The Recreation and Park Management Program (housed in the Department of Community and Therapeutic Recreation) at the university of North Carolina at Greensboro, was initially accredited in October of 1981. The program currently serves 256 enrolled undergraduate student who specialize in Community Recreation and Event Planning or Therapeutic Recreation.

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:
    Students will be able to explain the mission, markets served, revenue sources, and types of programs and facilities offered by the various sectors of the leisure service delivery system
  • Measure Type:
    Direct
  • Assessment Method:
    Measure 1: Leisure Service System Project (CTR 111). The purpose of the project is to demonstrate students' knowledge about the various segments of the leisure service delivery system. For each of the segments (public,non profit, commercial/for profit, campus, therapeutic, and military), students must identify the mission; primary and other markets served; primary and other funding sources; programs, activities, and events offered; facilities or areas provided; and examples used to market the agency. an established grading rubric is used to assess the projects.
  • Result:
    Target 1: 80% of students will achieve a 70% or higher on the assignment Spring 2018 (N=43); 81% (n=35) achieved or exceeded the target. No changes recommended Fall 2018 (N=61); 84% (n=43) achieved or exceeded the target. No changes recommended
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:
    Students will be able to demonstrate the ability to design, implement, and evaluate culturally relevant recreation programs/events.
  • Measure Type:
    Direct
  • Assessment Method:
    Measure 2: Comprehensive Program Planning Project in CTR 213 - Students complete a semester long comprehensive program planning project that includes the development, implementation, and evaluation of a recreation program within the local community. Students demonstrate the ability to connect agency mission and needs of diverse individuals served to the program developed. The students develop a logic model, Gantt chart, and program plan (e.g., program goals and objectives, supplies and equipment, staffing and volunteer needs, risk management plan, environmental considerations, and budget). Students must also describe the program promotion and evaluation protocols used. Also included in the project grade are a final reflection, peer evaluation, evaluation by the agency representative, and completion of required service-learning hours. An established grading rubric is used in the assessment of the project.
  • Result:
    Target: 70% of students will achieve 80% or higher on the assignment. Spring 2018: (N=50); 92% (n=46) achieved or exceeded 80% or higher. Fall 2018: (N=15); 87% (n=13) achieved or exceeded 80% or higher.
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:
    Students will be able to demonstrate entry-level awareness of operations and strategic administration of community and government recreation and parks programs.
  • Measure Type:
    Direct
  • Assessment Method:
    Measure 1: Setting Goals for A Business assignment (in CTR 416). Based on a job description in student's career interest, students must theorize plausible goals for both the agency and their respective position, then they have to outline the following based on the position/field of interest: 1) What must we know to reach the goal? 2) How broad or specific does the goal need to be to work with others to complete it? 3) What motivation is needed to get people to commit to the goal? 4) What is the timeline for reaching the goal? 5) What resources are needed to reach the goal? 6) How do you assess the process of reaching the goal once it has been met? 7) How does the primary goal's attainment create opportunities for further success? An established grading rubric is used in the assessment of the project.
  • Result:
    Target: 70% of students will achieve 80% or higher on the assignment. Fall 2018: (N=51); 79% (n=40) achieved or exceeded 80% or higher.

The Recreation and Park Management Program (housed in the Department of Community and Therapeutic Recreation) at the university of North Carolina at Greensboro, was initially accredited in October of 1981. The program currently serves 256 enrolled undergraduate student who specialize in Community Recreation and Event Planning or Therapeutic Recreation.

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:
    Students will be able to demonstrate knowledge of the philosophical foundation of Therapeutic Recreation as well as be able to articulate their own philosophy of the field.
  • Measure Type:
    Direct
  • Assessment Method:
    ATRA's Peg Connolly Scholarship Essays (CTR 433). Students must answer five separate questions presented by The American Therapeutic Recreation Association's annual application for the Peg Connolly Scholarship. These are the most current and relevant questions about philosophy and professional foundations in the field of therapeutic recreation. Students must write concise (200-400 word) essays for each question. An established rubric is used in the assessment of this assignment
  • Result:
    Target: 70% of students will achieve an 80% or higher on the assignment Fall 2018 (N=48): 69% (n= 33) of students achieved 80% or higher. While target not quite met, this result is only 1% below the target and is a 14% increase from last year. In addition, secondary measures (i.e., philosophy quizzes) demonstrate that 81% of the students achieve a 80% or better. No corrective action at this time.
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:
    Students will be able to demonstrate the ability to assess, design, implement, and evaluate therapeutic recreation programs and services for diverse client populations
  • Measure Type:
    Direct
  • Assessment Method:
    Individualized Treatment Plan (ITP) Case Study in CTR 332. This is a semester long comprehensive final project. This assignment requires the student to demonstrate proficiency in developing individualized treatment plans, writing goals and objectives, conducting literature searches for evidenced based interventions, developing feasible interventions based on relevant literature, and developing a group protocol appropriate for the client's needs. An established rubric is used in the assessment of this assignment.
  • Result:
    Target: 70% of students will achieve an 80% or higher on the assignment Spring 2018 (N=41): 88% (n= 36) of students achieved 80% or higher on this assignment Fall 2018 (N=40): 95% (n= 38) of students achieved 80% or higher on this assignment
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:
    Students graduating from the program shall be able to demonstrate entry-level knowledge about management, marketing, and finance of therapeutic recreation services.
  • Measure Type:
    Direct
  • Assessment Method:
    All CTR students, including TR program students, are required to take a departmental level management course as well as a budget and finance course. Considering this, specific knowledge about these issues in TR specifically is taught in CTR 433. Evaluation of this knowledge was collected through quizzes focused on specific areas of the TR administrative processes. Each student in CTR 433 completed a quiz on finance and reimbursement as well as one of marketing and promotion in therapeutic recreation. The material from these quizzes was taken from current readings as well as lecture specific to the topics within the therapeutic recreation field.
  • Result:
    ~Quiz 10: Finance and Reimbursement in therapeutic recreation (6 questions) Target: 70% of students will achieve an 75% or higher on this assignment Fall 2018 (N=48): 98% (n= 47) of students achieved 75% or higher on this assignment ~Quiz 11: Marketing and Promotion in therapeutic recreation (8 questions) Target: 70% of students will achieve an 75% or higher on this assignment Fall 2018 (N=48): 83.5% (n= 40) of students achieved 75% or higher on this assignment

The Recreation and Park Management Program (housed in the Department of Community and Therapeutic Recreation) at the university of North Carolina at Greensboro, was initially accredited in October of 1981. The program currently serves 256 enrolled undergraduate student who specialize in Community Recreation and Event Planning or Therapeutic Recreation.

The Recreation and Park Management Program (housed in the Department of Community and Therapeutic Recreation) at the university of North Carolina at Greensboro, was initially accredited in October of 1981. The program currently serves 256 enrolled undergraduate student who specialize in Community Recreation and Event Planning or Therapeutic Recreation.

The Recreation and Park Management Program (housed in the Department of Community and Therapeutic Recreation) at the university of North Carolina at Greensboro, was initially accredited in October of 1981. The program currently serves 256 enrolled undergraduate student who specialize in Community Recreation and Event Planning or Therapeutic Recreation.

The Recreation and Park Management Program (housed in the Department of Community and Therapeutic Recreation) at the university of North Carolina at Greensboro, was initially accredited in October of 1981. The program currently serves 256 enrolled undergraduate student who specialize in Community Recreation and Event Planning or Therapeutic Recreation.

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.