Conclusions and Recommendations
The final section of this report addresses conclusions drawn from both formal and
informal analyses of assessment activities in the Department of Recreation and Tourism
Management (RTM) during the 2010-11academic year. As noted, in the preceding pages,
the specific department learning outcome that was evaluated was Emotional Intelligence
(EI), but it was soon recognized that since portfolios have historically been the primary and
most tangible form of assessment, it was impossible to provide a realistic picture of
assessment practices without looking at portfolios.
Findings suggest that while Emotional Intelligence remains a reasonable
competency for students entering careers for which this major prepares them, tracking the
practice of administering and retaining baseline and follow-up data (pre- and post-test)
was difficult to establish, and was almost impossible to associate with specific cohorts of
students. Because students are allowed to take courses based on their schedules, the order
in which they take courses is inconsistent; though most take courses in clusters by level
(200s, 300s, 400s). Current practices, by default, can best be described as informal
sampling, the significance of which is not clear at this writing. The department may wish to
formalize and refine this process in the future in order to strengthen validity of results that
inform future direction.
The portfolio process is a complex one, and one that also requires consistency over
time and instructors. In addition, the use of portfolios in the assessment of student
learning is an ever-evolving area of practice within education at all levels. The department
has offered several options to students to maintain portfolios in both hard-copy and
electronic formats. Results of portfolio analysis by newer faculty members revealed
relatively low levels of clarity about what students actually learned in courses based on the
evidence offered. With three newer full-time, tenure track faculty members to support
assessment initiatives among their ranks, efforts to develop and review assessment
practices should become more consistent, become integrated into departmental curriculum
expectations, and eventually become part of the culture. It is also hoped that part-time
faculty will also become involved from date of hire, with expectations to assign and instruct
students to retain key assignments that will become part of their portfolios (RTM 490
capstone course, and RTM Senior Internship). At this point, assessment of student learning
outcomes is moving forward within the department, but has been slowed due to rapid
growth, changing faculty and assessment liaisons, and inconsistency in maintaining
data/results.
The Department of Recreation and Tourism Management is also shifting its
academic review process from internal (program review) to external (NRPA/COAPRT)
accreditation. This may also help faculty identify and streamline assessment practices at
both the course and departmental levels Proposed development of anew course on
professional ethics (or making it a larger component of the capstone course)will align
department assessment strategies with those of other professional preparation curricula
throughout the College of Health and Human Development.
Below is a list of strategies presented at recent faculty meetings and discussed by
faculty. Evident in activities to be undertaken during academic year 2011-12, preparation
for external accreditation review, and other assessment –related initiatives, it is evident
that the department has begun to recognize that assessment, to be done well, is a
continuous process that has to be shared if it is to be done well. Course-by-course
assessment has not been discussed, but will come about once the “key assignments” matrix
for portfolios has been affirmed. Faculty members have shared that they are assessing
student learning in a variety of ways, including developing or refining rubrics for
evaluating assignments, that may be directly related to neither EI or nor portfolio
assessment. After all, this annual evaluation of departmental assessment focused on only
one primary, and one secondary departmental SLO; Emotional Intelligence, and student
portfolios.
A tentative 5-year plan is provided in Appendix__. It is anticipated that this plan will
continue to evolve over time, and become solidified through the review of key assignments,
course-by-course assessment practices and preparation for external accreditation.