Chicago State University Recreation and Program is accredited by the Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT). Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) accredits baccalaureate programs in parks, recreation, tourism, sport management, event management, therapeutic recreation, and leisure studies offered at regionally accredited institutions within the United States and its territories, and at nationally accredited institutions in Canada and Mexico.

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 4540: SEMINAR AND METHODS FOR RECREATION FIELD/50 CLOCK HOURS 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 professionals. Identification of potential fieldwork site. Development of portfolio. Writing emphasis course. Fieldwork required (50 hours).
  • Measure Type:
    Direct
  • Assessment Method:
    Portfolio Evaluation · Who are you? Resume, paper, plus · Sample course work (philosophy, lesson plan, research paper, agency analysis) · Professional involvement including work experience · Future endeavors including identification of field work and internship goals and objectives, potential internship sites, and future professional involvement and goals
  • Result:
    Achieved Target: 60% of Students Achieved Acceptable: 40% of Students 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. Students apply core interviewing concepts learned and discussed in lecture and in small group activities. Students will effectively use tools in their portfolios as developed through the semester, to aid in effective interviewing. Students will reflect on real feedback from current practitioners. Students will be additionally evaluated as peers and from instructor to allow many points of feedback for the process. Students are also given credit for differentiating opportunities within an interview to provide agency driven feedback from their research. Students will follow up with interview feedback in a timely and professional manner. B) What are your future needs and/or plans to disseminate what you have learned? I will continue to offer the majority of this course as is and I will incorporate additional mentorship design to the delivery of the out of classroom requirements. We are investigating an online version of the portfolio.
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 2000: PROGRAM PLANNING FOR LEISURE SERVICES Study of the principles and planning of leisure experiences and recreation programs. Emphasis is placed on leisure activities and factors that affect implementation and function. Laboratory experience required.
  • Measure Type:
    Direct
  • Assessment Method:
    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 successfully put together 1 youth development program, 1 special event and 1 environmental education program, demonstrating their ability to conceptualize, design, implement and evaluate programs that provide participants with some form of character development or self-improvement via special events and workshops. While the developmental and special events submissions were good, students struggled with the environmental program. Again this semester, I found it necessary to provide students with templates for all sections, which is the first time I had to do this. While we had students that currently work in parks and recreation, they had a hard time putting what they do onto paper and processing that this is the formal process and terminology for what they already do in the workplace.
  • Result:
    Achieved Target: 10% of Students Achieved Acceptable: 90% of Students Adaptation/Modification The content in this course is revisited again in REC 2200 (Leadership), REC 2300 (Outdoor REC). Additionally this course provided the students with their first opportunity to conduct a Needs Assessment, which will serve as a foundation of information needed when they take REC 4500 (Research and Evaluation in their final semester. B) What are your future needs and/or plans to disseminate what you have learned? This semester was very challenging for 2 students in particular, because they are new to the major. While one student had some experience via camp counselor and after school program assistant, the other student had NO experience in parks and recreation programming. We spent a lot of time going over multiple examples of each section of program design. The section of program design that address the creation of goals and objectives continues to be a challenge for students.
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 4240: Management of Leisure Service Delivery Systems. This course examines the critical functions of a manager in public and private leisure service organizations. Topics to be addressed include professionalism, human resource management, fiscal management, facility management, community and public relations, and legal issues and concepts.
  • Measure Type:
    Direct
  • Assessment Method:
    Method Description Assignment 2 Public Relations Project Assignment 3 Grant Proposal Application Assignment 4 Legislative Overview
  • Result:
    Achieved Target: 10% of Students Achieved Acceptable: 60% of Students Achieved Unacceptable: 30% of Students Recreation 4240 (Management and Supervision) has 3 of 5 assignments designed to educate students on how to write a Grant, thus enhancing their ability to conduct a needs assessment which is their 2nd encounter (REC 2000 is the 1st encounter) in doing so. There is also a Public Relations and Grant writing assignment. Both assignments designed to give students the confidence needed to facilitate a conversation with members of the Legislative body and other public officials, i.e. Board members and Commissioners, in an effort to advocate for the profession as well as seek funding opportunities. All assignments in this course aid in making students comfortable with their speaking voice. Planning The Public Relations project provided the opportunity for students to enhance their planning skills, concerning community events, special projects and events. Content The content of this course is designed to have students think and address the daily machinations of an Executive Director, knowing that the assignments reflect the type of major projects they will encounter as they move up the administrative ladder. Content instructed in this course will remain the same for the next iteration of instruction. Effective Practice Students were responsible for presenting their Public Relations Project and discussing the Grant they wrote. Students were charged with meeting with a member of the Legislative body, board member or a commissioner from their respective districts to determine if the member is a “friend of the park,” provides grants for parks and recreation capital projects and become comfortable with their speaking voice while engaging members of the public.Adaptation/Modification Some content/processes in this course are revisited in REC 4500 (Research Design) in that their methods for conducting meaningful research is refined and broaden. This will aid in their ability to successfully write grants in the future.

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.