, b) implement, and c) evaluate services that facilitate targeted human experiences and that embrace personal and cultural dimensions of diversity.

1)  REC 301 (Leadership and Programming in Recreation). This course assesses students’ abilities to articulate processes for developing recreation program/event goals and objectives, critically discuss and evaluate program/event components, and identify relevant trends [7.02(a)].  The summative Program Plan Project is the direct measure used to assess this with a goal of 95% of students achieving 70% or better.  A Final Group Presentation is an indirect measure of this performance.
FA16:  100% achieved 70% or better on the Program Plan, 100% on the Final Group Presentation
SP17:  100% achieved 70% or better on the Program Plan, 100% on the Final Group Presentation

2)  REC 306 (Environmental Ethics, Outdoor Recreation, and Natural Resources).  The course assesses students’ abilities to design and implement an outdoor education program [7.02(a) & 7.02(b)].  The Outdoor Environmental Education Program is used as a direct measure with a goal of 95% of students achieving 70% or better.
FA16   100% achieved 70% or better
SP17    100% achieved 70% or better

3)  REC 400 (Planning for Park and Recreation Facilities).  This course assesses the ability to: a) assess and implement relevant federal, state, and local statutes specific to a park and recreation comprehensive plan; b) engage citizenry in the park and recreation planning process; and, c) analyze park and recreation facility plans for effectiveness [7.02(a) & 7.02(c)].  7.02(a) is assessed through the direct measure of the Semester Planning Project with a goal of 95% of students achieving 70% or better.  7.02(c) is assessed through the direct measure of Inventory & Analysis sub-component of the Semester Planning Project with a goal of 95% of students achieving 70% or better.
FA16:  Planning Project – 83.3%   Inventory & Analysis sub-component – 83.3%
*Results below goal were due to 2 students being unable to complete the course for non-academic reasons.
SP17:  Planning Project – 100%   Inventory & Analysis sub-component – 81.8%
*Results below goal were due to one group choosing to drop this component from their project.  Post project discussion resulted in clarification of this miscommunication.

 

4)  REC 301 (Leadership and Programming in Recreation).  This course assesses students’ abilities to design, implement, and evaluate a recreation program/event in conjunction with a community partner to meet programmatic goals, objectives, and outcomes [7.02(a), 7.02(b), & 7.02(c)].  The direct measure of the Summative Program Plan Project coupled with two direct measures:  Programmer Profile (for Fall) and Final Group Presentation (for Spring).  The goal is for 95% of students to achieve 70% or better.
FA16:  Program Plan Project – 100%             Programmer Profile – 96.42%
SP17:  Program Plan Project – 100%            Final Group Presentation – 100%

5)  REC 340 (Evaluation Methods & Practices) This course assesses students’ abilities to: 1) write properly worded mail & phone survey questions; b) describe the proper steps used to complete surveys; c) use basic statistical applications to interpret data; and d) write a survey report with findings & recommendations [7.02(a), 7.02(b), & 7.02(c)].  The summative Final Research Presentation is the direct measure with a goal of 95% of students achieving 70% or better.
FA16:  100% of students achieved 70% or better
SP17:  100% of students achieved 70% or better

7.03  Students graduating from the program shall be able to demonstrate entry-level knowledge about operations and strategic management/administration in parks, recreation, tourism and/or related professions.

1)  REC 351 (Civic Engagement in the Recreation Profession).  This course assesses the ability to assess a recreation management issue by identifying and meeting with stakeholders, researching the issue, and developing a professional report with recommendations for resolution [7.03].  The Class Case Study is a summative direct measure with the goal of 90% of students achieving 80% or better.
FA16     94% of students achieved 80% or better
SP17    70% of students achieved 80% or better * because performance dipped below target  
             levels, additional class time was built into this project for the following semester
             coupled with a later due date

7.04  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 park, recreation, tourism, or related organizations. 

Method by which the learning outcomes for Standard 7.04 are assessed:

1)      Each intern receives a final evaluation from his/her internship supervisor.  The intern is evaluated on performance, knowledge, attitude, and behavior based, plus a composite final evaluation score from one to five is given based on the overall qualitative and quantitative feedback provided throughout the evaluation. The evaluation is shared with the intern along with an in-depth discussion as to how the intern may improve his/her performance.

FA16:  100% achieved 70% or better on Internship Supervisor Evaluation

2)      On internship, each student is surveyed as to his/her perception of entry-level competencies needed for successful entry into the field of recreation. In addition to quantitative scores, students provided qualitative feedback about their strengths, areas of improvement, their role, and any other thoughts. The university faculty supervisor examines the evaluation and provides feedback to the student on their recreation management entry-level competency assessment.

Internship site supervisors reported that students work hard and strive to do quality work following policies of the organization. Students have much knowledge of program service delivery and customer service. Site supervisors also noted with scores and qualitative feedback interns’ positive attitude, working well with others, and a genuine concern for others. Areas of lower scores (less than 4 our a possible 5) were supervision of staff, human resources, budgeting, financial management, and accessibility for people with disabilities.

On the recreation management competency assessment, student interns rated themselves less than 4 on financial management, budgeting, ordering supplies, hiring process, evaluate/discipline employees, motivating employees, supervising diverse staff, scheduling staff, and dealing with office politics. Student rated themselves high (4.5 or more) on listening to others, having a polite, positive attitude, courteous/friendly, and working well with people.

In the qualitative data, both site supervisors and students mentioned need for improvement in financial management, budgeting, and human resources.

 Therapeutic Recreation

COAPRT 7.01 Students graduating from the program shall demonstrate the following entry-level knowledge: a) the nature and scope of the relevant park, recreation, tourism or related professions and their associated industries; b) techniques and processes used by professionals and workers in these industries; and c) the foundation of the profession in history, science, and philosophy.

7.01 A The student graduating from the program shall demonstrate entry-level knowledge of the scope and practice of therapeutic recreation.

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16
SP 17

RTH 493 Trends and Issues

Code of Ethics Assignment

80% ‘B’ or better

99%
98%

FA16
SP17

RTH 493 Trends and Issues Standards of Practice Quiz 80% 'B' or better 71%
87.2* the format of the quiz was modified

7.01 B Students graduating from the program shall demonstrate entry-level knowledge of the techniques and processes. (Use best professional practices based on theoretical, philosophical, and scientific foundations of the field of the therapeutic recreation profession in decision-making).

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

SP 17

 

RTH 470 Facilitation Techniques

Quiz – Ch. 3 Austin

80% ‘B’ or better

93.5%

94.5 %

 

FA16

SP 17

 

RTH 470 Facilitation Techniques

Final Paper

95% ‘B’ or better

95.5%

97.5%

 

FA16

SP 17

 

RTH 252 Intro to TR

Task Analysis Assignment

80% ‘B’ or better

N/A

92.8%

 

FA16

SP 17

 

RTH 252 Intro to TR

Activity Analysis
Assignment

80% ‘B’ or better

N/A

88.4%

 

 

7.01 C Student graduating from the program shall demonstrate entry-level knowledge of the historical, philosophical, theoretical and scientific foundation of the therapeutic recreation profession.

                Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

SP 17

 

RTH 480 Leisure Education

Final Exam

80% ‘B’ or better

92.0%

91.3%

 

FA16

SP 17

 

 

 

 

RTH 250 Introduction to TR

Final Exam
Select questions

80% ‘B’ or better

80.0%

79.2 * In SP 17 more time was spent on additional lecture of historical content.

 

FA16

SP 17

 

RTH 480 Leisure Education

Written Paper

80% ‘B’ or better

94%

94% *Discontinued in SP 17. New course format

FA16

SP 17

RTH 355 Medical Language

Quizzes (4)

70% ‘B’ or better final grade

92.6%

96%

 

 

ESS 205/ BIO 312 Anatomy & Physiology

PSY 212 Lifespan

Development   

PSY 204 Abnormal Psychology

Nine credits of supportive coursework as defined by NCTRC certification standards

Final grades are posted in WINGS and university transcripts. Students cannot progress in the system without receiving a ‘C’ or better.

100% of students received a ‘C’ or better

100%

 

COAPRT 7.02Students graduating from the 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.            

7.02 A Students graduating from the program shall demonstrate the ability to create/select, conduct, and evaluate individualized assessment for therapeutic recreation services clearly reflecting application of knowledge from relevant facets of contemporary professional therapeutic recreation practice, science, and philosophy.

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

SP 17

 

RTH 476

Assessment Portfolio

80% ‘B’ or better

87.3%

81.5%

 

FA16

SP 17

RTH 480 Leisure Education

Program Proposal Assignment

90% ‘B’ or better

100%

95%

*Discontinued after SP 17. New course format.

 FA16

SP17

RTH 480 Leisure Education

Leisure Education Clinic

90% ‘B’ or better

 N/A

N/A

 

7.02 B Students graduating from the program shall demonstrate the ability to conduct individualized planning of therapeutic recreation services clearly reflecting application of knowledge from relevant facets of contemporary professional therapeutic recreation practice, science, and philosophy.

 

7.02 C Students graduating from the program shall demonstrate the ability to implement and facilitate therapeutic recreation interventions and services for diverse clientele, settings, cultures, and contexts.

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

SP 17

RTH 480 Leisure Education

Implementing Program Plan

80% ‘B’ or better

96.6%

95.8%

*Discontinued after SP 17. New course format.

 

FA16

SP 17

 

RTH 456 Program Design

Final test selected questions

90% ‘B’ or better

71%

85.9%  * SP 17 Exam modified, will continue to work on the instruction.

 

7.02 D Students graduating from the program shall demonstrate the ability to document therapeutic recreation services according to regulatory, professional, and system requirements.

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

SP 17

 

RTH 476
Assessment & Documentation

Assessment & Progress Notes Assignment

80% ‘B’ or better

100%

97.5%

 

FA16

SP 17

RTH 476

Assessment & Documentation

Final Test

80% or better

100%

89.9%

 

 

7.02 E Students graduating from the program shall demonstrate the ability to evaluate therapeutic recreation services at the participant and program level and to use evaluation data to improve the quality of services.

Semester Course Assignment

Assessment
Measure

Program
Outcome

FA16

SP17

RTH 480 Leisure Education Summative Evaluation w/in Comprehensive Program Design 80% 'B' or better

100%

96%
*Discontinued this assignment

FA16

SP17

RTH 480 Leisure Education Formative Evaluation w/in Comprehensive Program Design 80% 'B' or better

 100%

96.8%
*Discontinued this assignment

 

COAPRT 7.03 Students graduating from the program shall be able to demonstrate entry-level knowledge about management/administration in parks, recreation, tourism and/or related professions.

7.03 A Students graduating from the program shall be able to demonstrate entry-level knowledge about facts, concepts, principles, and procedures of management/administration in therapeutic recreation.

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

SP 17

 

RTH 319 Leadership & Supervision

Case Study Report

 

100% ‘B’ or better

93.2%

96.7%

FA16

SP 17

 

RTH 319 Leadership & Supervision

Position Analysis Paper

75% ‘B’ or better

100%

96%

 

7.03 B Students graduating from the program shall be able to apply basic facts, concepts, principles, and procedures of management/administration in therapeutic recreation.

Semester

Course

Assignment

Assessment Measure

Program Outcome

FA16

 

SP 17

 

RTH 462 Community Inclusion

Budget Assignment

80% will complete with a ‘B’ or better

FA16 Adjunct instructor, no data collected

SP 17 Adjunct instructor, no data collected

FA16

SP 17

 

 

 

 

RTH 470 Facilitation Techniques

Promotional Flyer Assignment

80% will complete with a ‘B’ or better

N/A

No Data collected SP 17 new instructor, forgot

 

 

 

COAPRT  7.04   Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 400 clock hours, the ability to use diverse, structured ways of thinking to solve problems related to different facets of professional practice, engage in advocacy, and stimulate innovation.

7.04 A Students graduating from the program shall demonstrate a readiness for the internship as determine by meeting criteria set by the program (e.g. field work, competency testing, GPA in core coursework, basic certification in first aid/CPR, other dispositions or candidacy).

Learning Outcome

Evidence of Learning Opportunity

Assessment Measure

Performance Levels/Metrics

Assessment Results

GPA of 2.5 is required to enter the TR program and must be sustained throughout major coursework

Therapeutic Recreation Major Advising Sheet

Required to  maintain a minimum of 2.5 GPA and earns a ‘C’ or better in all required TR major courses

100% of majors maintain a minimum 2.5 GPA and earn a ‘C” or better in all required TR major courses

100% of TR Majors carry a 2.5 or better GPA
FA16(N=305)
SP 17 (N = 289)

 

50 hours Pre-professional experience completed by end of RTH

Pre-Professional Guidelines and Evaluation Form

Every major completes 50 hours of Pre-Professional Experience

100% of majors complete 50 hours pre-professional experience

100%  of UG interns completed 50 hours

FA16
SP 17

 

A credit check is completed for each major

RTH 496 Orientation to Internship syllabus stipulates credit check is completed during the course

Every TR major receives a credit check via email from the Senior Student Services Coordinator with a cc to the TR Internship Coordinator during RTH 496

100% of majors have completed credit check

100% of majors in RTH 496 have completed a credit check in the internship folder

FA 16
SP 17

Students complete basic certification in First Aid and CPR prior to internship

RTH 496 Orientation to Internship syllabus stipulates that First Aid and CPR certification is a pre-requisite to internship

First Aid and CPR certificates are verified and checked off by the TR Internship Coordinator

100%  of interns are First Aid and CPR certified

100% undergraduate interns have First Aid and CPR certificates in their internship folder

FA 16
SP 17

Student completed a digital career portfolio on RTH 496 Orientation to Internship

*FA 16 Assignment discontinued due to large enrollments

RTH 496 Orientation to Internship syllabus

Digital Career Portfolio Layout Guide

90% of students will have work or volunteer experience in at least two TR roles and settings and earn an overall rating of “good’ to ‘excellent’ on their digital career portfolio rating of ‘Effectiveness of Involvement’

100% in RTH 496 Sections 01 and 02 have experience in two or more TR roles or settings

FA16
SP 17

 

 

 

7.04 B Students graduating from the program shall demonstrate, through a comprehensive and culminating internship, the ability to apply the TR process, use diverse, structured ways of thinking to solve problems related to different facets of professional practice, engage in advocacy, and stimulate innovation. The internship must meeting current professional standards for credentialing with the state, national/ International credentialing bodies.

Learning Outcome

Evidence of Learning Opportunity

Assessment Measure

Performance Levels/Metrics

Assessment Results

Completed hours have been documented

RTH 498 Internship Syllabus requirement 15 week 600 hours

 

Agency and University Verification Forms from NCTRC and NCTRC Time Log Cardex

100% of students will have 600 documented hours 100% of the time

100% of UG interns completed 640 hours

FA16

SP 17

2016
Passing Rate = 98.8%
Mean diagnostic scaled scores in four NCTRC Job Task Domains are above 1.5 on a scale from 0.00-2.00 (scores under 1.5 are considered areas of weakness) on the NCTRC Prometric School Report

NCTRC
Certification Examination School Report (Application of the TR Process) 2012-2016

School Mean
Performance in Four Areas:
a) Foundation Knowledge (mean score)
b) Practice of TR/RT (mean score)
c) Organization of TR (mean score)
d) Advancement of the Profession (mean score)

The mean performance of UW-L testing applicants will not fall below 1.5 on a 0.00 to 2.00 scale of any of the four Job Task Domains

2016
Mean Performance in Five Areas:
a) Foundation Knowledge (1.88)
b) Assessment Process TR/RT(1.90)
c) Documentation
(1.90)
d) Implementation (1.94)
e) Administration (1.67)
f) Advancement (1.79)

2017
Passing Rate = 100%
Mean diagnostic scaled scores in four NCTRC Job Task Domains are above 1.5 on a scale from 0.00-2.00 (scores under 1.5 are considered areas of weakness) on the NCTRC Prometric School Report

NCTRC Certification Examination School Report (Application of the TR Process

School Mean Performance in Four Areas:
a) Foundation Knowledge (mean score)
b) Practice of TR/RT (mean score)
c) Organization of TR (mean score)
d) Advancement of the Profession (mean score)

The mean performance of UW-L testing applicants will not fall below 1.5 on a 0.00 to 2.00 scale of any of the four Job Task Domains

2017
Mean Performance in Five Areas:
a) Foundation Knowledge (1.95)
b) Assessment Process TR/RT
(1.89)
c) Documentation
(1.92)
d) Implementation
(1.90)
e) Administration (1.83)
f) Advancement (1.79)

Rating of performance in 69 job tasks of a CTRS

RTH 498 Internship
Syllabus

Final evaluations rated by Agency Supervisor for Internship

100% of interns wills score 4.00 or above on a scale of 9.00-5.00 on the final

Evaluated Spring 2017 to Fall 2017
averaged at least 4.00 on a scale of 0.00-5.00 with a mean of 4.56 as rated by the agency supervisor on overall job tasks performance in the final written evaluation