Therapeutic Recreation Accreditation
Chapter 7: 7.0 Series Learning Outcomes
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.
Course
COPART
Evidence of
Performance Measure
Performance
Assessment
Evidence of
Specific
Learning
Learning
levels/metrics
Results
Programmatic
Learning
Outcome
Opportunity
Changes
Outcome
Demonstrate
7.01.01
Recr. 120
Activity Analysis Project –
70% of students will
Due to the
The rubric that was
the ability to
assessed by rubric.
score “4” and above
sudden
used for this course
perform an
on the 10 assigned
retirement of
will be updated in
activity
content areas on the
the faculty
spring of 2012 and
analysis.
rubric.
member who
better reflect the
taught this
objectives of the
course, data is
project. Data will be
unavailable.
collected beginning
the academic year of
2011/12.
Identify the
7.01.01
Recr. 120
Client interviewing –
70% of students will
Due to the
The rubric that was
knowledge and
assessed by rubric.
score above a “3” in
sudden
used for this course
skills required
the 5 assigned content retirement of
will be updated in
for effective
areas on the rubric.
the faculty
spring of 2012 and
interpersonal
member who
better reflect the
helping such as:
taught this
objectives of the
principles of
course, data is
project. Data will
empathetic
unavailable.
be collected
communication,
beginning the
boundaries of
academic year of
therapeutic
2011/12.
relationships,
attending and
active listening
skills.
Understanding
7.01.01
Recr. 408
Assessment Tool
70% of students with 70% of students Faculty will add a
of and ability to
select, conduct,
analyze, and
interpret a
variety of
assessment
techniques and
procedures to
determine client
and program
needs.
Understanding
of the purpose
and content of
and the ability
to use
documentation,
as it relates to
clients, staff,
programs,
management,
and quality
assurance and
improvement in
therapeutic
recreation.
7.01.01
Recr. 408
Development - assessed by
rubric.
score “7” or above on
the 5 content areas of
the rubric.
Treatment Plan – assessed by
rubric.
70% of students will
score at 80% or
higher on the
assignment.
are scoring “7”
or above in the
5 content areas
of the rubric.
Some students
are struggling
with writing of
the
“instruction”
protocols for
administering,
scoring and
interpreting of
the assessment
tool.
70% of students
have scored at
80% or higher
on the overall
assignment.
However, it
was noticed
that students
are scoring
lower in the
area of “goal
writing”.
class lecture on
writing protocols for
assessment tools.
Faculty is now
including in class
goal writing
assignments in other
courses (Recr. 301,
303) through the use
of case studies and
scenarios.
7.01.02
Identify the
psychological,
sociological,
physiological,
and historical
significance of
therapeutic
recreation.
Recr. 110
Comprehensive Final
Some exam questions that
reflect these concepts are:
3,4,5,6,7,11,12,13,14,
16,17,28,33,37,41,45,47,
51,56,58,60,61,63,65,75,
79,81,95,96,100
70% of students will
score 70% or above
on the selected
questions.
Identify the
meaning of
therapeutic
recreation and
the current
practices and
philosophies of
the profession.
Recr. 110
LUTube:
Create a video using
technology to share with
the Longwood community
about some aspect of TR.
Assessed by use of rubric.
80% of the students
will score a “9” or
above on Rubric on
the content area of
Discussed concept of
TR – What is TR –
How to tell others
“9” on the Rubric is
“Question was
answered with
confidence so others
understood without
question about the
concept of TR.”
7.01.02
For the past two
years, all
questions (30
total) 70% of
students
achieved 70%
EXCEPT for
questions
5,13,75,79,100.
Also, after
reviewing the
“scantron”
statisitics of the
entire test, it
was noticed
that there are
other questions
70% of students
score below
70%
Students have
consistently
scored at “7-8”
on the Rubric
“Question was
somewhat
answered so
that others
would
understand
what TR was.”
Faculty will revisit
questions to
determine if the
questions are
reliable. Faculty
will determine if
the test items
discriminate
between those
students who
really knew the
material from
those that did not
by using the
Difficulty Index.
Instructor added an
“in class exercise”
to address the
students ability to
understand and
communicate the
meaning of TR to
others. In class
exercise includes
discussion questions
in a small group
format regarding
“definitions and
concepts of TR”.
Some questions
include:
Identify health
care and
therapeutic
recreation
delivery
models,
theories, and
concepts.
7.01.02
Recr. 110
Exam 3 – questions 1-5,
8,10-12, 18-22, 25-27
70% of students will
score 70% or above
on the selected
questions.
Only 25% of
students scored
above 70%.
Is there a difference
between therapeutic
recreation and
recreation therapy?
If so, what?
What is the
difference between
recreation and
therapeutic
recreation?
What makes
therapeutic
recreation unique?
Instructor developed
an in-class exercise
to discuss each
model in small
groups and then to
share with rest of
the class. Some
discussion points
include:
1. Find the common
elements and
explain;
Continuum and
growth;
Belief in strengths
and abilities;
Increasing freedom
and selfdetermination;
Decreasing therapist
control;
Increasing
involvement and
participation in
community.
2. Does this model
represent your
personal philosophy
about TR, clients,
health, and
environment? Why?
7.01.02
Describe the
conceptual
foundations of
play,
recreation,
and leisure for
all populations
and settings.
Recr. 111
Philosophical Paper –
assessed by Rubric.
80% of students will
achieve a “3”
(acceptable) or better
on the philosophy
paper.
98% of students
achieved a “3”
or better.
7.01.02
Recr. 111
Quiz Results/Score
80% of students will
achieve a passing
score (60% and
above) on the quiz.
81% of students
achieved a
passing score.
Demonstrate
knowledge of
the history
and
development
of the leisure
services
profession.
There seems to be a
consistent area of
weakness in criteria
2, 4, and 7 (see
rubric). The
instructor will plan
to emphasize these
areas in class and in
course syllabus in
subsequent
semesters.
However, in criteria
5 (content), students
have a strong
understanding of
leisure philosophy
and terminology.
The purpose for the
history quiz is that
there is so much
material to cover in
this content area. It
is difficult to
include a full
assessment of their
history knowledge
when mixed in with
7.01.02
Describe the
psychological,
sociological,
and
physiological
significance of
play,
recreation,
and leisure
from a
historical and
cultural
perspective of
all
populations,
settings and
services.
7.01.02
Describe the
psychological,
sociological,
and
physiological
significance of
play,
recreation,
and leisure
Recr. 111
Midterm Exam 1, 2, 3, 6, 8,
9, 13, 14, 15, 18, 20, 22, 23,
24, 25, 26, 32, 33, 37, 38, 41
70% of students will
receive 70% or higher
on the selected
questions.
All questions
(41 total) 70%
of students
achieved 70%
EXCEPT for
questions 1, 3,
13, 14, 15, 20,
25, 26.
Recr. 111
Final Comprehensive Exam
Questions 3, 4, 9, 10, 11, 20,
22
70% of students will
receive 70% or higher
on selected questions.
70% of students
in question 3, 9,
11, 22 received
70% or higher.
terminology and
philosophy. In the
future, less
emphasis on dates
and more emphasis
on eras of time will
be used in quiz
questions.
Instructor will
revisit the questions
where students did
not receive 70% and
above on them. The
instructor will
provide an in-class
opportunity for
students to
collaborate with
others on a series of
questions related to
foundational
concepts.
Question 4, 10, and
20 will need to be
revisited and
changed (rewritten)
to enhance better
understanding.
Instructor will
provide more
emphasis in class to
cover these areas.
from a
historical and
cultural
perspective of
all
populations,
settings and
services.
Demonstrate
7.01.03
the
understanding
of the
importance of
maintaining
professional
competence and
the available
resources for
professional
development.
Recr. 461
Professionalism Paper
Assignment
80% of students will
achieve 80% and
above on their ability
to effectively address
and articulate the
understanding of a
profession, code of
ethics, and
professional behavior
in the TR field.
Demonstrate an
understanding
of the current
issues and
trends in the
profession.
Recr. 461
NCTRC Mock Exam:
students apply knowledge in
all questions in the exam as
they make relevant decisions
to professional practice.
70% of students will
score 80% and higher
on the NCTRC Mock
Exam.
7.01.03
2009: 92% of
students
achieved 80%
and above on
the
professionalism
paper
assignment.
2010: 86% of
students
achieved 80%
and above on
the
professionalism
paper.
2009: 91% of
students scored
80% and higher
on the exam.
2010: 62% of
students scored
80% and higher
on the exam.
Although students
scored 80% and
above, there is a
weakness in
students’ clarity and
understanding of
what is a profession
and what constitutes
professional
behavior. The
instructor will
provide more
resources and
discussion on this
topic.
The instructor will
incorporate a review
on concepts that
directly relates to
professional
practice. Additional
discussion on issues
and trends will be
added.
7.01.01 Students graduating from the program shall demonstrate entry-level knowledge of the scope of the profession that is the focus of the
program, along with professional practices of that profession.
7.01.02 Students graduating from the program shall demonstrate entry-level knowledge of the historical, scientific, and philosophical foundations
for the profession(s) for which the program prepares students.
7.01.03 Students graduating from the program shall demonstrate the ability to apply knowledge of professional practice and the historical,
scientific, and philosophical foundations of the relevant profession in decision making.
7.02 Students graduating from the program shall demonstrate the ability to design, implement, and evaluate services that facilitate
targeted human experiences and that embrace personal and cultural dimensions of diversity.
Course Specific COAPRT
Evidence of
Performance Performance
Assessment Results
Evidence of
Learning
Learning
Learning
Measure
levels/metrics
Programmatic
Outcome
Outcome
Opportunity
Changes
Understanding
7.02.01
Recr. 250
Leisure
70% of students will
70% of students are
Faculty will add
and ability to
Education
score at “3” (adequate) or scoring at “3” or higher
additional criteria to
apply leisure
After school
higher on the following
on the sections identified. the rubric which
education
program –
sections: Uses
includes
content and
assessed by a
appropriate closure
“outcomes/goals” and
techniques with
Rubric.
activity, objectives are
“evaluation process”.
individuals,
developmentally and
families, and
individually appropriate
caregivers.
and reflect a range of
individual needs of
diverse learners,
instructional
activities/strategies take
into account the needs of
diverse learners, engages
students in meaningful
activities.
Ability to
implement the
following
principles and
procedures
related to
program/event
planning for
individual,
group, and
community
quality of life.
(assessment
needs, outcome
oriented goals
and objectives,
selection and
coordination of
programs,
marketing or
programs,
operation and
maintenance of
venues,
implementing
and evaluating
the programs).
7.02.01
Ability to plan, 7.02.02
facilitate and
evaluate
individual,
group and
community
programs and
events.
Recr. 371
Program Plan
Project –
assessed by
rubric.
70% of students will
achieve 70% or greater
on the rubric.
Due to the sudden
retirement of the faculty
member who taught this
course, data is
unavailable.
Create a rubric that
specifically assesses
particular principles
listed in the learning
outcome. Once the
data is assessed from
the rubric,
appropriate changes
in their performance
will be identified for
possible changes.
Recr. 205
Organized
Agency
Activity
Projects
(total of 12)
– assessed by
rubric.
After 2 scheduled
activity leadings, 70%
of students will score
an average of “6” on
points in the
“Preparation” content
area.
70% of students are not
scoring at a “6” after 2
scheduled leadings. It is
taking students 5 activity
leads to score at this
level.
Students will lead
their classmates in
activities during class
prior to the organized
agency activity
projects to improve
on the “preparation”
phase of leading
activities.
Ability to use
various
leadership
techniques to
enhance
individual,
group, and
community
experiences.
7.02.02
Recr. 205
Organized
Agency
Activity
Projects –
Design and
implement
intervention
strategies for
groups and
individual
sessions based
on disability.
7.02.02
Recr. 320
Intervention
session –
assessed by
rubric.
70% of students will
score a “5” or above in
all of the content areas
except
“debriefing/processing”
content area.
Identify ways of
"reflection" for
self and clients
served.
7.02.02
Recr. 320
Intervention
session –
assessed by
rubric.
70% of students will
score a “5” or above in
the
“debriefing/processing”
content area of the
rubric.
Ability to
implement the
following
principles and
procedures
related to
program/event
planning for
individual,
group, and
7.02.03
Recr. 371
Program Plan
Project
70% of students will
achieve 70% or greater
on the rubric.
(total of 12)
assessed by
rubric.
After 3 scheduled
activity leadings, 70%
of students will score
an average of “6” on
points in the
“Implementation”
content area.
70% of students are not
scoring at a “6” after 3
scheduled leadings. It is
taking students 6 leadings
to score at this level.
Students will lead
their classmates in
activities during class
prior to the organized
agency activity
projects to improve
on the
“implementation”
phase of leading
activities.
70% of students are
Faculty have
scoring at “5” or above
identified that
on all content areas
students are needing
except “transitioning and more speaking
eye contact”.
opportunities in the
curriculum and have
decided to add oral
presentations in
freshman level
courses.
70% of students are not
Faculty will add more
scoring at “5” or above in lecture time to this
the
topic and investigate
“debriefing/processing” implementing a
separate project on
content area of the
debriefing techniques.
rubric.
Due to the sudden
retirement of the faculty
member who taught this
course, data is
unavailable.
Create a rubric that
specifically assesses
particular principles
listed in the learning
outcome. Once the
data is assessed from
the rubric,
appropriate changes
in their performance
will be indentified for
community
quality of life.
(Evaluation or
programs and
events)
7.02.03
Demonstrate
comprehension
of the purpose,
basic
procedures,
interpretation
and
application of
research and
evaluation
methodology
related to
leisure
services.
7.02.03
Demonstrate
comprehension
of the issues in
therapeutic
recreation
research.
possible changes.
Recr. 470
Final
Research
Proposal
70% of students will
achieve 70% or greater
on the rubric.
Due to the sudden
retirement of the faculty
member who taught this
course, data is
unavailable.
Create a rubric that
specifically assesses
particular principles
listed in the learning
outcome. Once the
data is assessed from
the rubric,
appropriate changes
in their performance
will be indentified for
possible changes.
Recr. 470
Critique of
Professional
Research
70% of students will
achieve 70% or greater
on the rubric.
Due to the sudden
retirement of the faculty
member who taught this
course, data is
unavailable.
Create a rubric that
specifically assesses
particular principles
listed in the learning
outcome. Once the
data is assessed from
the rubric,
appropriate changes
in their performance
will be indentified for
possible changes.
7.02.01 Students graduating from the program shall demonstrate the ability to design recreation and related experiences clearly reflecting
application of knowledge from relevant facets of contemporary professional practice, science and philosophy.
7.02.02 Students graduating from the program shall demonstrate the ability to facilitate recreation and related professional experiences for
diverse clientele, settings, cultures, and contexts.
7.02.03 Students graduating from the program shall demonstrate the ability to evaluate recreation and related professional service offerings
and to use evaluation data to improve the quality of offerings.
7.03 Students graduating from the program shall be able to demonstrate entry-level knowledge about management/administration in
parks, recreation, tourism and/or related professions.
Course
COAPRT
Evidence of
Performance
Performance
Assessment
Evidence of Programmatic
Specific
Learning
Learning
Measure
levels/metrics
Results
Changes
Learning
Outcome
Opportunity
Outcome
Demonstrate
7.03.01
Recr. 237
Midterm Exam: 70% or students 2012: 70% of
Areas of weakness are on
knowledge in
specific
will achieve
the students
terminology, specifically
the
questions related 70% or higher
achieved 70%
policies, inherent risks, and
understanding
to risk
on the questions. and better on
negligence. Instructor will
of risk
management
questions 5, 6,
enhance the discussions related
assessment,
and
in T/F and
to negligence and types of risks.
liability and
terminology.
questions 1, 3, 4,
negligence.
Questions 5, 6, 7
5, 8 on fill in the
in T/F, questions
blank.
1-9 in Fill in the
Blank.
7.03.02
Recr. 410
Budget Plan
70% of students Due to the
Create a rubric that specifically
Understand
will achieve
sudden
assesses particular principles
and apply the
Marketing
Plan
70%
or
greater
retirement
of
the
listed in the learning outcome.
fundamental
on
the
rubric.
faculty
member
Once the data is assessed from
principles and
who
taught
this
the rubric, appropriate changes
procedures of
course, data is
in their performance will be
management,
unavailable.
indentified for possible changes.
within the
practice areas
of the
recreation
practitioner
and TR
specialist.
NCTRC
Prometric data
in organization
of TR/recreation
therapy service.
60% of students
will perform at
or above the
minimum
acceptable
competency
2009-2011:
56.7 % of
students
performed at or
above the
minimum
Faculty will redesign the course
and meet directly with the
faculty member teaching the
course to discuss the areas of
weakness and to enhance the
course content.
level in the
organization of
TR content area.
acceptable
competency
level.
7.03.01 Students graduating from the program shall be able to recognize basic facts, concepts, principles, and procedures of
management/administration in parks, recreation, tourism and/or related professions.
7.03.02 Students graduating from the program shall be able to apply entry-level concepts, principles, and procedures of
management/administration in parks, recreation, tourism, and/or related professions.
7.04 Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 400 clock
hours, the ability to use diverse, structured ways of thinking to solve problems related to different facets of professional practice,
engage in advocacy, and stimulate innovation.
Course Specific
Specific
Evidence of
Performance
Performance
Assessment
Evidence of Programmatic
Learning
Learning
Learning
Measure
levels/metrics
Results
Changes
Outcome
Outcome
Opportunity
7.04
Recr. 492
Senior
80% of students Students have
Due to the consistency of the
Demonstrate
Internship
will
achieve
a
consistently
scoring from midterm and final
skills in the
BAITTR
–
minimum
of
a
scored
“3”
and
BAITTR, faculty were
practical
particular skills. “3” on the
above on the
concerned that agency intern
application of
Questions
1,
3,
midterm
BAITTR
from
supervisors were
knowledge and
10, 13, 22, 25,
BAITTR in the
midterm to final. misinterpreting the numbers in
theory related to
32, 34, 43, 44.
skills identified.
the likert scale. Therefore,
the delivery of
80% of students
faculty re-designed the scale
therapeutic
will improve on
and added percentages with
recreation
the midterm
description criteria to better
services.
score.
reflect the distinctions between
the numbers. In addition, in
2010, a letter is sent to agency
supervisors to inform them of
the purpose of the BAITTR tool
in order to guide them in more
accurately evaluating the intern.
Phone contact is made during
the first week of the internship
to emphasize the importance of
the BAITTR evaluation.