Degree Awarded: Bachelors of Science

Transcription

1 MINNESOTA STATE UNIVERSITY, MANKATO Assessment of Student Learning Report Year Department: Recreation, Parks, and Leisure Services College: Allied Health & Nursing Program: RPLS Degree Awarded: Bachelors of Science Reports may be submitted electronically to or via hard copy to Institutional Research, Planning and Assessment (WA 315) for feedback and institutional recordkeeping. Please retain a copy for departmental records and submit a copy to your Dean. Check here if your assessment report covers all undergraduate degree programs: [ X ] Check here if your assessment report covers all graduate degree programs: [ ] 1. What student learning outcomes were assessed this year? In answering this question, please identify the specific student learning outcomes you assessed this year, with the outcomes written in clear, measurable terms, and note how the outcomes are linked to department, college and university mission and goals. The department has a diverse curriculum that includes; a core curriculum which is accredited by the national Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT); two General Education courses, two Writing Intensive Courses, one Diverse Cultures course and three emphasis areas (i.e., Resource Management, Leisure Planning and Management, and Therapeutic Recreation). The Department has been involved in a major redrafting of its assessment plan and reporting structure over the last two years to accommodate changing national accreditation standards that the program must meet when the department applies for reaccreditation. The result of this ongoing effort to date is an assessment plan (see attached) that assesses the components of the curriculum on a five-year rotation as follows: This reporting cycle will highlight results from Year 2 - for the academic year. Year : Core Curriculum with a focus on COAPRT standards 7.02 and 7.04 Year : Core Curriculum with a focus on COAPRT standards 7.01, 7.03 and 7.04 Year : Resource Management Emphasis, One General Education Course (Wildlife as a Recreation Resource) and COAPRT standard 7.04 Year : Leisure Planning and Management Emphasis, One General Education Course (Leisure and Lifestyle) and COAPRT standard 7.04 Year : Therapeutic Recreation Emphasis and COAPRT 7.04 The department has chosen to conduct annual assessment reporting on COAPRT standard 7.04 because it addresses in-service learning, and in particular, the Capstone Practicum Experience required of all RPLS majors. Rev. 10/14 Page 1 of 21

2 As part of the university-wide Academic Mapping (Undergraduate Degree Map for Completion in Four Years) exercise, the department has incorporated two university-wide Writing Intensive and Diverse Cultures courses to best incorporate assessment of learning outcomes associated with those Graduation Requirements into its assessment reporting process. The academic year was the second year of the new five year rotation schedule. As such, this report addresses that portion of the core curriculum associated with COAPRT standards 7.01, 7.03 and This core curriculum is designed to prepare students for entrylevel professional supervisory positions in recreation, parks and leisure service agencies and organizations. The core curriculum is required of all students, regardless of their chosen emphasis area. The specific outcomes assessed during the academic year were: 1. Demonstrate entry-level knowledge of the nature and scope of relevant park, recreation, tourism and related professions (7.01). 2. Demonstrate entry-level professional knowledge of the historical, scientific, and philosophical foundations of the RPLS professions (7.01). 3. Demonstrate entry-level knowledge of appropriate techniques and processes used by RPLS professionals to meet client/visitor needs (7.01). 4. Demonstrate entry-level professional knowledge of the basic concepts, principles and procedures for operation of RPLS facilities (7.03). 5. Demonstrate entry-level knowledge of the basic concepts, principles for management/administration (including budget management) of RPLS facilities and services (7.03). 6. Demonstrate ability to effectively pre-plan for the effort to identify a practicum opportunity (7.04). 7. Demonstrate the potential to succeed as a supervisory professional in an RPLS related field (7.04). These outcomes are also consistent with the department s goals. Specifically, these objectives relate to the following departmental goals: a) Facilitate student knowledge, skills and attitude development as the foundation for sound practice and leadership in student s profession; b) Assist students in developing critical thinking through expanded student opportunities for traditional and non-traditional experiential opportunities through course related projects where they identify, analyze and solve problems, related to the RPLS field; c) Continue to serve the university through general education offerings. All seven outcomes are related to the department s broad goal to prepare students for entrance into professional careers within the parks, recreation and leisure services field (goal a). Because most of our students will be employed by public agencies that provide recreation programs, Rev. 10/14 Page 2 of 21

3 having the ability to understand the nature and scope of relevant park, recreation, tourism and related professions, possess knowledge of the historical, scientific, and philosophical foundations of the RPLS professions, as well as possessing knowledge of appropriate techniques and processes used by RPLS professionals to meet client/visitor needs (outcomes one-three) are critical to success in the profession. Most of our graduates will be asked to implement basic concepts, principles and procedures for operation of RPLS facilities as well as the basic concepts, principles for management, administration and budget management of RPLS facilities and services (outcomes four and five). While outcome six aims at assisting students in effectively identifying practicum opportunities and ultimately selecting one, outcome seven aims at giving students the opportunity to practice the skills and knowledge they were exposed to throughout the curriculum and is the final preparation before graduation and entrance into the profession. All seven outcomes are consistent with the College of Allied Health and Nursing s mission statement: The College of Allied Health and Nursing is dedicated to promoting wellness and improving quality of life through education, scholarship and service to the state, region and global community. All seven outcomes: Assess the program s ability to adequately prepare future recreation, parks and leisure services professionals and responsible members of the community. Help students develop a better awareness their future roles in managing recreation, parks and leisure services programs, facilities and services. Prepare professionals who will promote wellness and improved quality of life by working to provide important recreation, parks and leisure opportunities to people in a variety of communities. Clearly preparation of quality recreation, parks and leisure services professionals performs a good service to the State of Minnesota and is therefore consistent with the Minnesota State University, Mankato s mission statement: Minnesota State University, Mankato promotes learning through effective undergraduate and graduate teaching, scholarship and research to the state, the region, and the global community. Graduates from the Recreation, Parks and Leisure Services program are employed throughout Minnesota, around the United States and internationally in agencies responsible for providing recreational opportunities to people. These outcomes are important measures of the knowledge and skills that effective recreation, parks and leisure services professionals are expected to have regardless of their location or chosen emphasis within the profession. 2. How were students assessed? Students were asked to respond to the following questions: In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify the population assessed, when the assessment took place, Rev. 10/14 Page 3 of 21

4 and the standard of mastery (criterion) against which you will compare your assessment results. If appropriate, please list survey or questionnaire response rate from total population. A) What methods were used? Outcome 1: Demonstrate entry-level knowledge of the nature and scope of relevant park, recreation, tourism and related professions (7.01). Students in Introduction to Recreation, Parks and Leisure Services (RPLS 272) are required to complete a comprehensive summary exam at the end of the semester. The exam measures how well they were able to identify the nature and scope of relevant park, recreation, tourism and related professions. Course exit exam in Appendix A was used to assess student performance and achievement of the outcome. Outcome 2: Demonstrate entry-level professional knowledge of the historical, scientific, and philosophical foundations of the RPLS professions (7.01). Students in Introduction to Recreation, Parks and Leisure Services (RPLS 272) are required to complete a summary exam at the end of the semester. The exam measures how well they were able to comprehend the historical, scientific, and philosophical foundations of the RPLS professions. Course exit exam in Appendix A was used to assess student performance and achievement of the outcome. Outcome 3: Demonstrate entry-level knowledge of appropriate techniques and processes used by RPLS professionals to meet client/visitor needs (7.01). Students in Program Planning (RPLS 376) are required to design and implement a program that targets particular human experiences for a diverse population. Students are organized into groups of 3-4 students to complete this assignment. Each group designs and implements a written comprehensive recreation program plan. The rubric in Appendix B was used to assess student performance on this assignment and achievement of the outcome. Outcome 4: Demonstrate entry-level professional knowledge of the basic concepts, principles and procedures for operation of RPLS facilities (7.03). Students in Administration of Leisure-Time Programs (RPLS 473) for Recreation, Parks and Leisure Services are required to demonstrate their knowledge of the basic concepts, principles and procedures for operation of RPLS facilities. Students are required to complete a summary exam at the end of the class that illustrates as well as measures how well they were able to develop and conduct day-to-day management and recreation services and facilities. Course exam in Appendix C was used to assess student performance and achievement of the outcome. Outcome 5: Demonstrate entry-level knowledge of the basic concepts, principles for management/administration (including budget management) of RPLS facilities and services (7.03). Students in Administration of Leisure-Time Programs (RPLS 473) for Recreation, Parks and Leisure Services are required to demonstrate their knowledge of developing and managing budgets for administering recreation services. Students are required to complete a budget Rev. 10/14 Page 4 of 21

5 assignment that illustrates their understanding of the budgetary process as administered by RPLS professionals. Budget Assignment in Appendix D was used to assess student performance and achievement of the outcome. Outcome 6: Demonstrate ability to effectively pre-plan for the effort to identify a practicum opportunity (7.04). Students in Pre-Practicum (RPLS 302) for Recreation, Parks and Leisure Services are required to demonstrate their knowledge and understanding of the purpose and objectives of the practicum experience. Students are required to complete a professional resume, utilize campus and professional resources to identify potential practicum agencies, use specified criteria in selecting potential practicum agencies, write initial contact and response letters to agencies; implement various strategies for interviewing; and gather descriptive materials for potential practicum placements. Practicum binder in Appendix E was used to assess student performance and achievement of the outcome. Equally important to the students preparation process is obtaining a field experience within the RPLS profession. To further address the accomplishment of outcome six, students must complete a 100 hour Field Experience (RPLS 384) in-service learning opportunity in a recreation and leisure setting at any time during their time as a student, but prior to completion of their practicum. Collection of data for reporting from this course began fall, 2013 semester and is incorporated in all future reports. Outcome 7: Demonstrate the potential to succeed as a supervisory professional in an RPLS related field. In addition, students are required to complete a 14 week, 560 hour Practicum (RPLS 495) as the capstone experience within the program. The practicum entails placement in a paraprofessional position with a recreation and leisure services provider. Two forms of assessment are used for Practicum students. The first is an evaluation form completed by the student s agency supervisor. The department has been using three different evaluation forms depending on the individual faculty advisor s preferences. Moving forward, the department has moved to two forms. One form is used for our resource management and leisure planning and management students. A second, more prescriptive, form is used for our therapeutic recreation students. The second form accommodates those students who may seek national certification as a Therapeutic Recreation Specialist. The second method is a student self-evaluation that students submit at the conclusion of their practicum experience. The department recently developed the first common scoring rubric for the student self-evaluations and began using it fall 2013 semester. Results from the selfevaluations will be included in future reports. Outcome 1: Demonstrate entry-level knowledge of the nature and scope of relevant park, recreation, tourism and related professions (7.01). 1. Performance Level: Seventy percent of students will attain the 70% mastery standard on the exit exam. Rev. 10/14 Page 5 of 21

6 Results: Fall 2013 The exit exam was administered to students in both sections of Introduction to RPLS (RPLS 272). In the first section, 15 of the 25 students (60%) attained the performance level. In the second section, 24 of the 37 students (65%) attained the performance level. Spring The exit exam was administered to students in both sections of Introduction to RPLS (RPLS 272). In the first section, 22 of the 38 students (58%) attained the performance level. In the second section, 20 of the 32 students (63%) attained the performance level. Most of the students in this course were Recreation, Parks and Leisure Services majors, although some were minors or students seeking the university s Non-Profit Leadership Certificate or minor. All students enrolled in the course were assessed. All students enrolled in the course were required to complete the assignment. Outcome 2: Demonstrate entry-level professional knowledge of the historical, scientific, and philosophical foundations of the RPLS professions (7.01). 2. Performance Level: Seventy percent of students will attain the 70% mastery standard on the exit exam. Results: Fall 2013 The exit exam was administered to students in both sections of Introduction to RPLS (RPLS 272). In the first section, 15 of the 25 students (60%) attained the performance level. In the second section, 24 of the 37 students (65%) attained the performance level. Spring The exit exam was administered to students in both sections of Introduction to RPLS (RPLS 272). In the first section, 22 of the 38 students (58%) attained the performance level. In the second section, 20 of the 32 students (63%) attained the performance level. Outcome 3: Demonstrate entry-level knowledge of appropriate techniques and processes used by RPLS professionals to meet client/visitor needs (7.01). 3. Performance Level: Seventy percent of students will attain the 80% mastery standard for creating a comprehensive written plan for a specific leisure time program. Beginning with Fall 2013, this performance level was changed to 70% of students will attain the 70% mastery standard. (This assignment is completed individually.) Results: Rev. 10/14 Page 6 of 21

7 Fall This assignment was required of students in both sections of Program Planning (RPLS 376). There were twenty-eight students in the first section; 3 of these students ceased attending but did not withdraw from the course. Twenty-one (84%) of the remaining 25 students completed all sections of the program plan and all 21 attained the performance level. There were 23 students in the second section; 1 student ceased attending but did not withdraw. Eighteen (82%) of the remaining 22 students completed all sections of the program plan and all 18 attained the performance level. Spring 2014 This assignment was required in the one section of Program Planning (RPLS 376). There were 32 students and 27 (84%) achieved the performance level. Sixty students were enrolled in Research Design (RPLS 471W) in the fall 2012 and spring 2013 semesters. Thirty students completed the course each semester. All students enrolled in the course were required to complete this assignment. Outcome 6: Demonstrate ability to effectively pre-plan for the effort to identify a practicum opportunity (7.04). 4. Performance Level: Seventy percent of students will attain the 80% mastery standard for creating a comprehensive written plan for a specific leisure time program. Beginning with Fall 2013, this performance level was changed to 70% of students will attain the 70% mastery standard. (This assignment is completed individually.) Results: Fall This assignment was required of students in both sections of Program Planning (RPLS 376). There were twenty-eight students in the first section; 3 of these students ceased attending but did not withdraw from the course. Twenty-one (84%) of the remaining 25 students completed all sections of the program plan and all 21 attained the performance level. There were 23 students in the second section; 1 student ceased attending but did not withdraw. Eighteen (82%) of the remaining 22 students completed all sections of the program plan and all 18 attained the performance level. Spring 2014 This assignment was required in the one section of Program Planning (RPLS 376). There were 32 students and 27 (84%) achieved the performance level 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. 5. Performance Level: Seventy percent of students will attain the 70% mastery standard on the exit exam. Rev. 10/14 Page 7 of 21

8 Results: Fall 2013 The exit exam was administered to students in both sections of Introduction to RPLS (RPLS 272). In the first section, 15 of the 25 students (60%) attained the performance level. In the second section, 24 of the 37 students (65%) attained the performance level. Spring The exit exam was administered to students in both sections of Introduction to RPLS (RPLS 272). In the first section, 22 of the 38 students (58%) attained the performance level. In the second section, 20 of the 32 students (63%) attained the performance level. 6. Performance Level: Seventy percent of students will attain the 70% mastery standard on the Theme Event Plan assignment (also referred to as a written group leadership plan following the six-step model used in the course ). (This assignment is completed within groups.) Results: Fall This assignment was required of students in the one section of Recreation Leadership (RPLS 277). There were 33 students and 24 (73%) attained the performance level. Spring 2014 This assignment was required in both sections of RPLS 277 Recreation Leadership in RPLS (RPLS 277). In the first section, 5 of the 6 groups (83%) or 22 of 26 students (85%) achieved the performance level. In the second section, 5 of the 6 groups (83%) or 18 of 22 (82%) students achieved the performance level 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 5: Demonstrate entry-level knowledge of the basic concepts, principles for management/administration (including budget management) of RPLS facilities and services (7.03). 1. Performance Level: Seventy percent of students will attain the 80% mastery standard for creating a comprehensive written plan for a specific leisure time program. Beginning with Fall 2013, this performance level was changed to 70% of students will attain the 70% mastery standard. (This assignment is completed individually.) Results: Fall This assignment was required of students in both sections of Program Planning (RPLS 376). There were twenty-eight students in the first section; 3 of these students ceased Rev. 10/14 Page 8 of 21

9 attending but did not withdraw from the course. Twenty-one (84%) of the remaining 25 students completed all sections of the program plan and all 21 attained the performance level. There were 23 students in the second section; 1 student ceased attending but did not withdraw. Eighteen (82%) of the remaining 22 students completed all sections of the program plan and all 18 attained the performance level. Spring 2014 This assignment was required in the one section of Program Planning (RPLS 376). There were 32 students and 27 (84%) achieved the performance level. 2. Performance Level: Seventy percent of students will attain at least good ratings on 85% of the criteria used to evaluate implementation of a six-step group leadership plan. Beginning with Fall 2013, this performance level was changed to 70% of students will attain the 70% mastery standard. (This assignment is completed within groups.) Results: Fall This assignment was required in the one section of Recreation Leadership (RPLS 277). There were 33 students and 29 (88%) attained the performance level. Spring 2014 This assignment was required in both sections of Recreation Leadership in RPLS (RPLS 277). In the first section, all 27 students (100%) achieved the performance level. In the second section, all 22 students (100%) achieved the performance level. 3. Performance Level: Seventy percent of students will attain at least good ratings on 75% of the criteria used to evaluate leading individual games. Beginning with Fall 2013, this performance level was changed to 70% of students will attain the 70% mastery standard. (This assignment is completed individually.) Results: Fall This assignment was required in the one section of Recreation Leadership (RPLS 277). There were 33 students and 29 (88%) attained the performance level for the first game, 31 (94%) attained the performance level for the second game, and 32 (97%) attained the performance level for the third game. Spring This assignment was required in both sections of Recreation Leadership (RPLS 277). In the first section, 25 of 26 students (96%) attained the performance level for the first game (one student was not prepared to lead her game), 26 of 26 (100%) attained the performance level for the second game, and 23 of 26 (88%) attained the performance level for the third game (three students were absent the day they were scheduled to lead). In the second section, 22 of 22 (100%) attained the performance level for the first game, 21 of 22 (95%) attained the performance level for the second game (one student chose not to lead his game), and 22 of 22 (100%) attained the performance level for the third game. Outcome 7: Demonstrate the potential to succeed as a supervisory professional in an RPLS related field (7.04). Rev. 10/14 Page 9 of 21

10 The Practicum (RPLS 495) is available for students during fall, spring and summer semesters. The Practicum is the last major requirement that students meet following the completion of their major coursework and Field Experience. Final Practicum Supervisor Evaluation Forms were received for 42 students who successfully completed their Practicum during the summer, 2013; fall, 2013 and spring, 2014 sessions. Students enrolled in this course were all Recreation, Parks and Leisure Services majors. All were also seniors preparing to graduate Students graduating from the program shall demonstrate entry-level knowledge about operations and strategic management/administration in parks, recreation, tourism or related professions. 1. Performance Level: Seventy percent of students will attain the 70% mastery standard on an exam. Results: Fall 2013 An exam was administered to students in the one section of Administration of Leisure Time Programs (RPLS 473). There were 49 students and 45 (92%) attained the performance level. Spring 2014 An exam was administered to students in the one section of Administration of Leisure Time Programs (RPLS 473). Thirty-two of the 39 students attained the performance level. 2. Performance Level: Seventy percent of students will attain the 70% mastery standard on the budget assignment. (This assignment is completed individually.) Results: Fall This assignment was required of students in the one section of Administration of Leisure Time Programs (RPLS 473). There were 49 students and all 49 (100%) attained the performance level. Spring This assignment was required of students in the one section of Administration of Leisure Time Programs (RPLS 473). Forty-eight of the 9 students (8%) who completed the assignment attained the performance level. Four students did not complete the assignment. C) When was it assessed? Outcome 1: Demonstrate the ability to design programs and facilities that aid in achieving targeted human experiences Rev. 10/14 Page 10 of 21

11 Program Planning is a core course taught in both fall and spring semesters. Data for this report is drawn from the fall 2013 and spring 2014 semesters. Outcome 2: Demonstrate the ability to implement programs that target particular human experiences for a diverse population. Recreation Leadership is a core course that is taught in both fall and spring semesters. Data for this report is drawn from the fall 2013 and spring 2014 semesters. Outcome 3: Demonstrate the ability to evaluate programs and services that serve a diverse clientele. RPLS 471W: Research Design is a core course that is taught in both fall and spring semesters. Data for this report were drawn from the fall 2013 and spring 2014 semesters. The research design course has moved away from an indirect set of measures; (group written assignment and research report), to a direct measure set of measures that include: (twenty pages of written documentation from each individual student from the class). Both reliability (rubric evaluation instrument and content validity (clearly identifying which specific measures; critical thinking, analytics, and reasoning measures will be reported in future reporting cycles see Appendix I. This new data set is being collected at the end of Fall semester 2014 and the results will be presented in the Year Three of the reporting phases. 3. Performance Level: Seventy percent of students will attain the 80% mastery standard for creating a comprehensive written plan for a specific leisure time program. Beginning with Fall 2013, this performance level was changed to 70% of students will attain the 70% mastery standard. (This assignment is completed individually.) Results: Fall This assignment was required of students in both sections of Program Planning (RPLS 376). There were twenty-eight students in the first section; 3 of these students ceased attending but did not withdraw from the course. Twenty-one (84%) of the remaining 25 students completed all sections of the program plan and all 21 attained the performance level. There were 23 students in the second section; 1 student ceased attending but did not withdraw. Eighteen (82%) of the remaining 22 students completed all sections of the program plan and all 18 attained the performance level. Spring 2014 This assignment was required in the one section of Program Planning (RPLS 376). There were 32 students and 27 (84%) achieved the performance level 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 succeed as professionals at supervisory or higher in park, recreation, tourism or related organizations. Rev. 10/14 Page 11 of 21

12 The Practicum (RPLS 495) is available for students during fall, spring and summer semesters. Data from the summer 2013, fall 2013 and spring 2014 sections of the course is reported. 3. What was learned? In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or analysis of the results. Outcome 1: Demonstrate the potential to succeed as a supervisory professional in the RPLS related field. Thirteen supervisory evaluations were returned for practicum students evaluated with the form found in Appendix F during the summer 2013, fall 2013 and spring 2014 sessions. Average mean scores on were all at 4.20 or higher, with seven students averaging 4.6 or better, indicating that most students achieved a high level of mastery. Fourteen supervisory evaluations were returned for practicum students evaluated with the form found in Appendix G during the summer 2013, fall 2013 and spring 2014 sessions. Average mean scores were all at 3.6 or higher, with ten students averaging 4.4 or better, indicating that most students evaluated with this form achieved a high level of mastery. Nine supervisory evaluations were returned for practicum students evaluated with the form found in Appendix H during the summer 2013, fall 2013 and spring 2014 sessions. Average mean scores were all at 3.82 or higher. While four students had average mean scores between 3.93 and 4.1, the remainder of the students had average mean scores of 4.0 or better, with the remaining students averaging 4.4 or better. This indicates that most students achieved a high level of mastery. Outcome 2: Demonstrate the potential to succeed as a supervisory professional in the RPLS related field: exit evaluation summary data Compilation of Numerical Data Generated by the RPLS Senior Exit Evaluation (Fall 2013 Spring 2014) When you first enrolled in the major, how favorable was your impression of the program? Response range is 1 Very Unfavorable to 5 Very Favorable Fall Spring Now that you have been in the major for a period of time, how favorable is your impression of the program? Response range is 1 Very Unfavorable to 5 Very Favorable Rev. 10/14 Page 12 of 21

13 Fall Spring How high is the quality level of your experiences MSU? Range is 1 Very low to 10 Very High Fall Spring How high is the quality level of the Recreation, Parks and Leisure Services Major? Range is 1 Very low to 10 Very High Fall Spring Please rate how satisfied you are with each of the following program features within the major. Range is 1 Very Unsatisfied to 5 Very Satisfied Academic Advising Fall Spring Program Size Fall Spring Class Size Fall Spring Career Tracks Fall Spring Variety of Courses Fall Spring Rev. 10/14 Page 13 of 21

14 Required Courses Fall Spring Faculty Availability Fall Spring Faculty Instruction Fall Spring Practicum Opportunities Fall Spring Career Preparation Fall Spring Student Exit Survey Summary The department uses the exit survey data to evaluate the effectiveness of our curriculum as well as student readiness to embark on their practicum experiences. On a Likert scale from 1=very to 5=very high, all the scores were near or above mastery and levels of satisfaction were equally high and/or above the norm. The lowest scores were during Fall 2013 For variety of courses offered with a mean of 3.65 and 3.58 for practicum opportunities. These findings support the current actions for improving curriculum course offerings as reflected in the recent academic planning mapping and document process. The recently developed course RPLS 302: Prepracticum course focuses on assisting students with their practicum preparations. The highest overall scores were during Spring 2014 for quality of faculty availability with a mean of 4.28 and 4.25 faculty instruction. These findings support the current actions for improving curriculum course offerings as reflected in the recent academic planning mapping and document process. As a discovery major, we are proud of our ongoing commitment to quality teaching and the importance of being readily available our students. 4. What will the department or program do as a result of that information? In answering this question, please note specific changes to your program as they affect student learning, and as they are related to results from the assessment process. If no changes are planned, please describe why no changes are needed. Rev. 10/14 Page 14 of 21

15 The department will continue to involve students in a variety of learning opportunities ranging from written assignments and research papers to group projects and field activities that present a mixture of content and multiple opportunities for students to demonstrate their ability to achieve the outcomes established for its curriculum. In addition, the department will continue to use some of the more traditional assessment tools such as exams, quizzes and worksheets to afford students an additional array of opportunities to demonstrate their performance. The assessment tools reported on here are evaluated in terms of overall effectiveness, level of measurement and relevance to the particular learning outcomes on a regular basis. For example, the department is moving toward reduction of the number of supervisory evaluation forms used to evaluate its practicum students from three to two forms. This change was implemented beginning with the fall 2013 semester. In addition, the department will continue to revise its rubrics to better reflect and clarify the progression of achievement levels associated with each assignment. For example, a unified departmental rubric for assessing the student self-evaluations of their practicum experiences has been adopted and implemented beginning with the fall 2013 semester. Results from this rubric are reported in the Department Assessment Report. The department will continue to offer relevant coursework that examines various facets of recreation, parks and leisure services management to maintain an accredited program that successfully prepares students for professional careers in the field. The department continues to evaluate the desired learning outcomes for the curriculum and make appropriate adjustments in the outcomes and the assessment tools used to measure each outcome as the nature of the field changes, new techniques are developed, and additional knowledge regarding natural resource management techniques is acquired. For example, the department has been involved an effort to evaluate its core curriculum and realign its learning outcomes to accommodate changing accreditation standards that began nearly three year ago. This effort has produced the revised set of learning outcomes and assessment tools that were identified first in the Department Assessment Plan and have continued to-date. The department has also learned a great deal about the efficacy of its current program during this process. These lessons have led to curricular changes. For example, learning that students struggle more with the basic skills needed to identify a practicum location led the department to create a two credit Pre-Practicum course RPLS 302 that is designed to help them develop those skills at least two semesters before they are eligible to register for the Practicum. In general, the results from this year s assessment indicate that the majority of students are achieving the desired learner outcomes but that students tend to perform less strongly on assignments and projects that require substantial amounts of writing, analysis or synthesis of complex ideas and tend to perform above the minimum standards on assignments and exams that require basic knowledge and hands-on learning. The department will continue to emphasize a variety of assignments in our courses. Students will also be encouraged to seek instructor s assistance when needed. Students who demonstrate writing difficulties will also be encouraged to seek assistance from the university s writing center. 5. What did the department or program do in response to the feedback from last year's assessment report? Rev. 10/14 Page 15 of 21

16 In answering this question, please describe any changes that have been made to improve student learning based on previous assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods. In keeping with its past practice, the department continues to consider the feedback received from its annual assessment reports to enhance the quality of its assessment efforts. Feedback from previous years has been used to add both breadth and depth to the department s assessment efforts for this year. The outcomes examined this year are more measurable and better targeted to the courses in the core than in previous assessment efforts for this portion of the core curriculum. The rubrics for each of the assessment tools have been revised based, in part on feedback received from previous reports. The biggest change to specific course evaluation involved RPLS 471W. This writing intensive course is a capstone course/ critical thinking/ analytical assessment exercise. The course went from a set of indirect measures to direct measures as listed previously in this document. Rev. 10/14 Page 16 of 21

17 Appendix A: Comprehensive Program Plan Rubric Critical Thinking A *B C D Student is able to Student is able to apply course apply course content and content when assignment designing each directions when operational detail designing each meeting at least operational detail three learning meeting all four outcomes at learning acceptable level. outcomes at an acceptable level. Student is able to apply course content and assignment directions when designing each operational detail meeting all four stated learning outcomes at an advanced level. Student is able to apply course content when designing each operational detail meeting at least two learning outcomes at minimal level. Time Management Organizational Skills Assignment is submitted on time. Student is successful in producing an assignment that is organized and professional in appearance according to guidelines. Assignment is submitted on time. Student is able to produce an assignment that is organized and professional in appearance according to guidelines with minor errors. Assignment is submitted on time. Student makes minimal effort to produce an assignment that is organized and professional in appearance according to guidelines. Assignment is submitted on time. Student makes no effort to produce an assignment that is organized and professional in appearance according to guidelines. Mechanics *80% standard of mastery Assignment has no misspellings and/or grammatical errors. Assignment has no more than two misspellings and/or grammatical errors. Assignment has no more than three misspellings and/or grammatical errors. Assignment has no more than four misspellings and/or grammatical errors. Rev. 10/14 Page 17 of 21

18 Appendix B: Group Leadership Plan Rubric Critical Thinking + - Group applies a sixstep model at an acceptable level of success when creating the written plan for a theme oriented social play experience. Group applies a six-step model at an advanced level of success when creating the written plan for a theme oriented social play experience. Group applies a sixstep model at a minimal level of success when creating the written plan for a theme oriented social play experience. Time Management Organizational Skills Mechanics Assignment is submitted on time. Group is successful in producing an assignment that is organized and professional in appearance according to guidelines. Assignment has no misspellings and/or grammatical errors. Assignment is submitted on time. Group is able to produce an assignment that is organized and professional in appearance according to guidelines with minor errors. Assignment has no more than two misspellings and/or grammatical errors. Assignment is submitted on time. Group makes minimal effort to produce an assignment that is organized and professional in appearance according to guidelines. Assignment has no more than three misspellings and/or grammatical errors. Appendix C: Implementation of Group Leadership Plan Rubric Leadership Skills + - Group receives Good rating on 85% of the criteria on the Leadership Observation Form Group receives Excellent or Very Good rating on 85% of the criteria on the Leadership Observation Form. Group receives Fair or Poor rating on 50% of the criteria on the Leadership Observation Form Implementation Skills Group receives Excellent or Very Good rating on 85% of the criteria on the Theme Observation Form. Group receives Good rating on 85% of the criteria on the Theme Observation Form Group receives Fair or Poor rating on 50% of the criteria on the Theme Observation Form Rev. 10/14 Page 18 of 21

19 Appendix D: Individual Game Leadership Rubric Leadership Skills Student receives + rating on 85% of the criteria on the Observation Evaluation Form. + - Student receives rating on 75% of the criteria on the Observation Evaluation Form. Student receives - rating on 50% of the criteria on the Observation Evaluation Form. Appendix E: Research Group Project Rubric Content of Formal Report A B C D In preparing the In preparing the written report, written report, the Group the Group demonstrates demonstrates ability to follow ability to follow the 7 steps of the the 7 steps of the Scientific Scientific Process at an Process at a acceptable level. minimal level. In preparing the written report, the Group demonstrates ability to follow the 7 steps of the Scientific Process at an advanced level. In preparing the written report, the Group demonstrates ability to follow the 7 steps of the Scientific Process at an unacceptable level. Mechanics of Formal Report Time Management for Group Project Questionnaire Design Written report follows APA guidelines for headings citations references table format figure format Group meets all deadlines on the Survey Time Line. Group applies advanced critical thinking skills and computer design skills when preparing the questionnaire. Written report follows APA guidelines for headings citations table format figure format Group meets all deadlines on the Survey Time Line. Group applies acceptable critical thinking skills and computer design skills when preparing the questionnaire. Written report follows APA guidelines for headings citations references Group falls behind on 2 or more deadlines on the Survey Time Line. Group applies minimal critical thinking skills and computer design skills when preparing the questionnaire. Written report does not follow APA guidelines. Group falls behind on 2 or more deadlines on the Survey Time Line. Group applies poor critical thinking skills and computer design skills when preparing the questionnaire. Rev. 10/14 Page 19 of 21

20 Appendix I. RPLS 471W: Designing, Implementing, and Evaluating Services General Instructions and Rubric for Individual Formal Paper Objectives: Within this assignment, each student is expected to provide evidence that you understand the importance of providing services to all people. One way of doing this is to produce a well-written and thought-out response to important recreational questions and issues regarding the delivery of recreation services. While primarily working in small groups, each member will be responsible for identifying the leisure service needs of diverse populations by demonstrating your ability to design, implement and evaluate programs, and services by assessing the impact programs have on participants, recreation providers, and society. Paper Format: First draft must be (at least) 10 pages long. The second draft will be (at least) 10 pages long. Together both drafts must total a minimum 20 pages, typed, double-spaced and in a 12 point Times New Roman font with one-inch margins. Despite the fact that these papers are designed to reflect your thinking process regarding conducting surveys, you must cite external sources for developing an informed opinion based on collected data and analysis. Each student paper must include no less than five sources/citing s. These sources must be legitimate and fully referenced. You must use APA citation style. These individual papers are to be used as proof of your meeting COAPRT standards and therefore must be thoughtful and meaningful. Grading Rubric: The following rubric will be used to evaluate your work. Formal Paper Format Grammar and Spelling Organization Submissions Discussed Significance of Findings Arguments for Final Report Original work Completeness Total Exceeds Standards 3 points Neatly typed, doublespaced, 12 point Times New Roman font, oneinch margins, & 10 pages in length with a minimum of 10 references No errors to less than 3 Survey fully developed, implemented; data analyzed & reported On time for two resubmissions Well-reasoned reflection demonstrates how findings inform practice Claims fully supported by factual evidence/sources Work clearly that of the author and all citations appropriate and properly referenced Addresses all elements contained within the stated objective(s) of assignment and beyond Meets Standards 2 points Paper is neatly typed, double-spaced, point Times New Roman font, one-inch margins and pages in length 6-10 references 3-7 minor errors lacks some proof reading Well-organized but analysis and report are incomplete On time for one resubmission Shows evidence of reasoned reflection and understanding Provides some academic support for claims Work that of the author but relies heavily on cited sources Addresses all elements contained within the stated objective(s) of assignment Unsatisfactory 1-0 points Formatting rules ignored, shorter than 7.5 pages, and/ or less than 6 references Lacks basic proofreading or contains major errors Organization lacking and arguments lack support as cited in the report Late for both resubmissions Lacks reflection and depth Relies solely on opinions or inappropriate sources Work relies almost exclusively on work of others and lack support for claims Fails to address all the elements contained within the stated objective(s) of assignment Score 24 Rev. 10/14 Page 20 of 21

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