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

Standard 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.

 

Method by which the learning outcomes for Standard 7.01 are assessed:

1)      REC 151 (Introduction to Recreation):  This course has been designed to include a stand-alone unit where students learn entry-level knowledge of the nature and scope of the 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 the goal is for 80% of students to achieve a 70% or better on the exam.  Below are the ongoing results:

Semester

Class section

% achieving 70% or better on exam

FA13

1

78.9% (n=15/19)

SP14

1

77.7% (n=28/36)

 

2)      REC 306 (Environmental Ethics, Outdoor Recreation and Natural Resources):  This course will assess entry-level knowledge of the nature and scope of the park and recreation profession [7.01 (a)].    Instructor will use a rubric as a direct measure to assess the ability of students to articulate a complete philosophy regarding natural resources in recreation. The goal is for 95% of students to achieve a 70% or better on the rubric item. Data are to be collected in Fall 2014.

 

3)      REC 320 (Principles and Practices of Tourism):  This course will assess entry-level knowledge of the nature and scope of the tourism profession [7.01 (a)].  Selected questions from the summative unit exam will be used as a direct measure of student learning and the goal is for 95% of students to achieve a 70% or better on the selected exam questions. Data are to be collected in Fall 2014.

 

4)      REC 400 (Planning for Park and Recreation Facilities):  This course has been designed to for students to learn entry-level and applied knowledge of the techniques and processes used by professionals and workers in park, recreation, tourism or related professions [7.01 (b)].  The summative semester project rubric is used as a direct measure of student learning and the goal is for 95% of students to achieve a 70% or better on the final project. Because this is a team project, individual student scores are moderated by peer assessments of each individuals involvement in the development of the formative and summative portions of the project.  Below are the ongoing results:

Semester

Class section

% achieving 70% or better on final project

FA12

1

100% (n=19/19)

SP13

1

100% (n=20/20)

FA13

1

100% (n=20/20)

SP14

1

95.2% (n=20/21)

 

5)      REC 150 (Foundations of Recreation):  This course has been designed to include a stand-alone unit where students learn entry-level knowledge of the foundation of the profession in history, science and philosophy [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.  Below are the ongoing results:

Semester

Class section

% achieving 70% or better on exam

FA13

1

90.9% (n=30/33)

FA13

2

88.6% (n=31/35

SP14

1

94.1% (n=32/35)

SP14

2

100% (n=35/35)

 

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

 

Method by which the learning outcomes for Standard 7.02 are assessed:

1)      REC 200 (Program Leadership ofRecreation Activities): Students will facilitate anexperiential education program on a specific group in the lifespan and write a paper on theprogram.  The rubric for this project is a direct measure assessing this standard.  The goalis for 95% of students to achieve a ‘C’ or better on the graded rubric for both the presentation and paper.  Data are to be collected in Fall 2014.

2)      REC300 (Program Planning in Recreation):  Students will submit a group program binder to the D2L drop box detailing a special event that they implemented in conjunction with a professional organization in the area.  The binder is graded usinga rubric addressing design, evaluation and implementation of services targeting human experiences (Direct Measure).   The goal is for 80 % of students to receive 70% of the total possible points for theassignment. Data have been collected for Spring 2013 and are currently being analyzed.

3)      REC340 (Evaluation Methods and Practices):  Selected questions on Exam #1 and Exam #2 will assess students’ knowledge of thebasic principlesand practices of evaluative methods (Direct Measure).  Instructor will grade all exam responses and summarize to identify the frequencies of correct, partially correct, and incorrect responses. The goal is for 95 % of students to achieve a ‘C’ or better on theselected exam questions.  Data are to be collected in Fall 2014.

4)      Also in REC 340, students engage in an evaluative survey project (group project). The instructor will assess students’ knowledge of the skills and techniques required tocollect, analyze, and report the evaluative data using the term project rubric to assess theentire process of designing a survey, collecting data, analyzing data, and reporting the final results (Direct Measure). The goal is for 95 % of students to achieve a ‘C’ or better on thefinal project.  Data are to be collected in Fall 2014.

5)      REC400 (Planning for Park and Recreation Facilities):  Instructor will assess the summative semester group project of developing a Recreation Plan for a local facility usingrubric that measures knowledge of a range of recreation facility planning skills (Direct Measure).   The goal is for 95 % of students to achieve 70% or better on these rubric items. Below are the ongoing results:

Semester

Class section

% achieving 70% or better on final project

FA13

1

100%

SP14

1

95.2%

 

6)      REC401 (Management in Park and Recreation Resources): A select question on Exam #1 is used as a direct measure to assess students’ learning of skills & knowledge to implement recreation services. The goal is for 70% of students to respond correctly on theselected exam question.  Below are the ongoing results:

Semester

Class section

% responding correctly to the select exam question

FA12

1

42.1%

FA13

1

70.8%

SP14

1

78.9%

 

Standard 7.03 – Students graduating from the program shall be able to demonstrateentry- level knowledge about operations and strategic management/administration inparks, recreation, tourism and/or related professions.

 

Method by which the learning outcomes for Standard 7.03 are assessed:

7)      REC401 (Management in Park and Recreation Resources): Selected questions on Exam #1 (midterm) & Exam #2 (final) are direct measures to assess students’ learning of operations and strategic management skills. The goal is for 70% or more of students torespond correctly on the aggregation of the selected exam questions.  Below are the ongoing results:

 

EXAM #1

Semester

Class section

% responding correctly to the select exam questions

FA13

1

61.85%

SP14

1

68.4%

 

EXAM #2

Semester

Class section

% responding correctly to the select exam questions

FA13

1

76.0%

SP14

1

76.3%

 

 

Standard 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 msucceed as professionals at supervisory or higher levels in park, recreation, tourism, or related organizations.

 

Method by which the learning outcomes for Standard 7.03 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.

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

SP & FA 2014

RTH 493 Trends and Issues

Code of Ethics Assignment

80% ‘B’ or better

100%

FA 2014

RTH 493 Trends and Issues

Standards of Practice Quiz

80% ‘B’ or better

91%

 

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

SP 13, FA 14, SP 15

RTH 470 Facilitation Techniques

Quiz – Ch. 3 Austin

80% ‘B’ or better

94.7 %

SP 15

RTH 470 Facilitation Techniques

Final Paper

95% ‘B’ or better

96%

 

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

FA 14, SP 15

RTH 480 Leisure Education

Test #1

Select questions

80% ‘B’ or better

90.5%

 

SP 14, FA 14, SP 15

RTH 250 Introduction to TR

Final Exam

Select questions

80% ‘B’ or better

69.2%

FA 14, SP 15

RTH 480 Leisure Education

Written Paper

80% ‘B’ or better

92%

SP 13, F14, SP 15

RTH 355 Medical Language

Quizzes (4)

70% ‘B’ or better final grade

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

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

SP 14, FA 14

RTH 476 Assessment & Documentation

Evaluating Assessments Assignment

80% ‘B’ or better

93.3%

FA 14, SP 15

RTH 480 Leisure Education

Program Proposal Assignment

90% ‘B’ or better

95%

 

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

FA 14, SP 15

RTH 480 Leisure Education

Implementing Program Plan

80% ‘B’ or better

100%

SP 15

RTH 456 Program Design

Final test selected questions

90% ‘B’ or better

95%

 

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

SP 15

RTH 476 Assessment & Documentation

Assessment & Progress Notes Assignment

80% ‘B’ or better

92.85%

 

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

FA 14, SP 15

RTH 480 Leisure Education

Summative Evaluation

80% ‘B’ or better

100%

FA 14, SP 15

RTH 480 Leisure Education

Formative Evaluation

80% ‘B’ or better

97.5%

 

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

SP 15

RTH 319 Leadership & Supervision

Case Study Report

100% ‘B’ or better

91%

SP 15

RTH 319 Leadership & Supervision

Position Analysis Paper

75% ‘B’ or better

100%

 

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

FA 14, SP 15

RTH 480 Leisure Education

Budget Assignment

80% will complete

75%

FA 14, SP 15

RTH 480 Leisure Education

Promotional Flyer Assignment

80% ‘B’ or better

100%

 

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

281 TR Majors carry a 2.5 or better GPA

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

Fall 2014: 29 (100%) Spring 2015  UG interns completed 50 hours

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

Fall 2014: 29 Spring 2015 majors in RTH 496 have completed a credit check in the internship folder

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

Fall 2014: 29 Spring 2015 undergraduate interns have First Aid and CPR certificates in their internship folder

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

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’

Fall 2014: 29 pre-interns (100%) in RTH 496 Sections 01 and 02 have experience in two or more TR roles or settings

 

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 of 16 week, 640 hour internship

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

100% of students will have 640 documented hours (may be 15 or 16 weeks)

Summer 2014: 100% of 27 UG interns completed 640 hours

Fall 2014: 100% of 13 UG interns completed 640 hours

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 of 2012-2014

NCTRC Certification Examination School Report (Application of the TR Process) 2012-2014 represents six exam administrations and 150 UWL applicants

School Mean Performance by 150 applicants 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

2012-2014 School Mean Performance by 150 applicants in Four Areas:

a) Foundation Knowledge (1.76)

 b) Practice of TR/RT (1.90)

c) Organization of TR (1.77)

d) Advancement of the Profession (1.65)

Rating of performance in 58 job tasks of a CTRS

RTH 498 Internshp

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 2013, Summer 2013, and Fall 2013

54 interns averaged at least 4.00 on a scale of 0.00-5.00 with a mean of 4.42 as rated by the agency supervisor on overall job tasks performance in the final written evaluation