Accredited Programs Directory
Brigham Young University
Department of Recreation Management
W453 Tanner Building
Provo, UT 84602
- Recreation Management Program and Therapeutic Recreation Program
First Accredited: 10/22/1982
Next Review: Conference 2021
Recreation Management Program and Therapeutic Recreation Program
Experience Design and Management (ExDM) students specialize in the design, delivery, evaluation, and management of experience journeys. Our versatile graduates employ interdisciplinary design principles, management science, and social psychology to deliver impactful experiences across diverse contexts including business, hospitality, tourism, and special events. ExDM majors design and manage customer journeys, employee engagement programs, events, and recreation experiences. Our graduates help individuals and organizations experience growth. Therapeutic recreation and management (TRM) students specialize in the design, delivery, evaluation and management of therapeutic and transformative experiences. TRM students primarily focus on the use of recreation as a treatment modality to help people with illnesses and disabilities improve functional behavior and quality of life while developing skills and abilities related to leisure and well-being. Students also take business courses preparing them for upward mobility into leadership positions, providing a unique competitive advantage over other programs across the country.
6 Year Graduation Rate: 80%
- Outcome 1:
7.01a) RECM 404 Professional Development Plan: Students will complete a timeline assignment for their next three to four semesters detailing the objectives and strategies each will use to prepare for employment. This will include identifying professional organizations related to their areas of interest, which organization(s) they will join as a student, identify business conference(s) related to their areas of interest, which conference(s) they will attend as a student, identify who is in their network of business acquaintances, colleagues, and mentors, identify employment seeking websites and connections, copy of their current resume, a template of a letter of intent, a biographical paper, agenda of when specific goals, strategies, and assignments will be met. RECM 489 Career Development Field Trip Plan: Students plan and implement a two-day field trip program to visit a variety of professions in experience design and management. 7.01b) RECM 415 Final Round of Experience Testing Project Management Documents: Student groups had to design and test an experience on their classmates. To prepare for testing they were required to use and submit documentation related to following project management approaches: logic models, risk management plans, work breakdown structures, Gantt Charts. RECM 425 Cost/Volume/Profit Analysis: Page 388 of Rossman Chapter 19 Reading --- Exercise 19.1---Cost-Volume-Profit Analysis---Individual Assignment RECM 490 Case Studies: Each student will prepare three 2 page memos for the pertinent manager in a quantitative. qualitative, and mixed case. The purpose of this assignment is to apply design thinking, experience economy theory, and management knowledge to influence problem-solving decisions. The format for the memos will be OABC: opening, agenda, body (with appropriate analysis) and conclusion with a call to action. At least one visual/graphic should be included using the three I's--introduce, insert, interpret. This memo must provide persuasive analysis using quantitative and qualitative methods, application of key concepts, and coherent and aligned recommendations. RECM 486 Risk Management Project: Each student will work with student teammates to work with a company or organization within the community to create a risk management plan with that business entity. 7.01c) RECM 300 Exam Items: Exam items cover materials that form the foundations of the experience industry including positive psychology, intrinsic motivation, flow, time use, technology issues, family rituals, nature benefits, the experience economy, design thinking, and fostering empathy. RECM 404 Midterm Exam: RECM 430 History of Management Quiz: The quiz covers information about the founders of modern management and their contribution to management.
- Outcome 1 Measure Type:
- Outcome 1 Assessment Method:
7.01a)Professional Development Plan: Average assignment grade of 85% or better. Career Development Field Trip Plan: Average assignment grade of 85% or better. Professional Development Plan: Average score was 96%. Students seem to have a vested interest in this assignment and fulfill the assignment prompts as a useful tool for their future plans. Career Development Field Trip Plan: Overall, students felt the work associated with this field trip was relevant and helpful in finding internships. 7.01b) Cost/Volume/Profit Analysis: Average scores were 81% (91 students - nine did not turn in the assignment) Winter Semester 2018. Students generally demonstrated an ability to look critically at an entire event and adjust for all costs: fixed, variable, and overhead. Case Studies: Average is 84.5% with 63/74 students scoring 70 or better on all three case studies. Students still default to wanting to use qualitative skills instead of quantitative skills when analyzing cases. Continued effort will be again made to push students to use quantitative analysis to drive reasoning. These results demonstrate student's ability to apply knowledge of the techniques and processes used by professionals in the experience industries to real life problems. Risk Management Project: Overall class average on this assignment was determined from Learning Suiteâ€™s grade book analysis. The class sections' average was 96%. Students appear to understand the assignment and perform better than expected. 7.01c) Exam Items: Average for all pertinent items (175 over three exams) was 83.1% (328 students over two semesters). Student scores increased from 2016-2017. This may be due to changes in test questions or to student performance. Students have demonstrated an adequate grasp of the foundational history, science, and philosophy of the profession. Midterm: The midterm is focused on the history, science and philosophy of the field. The midterm average was 90%. This demonstrates studentâ€™s overall understanding of the foundational principles. History of Management Quiz: Quiz average: 93.0%. Students demonstrated they have entry-level knowledge regarding eight historical leaders/figures of management and their respective contributions to management practices and processes. They also demonstrated entry-level knowledge of four early approaches to modern management.
- Outcome 1 Result:
7.01a) Professional Development Plan: No changes at this time. Career Development Field Trip Plan: Better communication with student advisement and other faculty teaching during this time period. 7.01b) Project Management Quiz Project management content has been added to EXDM 411. Future assignments related to project management are forthcoming. Cost/Volume/Profit Analysis: Raise the amount of points this assignment is worth to make it more critical to the studentâ€™s grade. Case Studies: The same case studies will be used again in 2018-19, however students will be required to provide at least one infographic that uses quantitative techniques and then be asked to interpret the info graphic and meaning in the case narrative. Risk Management Project: Teaching assistants are holding workshops outside of class to work one on one with risk management teams. 7.01c) Exam Items: Exam items for the coming year will be revised to meet the requirements of a Global and Cultural Awareness course. The instructor will review test questions associated with each day of class so key concepts are included and properly emphasized in class lectures and discussions. Midterm: The midterm questions are reviewed and revised by former 404 students who were hired as TAâ€™s. History of Management Quiz: No changes are necessary at this time.
- Outcome 2:
RECM 415 Final Round of Experience Testing â€“ Planning Documents: Student groups had to design and test an experience on their classmates. To prepare for testing they were required to use and submit documentation related to following experience design approaches/tools: design thinking, touchpoint template, etc. RECM 425 Event Canvas Presentation: Each group will finalize the event canvas and present it to the class. 50 points for the canvas and 30 points for the presentation. The presentation in class should include a complete overview of your event. Show a few PowerPoint slides with pictures from the event. Show a completed canvas - electronically (all 14 boxes filled in) for one of the two stakeholders you created empathy maps for. Consider the stakeholder before the event in the following boxes, and in this order: Entering behavior, Pains, Gains, Expectation, Commitment, Jobs to be done, Experience Journey, Instructional Design. Consider the stakeholder after the event in the following boxes, and in this order: Cost, Revenue, Return, Promise, Satisfaction, Exiting Behavior. Your presentation should also answer the following questions; what went well? Improvements/mistakes? Do you recommend that future RecM 425 classes work with this organization? This presentation should be 8-10 minutes. Every student in the group should participate in the presentation. Also report that: Thank you notes written and sent? Equipment returned? Venues returned to pre-event state. -View the program life cycle in the chapter 22 reading or in the lecture PowerPoint- Determine where your event fits on the cycle- Create specific modifications to the overall event that help revitalize or improve the event. RECM 487 Experience Insights Project: Students worked in groups to design and implement and evaluation project to collect both the necessary qualitative and quantitative data to construct a mixed-methods customer experience journey map for their selected experience
- Outcome 2 Measure Type:
- Outcome 2 Assessment Method:
Final Round of Experience Testing - Planning Documents: The average score across both sections during Fall 2017 was 91.4%. The students generally demonstrated the ability to appropriately use the various experience design approaches/tools associated with this assignment. Event Canvas Presentation: Experience Insights Project: Average grade was 94% - Students showed the ability to conduct and report on an evaluation that included both qualitative and quantitative portions as well as producing a final customer experience journey map.
- Outcome 2 Result:
Final Round of Experience Testing - Planning Documents: Full evaluation of the assignment based upon student feedback. I also worked with my TAâ€™s from fall semester to improve the clarity of the assignment. Event Canvas Presentation: Included as an assignment for the first timeâ€”no changes for the upcoming semester. Experience Insights Project: Assignment will be reviewed along with feedback from students in order to improve the perceived connection between the assignment and real world application.
- Outcome 3:
RECM 430 Managerial Leadership and Leadership and Self Deception Quizzes The two 10-item quizzes cover content from the textbook and from Leadership and Self-Deception. The point of the Leadership and Self-Deception quizzes is to assure they are getting the main points from the chapter and the book. RECM 430 Service Quality Case Memo Each student prepares a 2-page memo to the pertinent manager in the Ritz-Carlton Case. The purpose of this assignment is to apply recreation and management knowledge to influence problem-solving decisions related to service quality. This memo must provide persuasive analysis using reasoning and quantitative methods, application of key concepts, and coherent and aligned recommendations. RECM 430 Overcoming Five Dysfunctions of a Team Quiz The 10-item quiz covers content from the book, Overcoming the Five Dysfunctions of a Team: A Field Guide. RECM 490 Case Studies: Each student will prepare three 2 page memos for the pertinent manager in a quantitative. qualitative, and mixed case. The purpose of this assignment is to apply design thinking, experience economy theory, and management knowledge to influence problem-solving decisions. The format for the memos will be OABC: opening, agenda, body (with appropriate analysis) and conclusion with a call to action. At least one visual/graphic should be included using the three I's--introduce, insert, interpret. This memo must provide persuasive analysis using quantitative and qualitative methods, application of key concepts, and coherent and aligned recommendations.. RECM 490 Capstone Project: Students are asked to use the innovative process, design thinking, and the experience economy tools to design a new experience or product. Students then compete in a competition and their peers vote on the best ideas to proceed to the next round. The ideas then are considered from a business perspective and business plans are written for the best ideas. The business plans consist of a general introduction, comprehensive marketing plan, and detailed accounting/finance section. The innovation tournament consists of four rounds and projects are eliminated at each round. Students who projects do not advance are required to join another teamâ€™s who project did advance.
- Outcome 3 Measure Type:
- Outcome 3 Assessment Method:
Managerial Leadership Quiz: Quiz average: 95.6%. Students read the chapter in the text and discussed information in class. They have a strong understanding and knowledge of leadership principles applied to being a manager. Leadership and Self Deception Quiz: Quiz average: Section 1 (25 students) 90%, Section 2 (64 students) 89.8%. Students read the book, Leadership and Self-Deception and learned principles in class. They also wrote up an application experience with the principles taught in the book. They have a thorough knowledge of the principles of leadership and self-deception and can apply it to their lives. Overcoming Five Dysfunctions of a Team Quiz: Quiz average: Section 1 (25 students) 94.6%, Section 2 (64 students) 92.8%. Students understand the dysfunctions of team operations. Service Quality Case Memo: Assignment average: 82.3%. Students read a case on service quality concerns at Ritz Carlton and analyzed â€œservice defectâ€ data to determine root causes for the defects. They were asked to analyze the data with any skills they had. A brief case memo was written as well as a presentation to the class. They demonstrated they know how to apply basic data organizational skills to help identify problem areas but werenâ€™t necessarily adept at looking deeper at the data to determine root causes for the service quality failures or to think of possible solutions to the identified problem areas. Case Studies: : Average is 84.5% with 63/74 students scoring 70 or better on all three case studies. Students still default to wanting to use qualitative skills instead of quantitative skills when analyzing cases. Continued effort will be again made to push students to use quantitative analysis to drive reasoning. These results demonstrate studentâ€™s ability to apply knowledge of the techniques and processes used by professionals in the experience industries to real life problems. Capstone Project: Average is 89% with all 74/74 students scoring 75 or better. Scores had a tendency to be lower on the accounting/finance section and when asked to give feedback to peers on the quality of the innovation and business feasibility.
- Outcome 3 Result:
Managerial Leadership Quiz: No changes at this time. Leadership and Self Deception Quiz: No changes needed. Overcoming Five Dysfunctions of a Team Quiz: Can go back to the quiz if students buy the book and should also add the workshop presentation as evidence. Service Quality Case Memo: This is meant to see what students come up with on their own, so even though they didnâ€™t perform at an average score of 85% or higher, I donâ€™t think major changes will be made to the assignment as it shows their ability to think creatively about how to find indicators of service failures and then to dig deeper for possible explanations for the problems. I can encourage them to be sure to dig deeper and not be satisfied with a surface level response. Case Studies: The same case studies will be used again in 2018-19, however students will be required to provide at least one info graphic that uses to quantitative techniques and then asked to interpret the info graphic and meaning in the case narrative. Capstone Project: RECM 490 was reworked to become an innovation tournament modeled after a class at Wharton Business School. For the most part students enjoyed the gamification of learning and the competition. As the final round of the tournament progressed, it became evident that the teams had grown to be too big. This allowed for structured social loafing to take place. Greater thought needs to be given how to still keep all students engaged in the final accounting/finance round while still maintaining the tournament style game. It is apparent through teaching evaluations that some students are finding this style of learning beneficial and others are not. It seems the course may be too business focused and students are struggling to remember the business concepts they learned in the junior core. Furthermore, actually applying the concepts is a stretch for most students. This class is going to be reviewed and examined how it could tie better into the concepts taught within the major and not focus so much on the business side.
COAPRT Standard 2.05.05: N/A
COAPRT Standard 3.06: N/A
COAPRT Standard 3.07: N/A