The Recreation Program (BS degree) at Chicago State University serves as urban community traditionally underrepresented in parks, recreation, and leisure higher education and the recreation and leisure profession. The Recreation Program provides quality undergraduate education and partners with a wide variety of recreation and leisure providers within the Chicago metropolitan area to enhance student education and provide the leisure profession with sensitive, knowledgeable, and diverse professionals in a variety of recreation and leisure areas. The faculty provides knowledge, training, and supportive research to the profession to further the development of leisure and recreation opportunities.

COAPRT 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.
  • Outcome:
    REC 4300-OVERVIEW OF THERAPEUTIC RECREATION SERVICES/FIELD Exploration of therapeutic recreation in community and clinical settings. An overview of the philosophical concepts of therapeutic recreation pertinent legislation and different disability groups. Awareness of the roles of the therapeutic recreation specialist, other leisure services providers, and human service providers in addressing the needs of persons with disabilities. Ten hours field experience.
  • Measure Type:
    Direct
  • Assessment Method:
    ASSESSMENT MEASURES/ASSIGNMENTS ADA Project – The purpose of this assignment is for the student to become aware of the physical barriers for people with disabilities in recreational settings and the solutions available to reduce those barriers. Assume you are writing a report for the Director of Parks and Recreation prior to making appropriate ADA accommodations.
  • Result:
    Target: 30% Achieved this level Acceptable: 30% Achieved this level Unacceptable: 40% Achieved this level Impact Statement/Reflection on Student Learning A) Write a reflection or impact statement on this assessment. Articulate how you have grown and what you have learned about your own and your candidates' teaching. The reflection of disability in film and its intersections were strong visual illustrations of disability perspective. When coupled with lecture and group discussion, students illuminated the topic in depth in facilitated discussion format. Content Changes to the film review in group discussion were highly successful in engaging students. Impact of learning and depth of understanding based in real time discussion is evident from their peer reflection. Planning A future opportunity to target partnership with an external agency and provide volunteer directed hours versus student selected volunteer opportunities should be considered. Effective Practice Students may benefit from options rather than discovery for volunteer requirements of course. Impact on Learning/Environment The lab/classroom setting was useful for student computer use and instructor presentation. Students will continue to be provided online resources as supplements to course content and discussion. Students commented on the impacts of working in a community based setting with inclusive scenarios. Reflection Students reflected appreciation for adaptation and the personalizing of academic content through demonstrative activities and interaction in the classroom environment and discussion format for the study session content and cinematic review assignment. Diversity Emphasis on the four tenets of Bioethics in connection with ATRA Code of Ethics for CTRS were emphasized and covered in the first half of semester. They were revisited many times, which was tested on the final exam for understanding. Adaptation/Modification Incorporate previously described modifications; highlighting forums and quizzes in order to stagger assessment and check for depth of understanding. Also, a one minute quiz will be added as part of in-class participation assessment. This minute quiz will be issued at 5 minutes after the scheduled start of class to emphazize student attendance and preparation. B) What are your future needs and/or plans to disseminate what you have learned? I will adopt the next addition of the Bulloch literature.
COAPRT 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.
  • Outcome:
    REC 2200-LEADERSHIP AND SUPERVISION IN LEISURE AND RECREATION (3) Development of operational skills in leadership, group dynamics, and supervision, using traditional instruction as well as experiential learning opportunities. Investigation of board and commission relationships, the political processes, and the public relations aspect of the recreation supervisor. Ten hours field experience required. Prerequisite: Consent of Department Upon completion of this course, students will be able to demonstrate the ability to plan, lead, and evaluate recreation programs/events/activities for all populations as well as understand trends and issues related to the delivery of leisure services.
  • Measure Type:
    Direct
  • Assessment Method:
    Leadership Project: Students will create a recreational activity or project that they will lead. Each student will submit an implementation plan for the program, and “lead” the activity. Each student will complete peer evaluations to evaluate each other's participation in the event. Please do not wait until the last moment to prepare your activity. Students must submit plan of what the activity or project by March 8th for approval. Use the form attached to this syllabus to guide your project. Grading criteria for leadership project: Criteria (following represent sections in your binder) • Activity title, group members names and job responsibilities, activity description • Resources list and needs • Implementation process including procedures (see below) • Recommendations and evaluations • Organization, grammar, neatness, and creativity of binder Note: Grade will take into consideration the group’s ability to work as a small group to both plan and implement the project effectively LEADERSHIP PROJECT – IMPLEMENTATION PLAN OUTLINE DUE MARCH 8TH Activity: Title: Activity Description: Goal(s) & Objective(s): Resources Needed: Environment/Venue: Time: Equipment: Materials: Supplies: Staff (Number, skills/abilities, other considerations when selecting/assigning): Participants: Age group: Numbers (minimum – maximum): Functioning: Additional qualifications, if any Implementation Process & Guidelines Preparation/Set-Up (environment, equipment, materials, supplies) • In advance (and when and amount of time to do) • Immediately prior to activity (and amount of time to do) Leadership Style, Roles, & Guidelines Clean-Up Risk Management Plan (Potential risks and how manage) Means of including qualified persons with disabilities (cognitive; physical – hearing, vision, mobility, other; psycho-social) Step-by-Step Implementation Procedures (Delivery) [Based on your activity, you may need to modify order of steps.] 1. Means of arousing participants’ interest 2. Means of getting participants’ attention 3. Means of organizing participants including grouping 4. Means of introducing activity 5. Directions for activity and means of providing 6. Means of engaging participants 7. Means of concluding activity including evaluation.
  • Result:
    Target: 28.5% Achieved this level Acceptable: 57.1% Achieved this level Unacceptable: 14.2% Achieved this level Impact Statement/Reflection on Student Learning: A) Write a reflection or impact statement on this assessment. Articulate how you have grown and what you have learned about your own and your candidates' teaching and learning practices in the areas of Content, Planning, Effective Practice, Impact on Learning/Environment, Reflection, Dispositions, Diversity, Adaptation/Modification, English Language Learners, and/or Technology. Planning Students put together one recreation program activity of their choice, to lead their classmates in for the specific purpose of demonstrating leadership qualities and abilities. Content Students demonstrated their ability to conceptualize, design and facilitate a program activity they created. Effective Practice Students were responsible for facilitating the activity they designed, as well as providing a narrative on how to adapt to unforeseen circumstances due to program/activities amenities and venues unavailability. Impact on Learning/Environment The lab/classroom setting was useful for student computer use and instructor presentation of materials as well as outside the classroom resource development. Reflection Students were provided reflection opportunities via Peer Evaluation form as well as instructor and peer directly input following presentation. Diversity Students were challenged to address diversity issues with regards to program facilitation by insuring special populations had the same opportunity for “full participation” as others. Adaptation/Modification The content in this course is revisited again in REC 2000 (Program design) and REC 4240 (Administration). B) What are your future needs and/or plans to disseminate what you have learned? I will continue to teach course using supplemental materials from leading authors on Leadership as well as the textbook. This semester, I reverted back to students facilitating the assignment as individuals. This is a shift from the last offering whereby the students presented in pairs. This semester, students had the creative freedom to lead a program in the area of their choice, as oppose to an Environmental Education Program (EE) the last offering. However, for the next offering, students will specifically have to design a non-sport activity or a EE to show depth of youth developmental program design.
COAPRT Standard 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..
  • Outcome:
    REC 4540-SEMINAR AND METHODS FOR RECREATION FIELD/50 CLOCK HOURS (3) Introduction to field experience including techniques, methods and practices used. Exposure to practical application issues and trends in various recreation settings via readings, site visits, field work, guest speakers and interaction with practitioners. Identification of potential field work sites. Development of portfolio. Writing emphasis course. Prerequisite: REC 1000/100, 2000/200, 2200/220 and ENG 1240/124 or 1280/128 or consent of the department
  • Measure Type:
    Direct
  • Assessment Method:
    ASSESSMENT DETAILS – PORTFOLIO (Additional information will be provided during the semester) 40 Points total – see below for point breakdown The portfolio is to be a professional document that reflects who you are and who you are striving to become in your professional life. It should provide evidence of your professional knowledge and skills. All course work in the portfolio should be at a minimum of a B grade level. You are required to turn in rough drafts of each section during the semester for points toward your final portfolio grade. These rough drafts will be combined in a final portfolio that will be graded by the instructor. Your portfolio must be in a 3-ring notebook and contain appropriate dividers and or sheet protectors. Additionally, it should contain the following information: Table of Contents Section I: Who are you? [10 points] • Essay (Who are you and where are you headed? To be written for REC 354) • Resume • Any awards Section II: Relevant Education [10 points] • CSU course work (Samples from at least three different courses) • Philosophy of leisure (REC 110) • Program / lesson plan (REC 200, 220, 230) • Agency Analysis / Community Assessment / Business Plan (REC 210, 310, 324) • Research proposal (REC 350) or Inclusion Plan (REC 330) • Technology piece (e.g., PowerPoint presentation, poster or flyer or brochure done in PowerPoint or word processing or publication software, spreadsheet) (Any REC course except 206) • Transcripts from all institutions of higher education attended including unofficial CSU transcript (available online) • Current Certifications (e.g., CPR card) • Continuing Education documentation Section III: Professional Involvement [10 points] • Memberships (list and include membership cards) • Work Experience (e.g., job description, performance appraisal, your own write-up beyond resume) • Volunteer Experience (e.g., recognition certificate, your own write-up beyond resume) • Field Work Experience Section IV: Where are you going? [10 points] • Internship goals and objectives • Cover letter for seeking internship • Type of internship agency and identification of 3 potential internship sites • Timeline for seeking internship
  • Result:
    Target: 10% Achieved this level Acceptable: 0% Achieved this level Unacceptable: 90% Achieved this level Impact Statement/Reflection on Student Learning: A) Write a reflection or impact statement on this assessment. Articulate how you have grown and what you have learned about your own and your candidates' teaching and learning practices in the areas of Content, Planning, Effective Practice, Impact on Learning/Environment, Reflection, Dispositions, Diversity, Adaptation/Modification, English Language Learners, and/or Technology. The students struggled with attendance and meeting deadlines. I will be adding additional conditions to the course to facilitate better participation. Content: The content of this course is strong. Planning: A pre-post format to interviews will be considered. Effective Practice: Students may benefit from additional social engagement with professionals to help determine mentors for this course. Impact on Learning/Environment: This course should continue to use the in-class time to edit, advise and shape intellectual material. Reflection: Students reflected appreciation for attention from professionals and improvement in their presentation of intellectual materials. Diversity: Students were encouraged to sample different settings for their 50 hours and keep and open mind to setting up their internships. Adaptation/Modification: In the future, I will explore a one day break out to ensure better completion and attention to editing portfolio items. B) What are your future needs and/or plans to disseminate what you have learned? Investigate settings and partnerships for mentorship.

The Recreation Program (BS degree) at Chicago State University serves as urban community traditionally underrepresented in parks, recreation, and leisure higher education and the recreation and leisure profession. The Recreation Program provides quality undergraduate education and partners with a wide variety of recreation and leisure providers within the Chicago metropolitan area to enhance student education and provide the leisure profession with sensitive, knowledgeable, and diverse professionals in a variety of recreation and leisure areas. The faculty provides knowledge, training, and supportive research to the profession to further the development of leisure and recreation opportunities.

The Recreation Program (BS degree) at Chicago State University serves as urban community traditionally underrepresented in parks, recreation, and leisure higher education and the recreation and leisure profession. The Recreation Program provides quality undergraduate education and partners with a wide variety of recreation and leisure providers within the Chicago metropolitan area to enhance student education and provide the leisure profession with sensitive, knowledgeable, and diverse professionals in a variety of recreation and leisure areas. The faculty provides knowledge, training, and supportive research to the profession to further the development of leisure and recreation opportunities.

Demonstration of Compliance:

COAPRT Standard 2.05.05   Demonstration
The program annually posts 7.0 series aggregated data and additional evidence reflecting program academic quality and student achievement on their program and/or departmental website. Such information shall be consistent with The Family Educational Rights and Privacy Act (FERPA) requirements.

COAPRT Standard 3.06   Demonstration
The program has a practice of informing the public about the harm of degree mills and accreditation mills.

COAPRT Standard 3.07   Demonstration
The program has a practice of informing the public about their COAPRT accredited programs.