CALIFORNIA STATE UNIVERSITY, CHICO
ANNUAL PROGRAM ASSESSMENT REPORT
Date: AY 2014-­­2015
1. Assessment of Student Learning Outcomes
1. Name and Contact Information of Program Assessment Coordinator:
Laurie Browne
Yolo 193
lpbrowne@csuchico.edu
898-4052
2. Student Learning Outcomes
RHPM SLOs
1. Demonstrate foundational, historical and practical knowledge and ability representative of the recreation,
hospitality and park professions.
1.1 Demonstrate knowledge of the scope of the profession along with professional practices of that profession.
1.2 Demonstrate knowledge of the a) historical, b) scientific, and c) philosophical foundations of these
professions.
1.3 Demonstrate the ability to apply techniques and processes relevant to the profession.
2. Demonstrate the ability to create and provide services targeting human experiences, which embrace personal
and cultural dimensions of diversity.
2.1 Demonstrate the ability to design and implement recreation and related experiences.
2.2 Demonstrate the ability to facilitate experiences for diverse clientele, settings, cultures, and contexts.
2.3 Demonstrate the ability to evaluate service offerings, using evaluation data to improve the quality of
offerings.
3. Demonstrate entry-­­level knowledge (concepts, principles and procedures) about management administration in
parks, hospitality and recreation professions.
3.1 Demonstrate knowledge of management/administration history and ethics.
3.2 Demonstrate knowledge of managing personnel.
3.3 Demonstrate knowledge of in marketing.
3.4 Apply basic concepts and techniques related to budget and financial documents.
3.5 Apply basic concepts and techniques related to strategic planning.
4. Demonstrate the ability to apply critical skill sets related to different facets of professional practice.
4.1 Ability to apply critical thinking and problem solving.
4.2 Ability to demonstrate written, oral, and presentation skills required by the profession.
3. Course Alignment Matrix:
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
Page 1 of 10
RHPM SLOs
1. Demonstrate foundational, historical and
practical knowledge and ability representative of
the recreation, hospitality and park professions.
1.1 Demonstrate knowledge of the scope of
the profession along with professional
practices of that profession.
1.2 Demonstrate knowledge of the a)
historical, b) scientific, and c) philosophical
foundations of these professions.
1.3 Demonstrate the ability to apply
techniques and processes relevant to the
profession.
2. Demonstrate the ability to create and provide
services targeting human experiences, which
embrace personal and cultural dimensions of
diversity.
2.1 Demonstrate the ability to design and
implement recreation and related
experiences.
2.2 Demonstrate the ability to facilitate
experiences for diverse clientele, settings,
cultures, and contexts.
2.3 Demonstrate the ability to evaluate service
offerings, using evaluation data to improve the
quality of offerings.
3. Demonstrate entry-­­level knowledge (concepts,
principles and procedures) about management
administration in parks, hospitality and
recreation professions.
3.1 Demonstrate knowledge of
management/administration history and
ethics.
3.2 Demonstrate knowledge of managing
personnel.
3.3 Demonstrate knowledge of in marketing.
3.4 Apply basic concepts and techniques
related to budget and financial documents.
3.5 Apply basic concepts and techniques
related to strategic planning.
4. Demonstrate the ability to apply critical skill
sets related to different facets of professional
practice.
4.1 Ability to apply critical thinking and
problem solving.
4.2 Ability to demonstrate written, oral, and
presentation skills required by the profession.
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
Comput-­­
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Literacy
RECR
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Intro
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RECR
220
Plan
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Eval
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Lead
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Page 2 of 10
4. Learning Outcome(s) Assessed in AY 2013-­­2014:
Targeted SLOs for AY 2013-­­2014
4.1 Ability to apply critical thinking and problem solving.
4.2 Ability to demonstrate written, oral, and presentation skills required by the profession.
Regularly assessed SLOs
1.1 Demonstrate knowledge of the scope of the profession along with professional practices of that profession.
1.2 Demonstrate knowledge of the a) historical, b) scientific, and c) philosophical foundations of these
professions.
1.3 Demonstrate the ability to apply techniques and processes relevant to the profession.
2.1 Demonstrate the ability to design and implement recreation and related experiences.
2.2 Demonstrate the ability to facilitate experiences for diverse clientele, settings, cultures, and contexts
2.3 Demonstrate the ability to evaluate service offerings, using evaluation data to improve the quality of
offerings.
3.1 Demonstrate knowledge of management/administration history and ethics.
3.2 Demonstrate knowledge of managing personnel.
3.3 Demonstrate knowledge of in marketing
3.4 Apply basic concepts and techniques related to budget and financial documents.
3.5 Apply basic concepts and techniques related to strategic planning.
5. Assessment Methodology Used:
To assess the targeted SLOs from AY 2013-­­2014, we administered a survey designed to explore students’ critical
thinking in the domains of reading, writing, and in-­­class discussions. We administered this survey at the beginning
and again at the end of the semester to students enrolled in our 3 entry-­­level core classes: RECR 200, RECR 220,
and RECR 260.
We also targeted our SLO related to writing by creating a series of informal and formal writing assignments that
we administered in RECR 220 and RECR 260. Open-­­ended questions were included on the critical thinking
questionnaire to assess students’ perceptions of the writing abilities before and after their experiences in these
courses. Responses from students in these courses were compared with the responses from students in RECR
200 who did not participate in the writing curriculum.
Regularly assessed SLOs were assessed using embedded exams and assignments. In each course, instructors
assessed the percentage of students scoring 70% or greater on designated exams and assignments. In all cases,
all students enrolled in the class were included in the reporting.
A budget prospectus assignment was used to assess SLO 3.4. A team of faculty used an assessment rubric to
evaluate students’ oral defense of their prospectus that allowed the department an authentic indicator of this
SLO. For this assignment, students develop a program budget prospectus for a new business proposal that
includes operating revenues, revenue from loans and investments, capital expenditures, and operating
expenditures. Students demonstrate skills in reviewing and defending their prospectus to peers and a second
professor in the department.
To augment course-­­embedded measures of the SLOs, we administered a Senior Summit survey to students
exiting the RECR program in both Fall 2013 and Spring 2014 semesters. Items were developed to assess
students’ perceptions of increased knowledge related to all departmental SLOs. A total of 44 students
completed the anonymous online survey in Fall 2013 and 67 completed the survey in Spring 2014.
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
Page 3 of 10
6. Assessment Results:
Student
Learning
Outcome
Sample and
Sample Size
Measure
Percent of Students
Achieving 70% or
greater
Change from AY 2012-­­2013
RECR 200
NFall’13 = 96
NSpring’14 = 81
RECR 220
NFall’13 = 73
NSpring’14 = 85
RECR 260
NFall’13 = 36
NSpring’14 = 29
Combined scores from quizzes & Hospitality
Reading
60% (Fall 2013)
19% (Spring 2014)
No comparison data available
Deep Dive 1
89% (Fall 2013)
88% (Spring 2014)
No comparison data available
Research a P & R Department
95% (Fall 2013)
90% (Spring 2014)
No comparison data available
1.2
RECR 200
NFall’13 = 96
NSpring’14 = 81
Combined scores from quizzes
81% (Fall 2013)
70% (Spring 2014)
No comparison data available
1.3
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 400 (BE)
NSpring’14 = 43
RECR 400 (JH)
NFall’13 = 29
RECR 371
Deep Dive 3
89% (Fall 2013)
90% (Spring 2014)
No comparison data available
Combined scores from quizzes
79% (Spring 2014)
No comparison data available
Scenario assignments
93% (Fall 2013)
No comparison data available
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have adequate knowledge of historical, scientific,
and philosophical foundations of the field when
you graduate?”
53.3% said “Probably or
Definitely Will” (Fall
2013);
55.2% said “Probably or
Definitely Will” (Spring
2014)
82.2% said “Probably or
Definitely Will” (Fall
2013);
100% said “Probably or
Definitely Will” (Spring
2014)
72% said “Probably or Definitely
Will” in Spring 2013
Decline from previous AY
1.1
1.1-­­1.3
Data not reported
“To what extent do you feel you will or will not
have the ability to apply knowledge to make
sound decisions in professional practice?”
2.1
2.2
94% said “Probably” or
“Definitely Will” in Spring 2013
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 260
NFall’13 = 36
NSpring’14 = 29
Program Plan
88% (Fall 2013)
86% (Spring 2014)
No comparison data available
Research P & R Department
No comparison data available
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to design programs and events?”
95% (Fall 2013)
90% (Spring 2014)
91% (Fall 2013)
98% (Spring 2014)
89% said “Probably or
Definitely Will” (Fall
2013);
91.1% said “Probably or
Definitely Will” (Spring
2014)
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 260
NFall’13 = 36
NSpring’14 = 29
Program Plan Presentation/Facilitation
100% (Fall 2013)
100% (Spring 2014)
No comparison data available
Service learning paper & presentation
93% (Fall 2013)
92% (Spring 2014)
No comparison data available
Graduating
Seniors
NFall’13 = 45
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to implement and deliver
89% said “Probably or
Definitely Will” (Fall
2013);
94% said “Probably” or
“Definitely Will” in Fall 2012;
94% said “Probably” or
Accessibility Critique
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
94% said “Probably” or
“Definitely Will” in Fall 2012;
91% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
Page 4 of 10
2.3
NSpring’14 = 67
programs or events?”
92.4% said “Probably or
Definitely Will” (Spring
2014)
“Definitely Will” in Spring 2013
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 260
NFall’13 = 36
NSpring’14 = 29
RECR 300
NFall’13 = 72
NSpring’14 = 68
Program Plan-­­ Phase 4
100% (Fall 2013)
100% (Spring 2014)
No comparison data available
Service learning paper & presentation
93% (Fall 2013)
92% (Spring 2014)
No comparison data available
Observation study
90% (Fall 2013)
80% (Spring 2014)
85% (Fall 2013)
90% (Spring 2014)
85% (Fall 2013)
90% (Spring 2014)
82.3% said “Probably or
Definitely Will” (Fall
2013);
94% said “Probably or
Definitely Will” (Spring
2014)
No comparison data available
88% (Spring 2014)
No comparison data available
Interview study
Online survey
3.1
3.2
3.1 & 3.2
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to evaluate service offerings,
using evaluation data to improve the quality of
offerings?”
RECR 400
NSpring’14 = 43
RECR 400 (JH)
NFall’13 = 29
Combined quiz scores (Ch. 1-­­3)
RECR 400
NSpring’14 = 43
RECR 400 (JH)
NFall’13 = 29
RECR 301
NFall’13 = 45
NSpring’14 = 67
Combined quiz scores (Ch. 13)
93% (Spring 2014)
No comparison data available
Quiz Ch. 13
65.5% (Fall 2013)
No comparison data available
Six quizzes
91% (Fall 2013)
93% (Spring 2014)
69% (Fall 2013)
71.5% (Spring 2014)
100% (Fall 2013)
100% (Spring 2014)
98% (Fall 2013)
92.5% (Spring 2014)
100% (Fall 2013)
95% (Spring 2014)
80% said “Probably” or
“Definitely Will” in Fall
2013; 92.6% said
“Probably” or “Definitely
Will” in Spring 2014
79% (Spring 2013)
Improvement from previous AY
87% (Spring 2013)
Improvement from previous AY
100% (Spring 2013)
“To what extent do you feel you will or will not
have the ability to apply varied leadership skills
and abilities to suit a situation?”
84.4% said “Probably” or
“Definitely Will” in Fall
2013; 95.4% said
“Probably” or “Definitely
Will” in Spring 2014
97% said “Probably” or
“Definitely Will” in Fall 2012
95% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
Program Plan-­­ Phase 3
100% Fall 2013
100% Spring 2014
No comparison data available
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to apply the concepts and
principles of marketing?”
75% said “Probably or
Definitely Will” (Fall
2013);
89.2% said “Probably or
Definitely Will” (Spring
2014)
80% said “Probably” or
“Definitely Will” in Fall 2012;
87% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
Covered in class but no direct measures
Final exam
Presentation
Paper 1
Paper 2
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
3.3
RECR 220
NFall’13 = 74
NSpring’14 = 85
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
91% said “Probably” or
“Definitely Will” in Fall 2012
88.3 said “Probably” or
“Definitely Will” in Spring 2013
Improvement from previous AY
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to apply personnel management
principles and concepts in the field?”
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
97% (Spring 2013)
88% (Spring 2013)
Improvement from previous AY
91% said “Probably” or
“Definitely Will” in Fall 2012;
95% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
Page 5 of 10
3.4
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 420
NFall’13 = 48
NSpring’14 = 53
Program Plan-­­ Phase 3
100% Fall 2013
100% Spring 2014
No comparison data available
Prospectus
92% (Fall 2013)
93% (Spring 2014)
100% (Fall 2013)
95.5% (Spring 2014)
100% (Fall 2013)
97.8% (Spring 2014)
No longer given
81% (Fall 2013)
78.3% (Spring 2014)
98% (Spring 2013)
Decline from previous AY
100% (Spring 2013)
Financial transactions exam
Budget balancing exam
Proforma exam
Cash flow statement exam
3.5
4.1
4.2
100% (Spring 2013)
100% (Spring 2013)
89% (Spring 2013)
Decline from previous AY
86% said “Probably” or
“Definitely Will” in Fall 2012
89% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to apply basic concepts and
techniques related to budgeting and financial
documents.”
68.9% said “Probably” or
“Definitely Will” in Fall
2013;
87.7 said “Probably” or
“Definitely Will” in Spring
2014
RECR 400
NSpring’14 = 43
RECR 400 (JH)
NFall’13 = 29
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Combined quiz scores (Ch. 7 & 8)
95% (Spring 2014)
No comparison data available
Quiz Ch. 9
52% (Fall 2013)
No comparison data available
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to conduct strategic
organizational planning.”
89% said “Probably or
Definitely Will” (Fall
2013);
97% said “Probably or
Definitely Will” (Spring
2014)
97% said “Probably” or
“Definitely Will” in Fall 2012;
92% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
RECR 200
NFall’13 = 96
NSpring’14 = 81
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 260
NFall’13 = 36
NSpring’14 = 29
RECR 220
NFall’13 = 74
NSpring’14 = 85
RECR 260
NFall’13 = 36
NSpring’14 = 29
Critical Thinking Survey
Students completed a 36-­­item pre-­­ and post-­­
semester self-­­report assessing their critical
thinking abilities in the areas of reading, writing,
class discussion, and in general.
Significant change in all
three domains:
Writing (t=.707, p<.05)
Reading (t=4.96, p<.05)
Discussion (t=3.76,
p<.05)
In general (t=5.21, P<.05)
No comparison data available
Investigations
93% (Fall 2013)
74% (Spring 2014)
No comparison data available
Investigations
77% (Fall 2013)
78% (Spring 2014)
No comparison data available
RECR 400 (JH)
NFall’13 = 29
RECR 400 (BE)
NSpring’14 = 43
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Case study reports
85% (Fall 2013)
No comparison data available
Case Analysis
84% (Spring 2014)
No comparison data available
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to think critically and engage in
productive problem solving.”
93% said “Probably” or
“Definitely Will” in Fall
2013;
98.5% said “Probably” or
“Definitely Will” in Spring
2014
97% said “Probably” or
“Definitely Will” in Fall 2012
94% said “Probably” or
“Definitely Will” in Spring 2013
RECR 200
NFall’13 = 96
NSpring’14 = 81
Written Career Preparation Portfolio score
92% (Fall 2013)
90% (Spring 2014)
No comparison data available
Oral presentation of interview with professional
84% (Fall 2013)
75% (Spring 2014)
86% (Fall 2013)
80% (Spring 2014)
RECR 220
NFall’13 = 74
Written Deep Dives-­­ combined score
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
No comparison data available
Page 6 of 10
NSpring’14 = 85
Oral Program Plan Presentation/Facilitation
RECR 260
NFall’13 = 36
NSpring’14 = 29
Investigations
Wheelchair reaction paper
Service learning presentations
100% (Fall 2013)
100% (Spring 2014)
77% (Fall 2013)
78% (Spring 2014)
97% (Fall 2013)
95% (Spring 2014)
93% (Fall 2013)
92% (Spring 2014)
96.5% (Fall 2013)
100% (Fall 2013)
No comparison data available
RECR 400 (JH)
NFall’13 = 29
Written Business Correspondence Assignment
Oral presentation
RECR 400
NSpring’14 = 43
RECR 300
NFall’13 = 72
NSpring’14 = 68
Graduating
Seniors
NFall’13 = 45
NSpring’14 = 67
Written Business Correspondence Assignment
Oral presentation
Oral presentation
93% (Spring 2014)
86% (Spring 2014)
75% (Fall 2013)
90% (Spring 2014)
No comparison data available
Senior Summit online questionnaire:
“To what extent do you feel you will or will not
have the ability to make oral presentations.”
87% said “Probably” or
“Definitely Will” in Fall
2013
92.4% said “Probably” or
“Definitely Will” in Spring
2014
82% said “Probably” or
“Definitely Will” in Fall
2013
89.5% said “Probably” or
“Definitely Will” in Spring
2014
97% said “Probably” or
“Definitely Will” in Fall 2012
99% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
“To what extent do you feel you will or will not
have the ability to communicate through writing.”
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
No comparison data available
No comparison data available
86% said “Probably” or
“Definitely Will” in Fall 2012
92% said “Probably” or
“Definitely Will” in Spring 2013
Decline from previous AY
Page 7 of 10
7. Analysis / Interpretation of Results
These findings lend support to some existing areas of concern as well as illuminate some new areas where we
might focus program improvement efforts. One area that we are proud of is the extent to which we appear to
target critical thinking, writing, and oral communication across our curriculum. As an area of focus for our AY
2013-­­2014 assessment efforts, we sought to better understand the role of critical thinking and writing
specifically in our core classes by (a) creating and pilot testing a new measure of critical thinking, and (b)
conducting an internal audit of how instructors target these outcomes in their respective courses. The results
from the critical thinking assessment revealed significant change from pre-­­ to post-­­test on students self-­­ reported
critical thinking skills in the areas of reading, writing, class discussions, and in general.
Writing, on the other hand, is an area of concern. Open ended questions included on the critical thinking
assessment indicated that students struggle to see the relevance of writing in their professional preparation and
do not enjoy writing in our core classes. Our internal audit confirmed that we indeed engage students in writing
across our curriculum, but the findings of our annual assessment suggest that we should consider ways to
educate students on the value of writing and make consistent our writing pedagogies so students have the
opportunity to develop their writing as they progress through our core curriculum.
Analysis of course-­­embedded measures revealed an additional concern related to student learning outcome 3.4
(“apply basic concepts and techniques related to budget and financial documents”). Our results indicate that
scores on two of the indicators declined from the previous academic year; students’ responses on the Senior
Summit Questionnaire revealed a decline in the extent to which they thought they were adequately prepared to
apply financial management techniques upon graduation. We believe this finding could be related to the
intensity of the primary course in which students gain these skills (RECR 420)-­­ to many students this our most
challenging course. It is also the only course in which students practice financial management. These results
will be shared with our faculty and our advisory board in order to consider more effective ways to give students
the confidence to apply their financial management skills in the field.
Our review of this report also revealed some gaps in our curriculum, most notably the lack of coverage for SLO
3.3 (“Demonstrate knowledge of in marketing”). It appears this SLO is only minimally covered at the introductory
level. This is another finding we plan to share with our upcoming Advisory Board meeting in order to assess
their perceptions on the importance of marketing skills in the field. SLO 3.5 (“Apply basic concepts and
techniques related to strategic planning”) is similarly in the sense that it is only minimally addressed and appears
to be an area students do not feel adequately prepared to apply in their future profession.
It is also worth noting our shared concern with the lack of longitudinal measures of course-­­embedded indicators.
Many of the SLOs reported above lack comparison data for various reasons, including faculty leaves and course
redesign. Our best mechanism for comparing the SLOs from year to year appears to be our Senior Summit
Questionnaire; however, there are several reasons why we need to augment this measure with more
representative course-­­embedded indicators.
These results have been and will continue to be discussed at our bi-­­monthly faculty meetings. We allocate
roughly 5 minutes each meeting to assessment, at which time we interpret findings and discuss program
improvement goals. The DRHPM Curriculum Committee is also reviewing our core curriculum to identify areas
of overlap and weakness; these findings will be instrumental to any recommendations this Committee brings to
the faculty. We also have an Advisory Board that meets in person twice each academic year. During this
meeting, we share our assessment results and gather our Board members’ feedback on our findings and their
recommendations for program improvement.
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
Page 8 of 10
8. Planned Program Improvement Actions Resulting from Outcomes (if applicable)
The following program improvement actions will be discussed amongst the faculty and Advisory Board:
Examine strategies for writing across the curriculum. Our findings indicate that we target writing in several
classes yet students do not appear to recognize the value of writing and do not feel prepared to write effectively
upon graduation. One way we can address this problem is by using common writing rubrics across our
curriculum and using those rubrics to engage students in a more longitudinal development of writing over time.
Examine strategies for practicing and applying financial management in places other than RECR 420. We are
ideally positioned to examine how and when we develop financial management skills because of the recent
retirement of RECR 420’s longtime instructor, Dr. Roger Guthrie. One specific place we might be able to
encourage students to practice financial management is in the Internship Program.
Increase opportunities for students to develop marketing skills. This is a concern we are currently addressing in
our Curriculum Committee by exploring if and how to combine our departmental marketing course, RECR 422
(not currently a core requirement) with RECR 201 (a required core class focused on computer skills) in order to
make a digital marketing course required for all majors.
Explore the feasibility of a portfolio system of assessment. One of the most consistent challenges when
assessing our student learning outcomes is the lack of benchmarked or longitudinal data. Instructor turnover
and course redesign prevent the extent to which the same course-­­embedded indicators are offered year after
year, thus we lack the data necessary to consider trends within our curriculum. We also recognize that our
course-­­embedded indicators do not allow insight into students’ growth over time, the simply provide snapshots of
performance on a single measure as assessed by a single instructor. To explore the feasibility of a portfolio
system we are currently gathering examples of portfolio systems used by similar programs across the country.
While it will likely be some time before we can adopt this system of assessment, we will begin to consider its
feasibility in our Curriculum Committee.
Create system to gather assessment data from the Internship Program. One of the biggest concerns with our
assessment practices is the lack of data from our Internship Program. We currently expect our students to have
the opportunity to master just about every SLO during their Internship, yet we do not have an effective
mechanism for assessing their experience. Dr. Laurie Browne, with the support of a CELT Learning Enhancement
Grant, is currently leading a departmental effort to design opportunities to apply and reflect on these SLOs
during their Internship. Central to this effort is the development of a new assessment measure that would be
completed by interns and their site supervisors before, during, and after their internship experience. A draft of
that measure is attached. Once this instrument is tested for reliability, the faculty will consider how to integrate
the tool with the existing Senior Summit Questionnaire to provide longitudinal measures of students’ growth
over time.
9. Planned Revision of Measures or Metrics (if applicable)
While the Critical Thinking Questionnaire yielded significant results, it was logistically too difficult to administer
again this year (too long, too many students taking it multiple times, not enough class time). A revised measure
is currently being pilot tested in RECR 220.
10. Planned Revisions to Program Objectives or Learning Outcomes (if applicable)
Not applicable.
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
Page 9 of 10
11. Changes to Assessment Schedule (if applicable)
Not applicable.
12. Information for Next Year
Our goals for the upcoming year are to focus on assessing SLOs in the Internship Program. Dr. Laurie Browne
will be the contact person for the 2014-­­2015 AY Assessment Report.
2. Appendices (please include any of the following that are applicable to your program)
A. Critical Thinking Questionnaire used in the 2013-­­2014 AY Assessment Report, pilot instrument to be reported
in the 2014-­­2015 Report.
B. Draft of the proposed Internship Assessment
C. Example of the Portfolio System we are currently exploring.
DRHMP AY2013-­­2014 DRHPM AY2013-­­2014 Assessment Report.doc
Page 10 of 10
RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
RHPM Critical Thinking Questionnaire
One of the learning outcomes for our department’s students is to think critically and solve problems. As faculty, we are exploring ways to
incorporate tools for critical thinking that you can use to assess your own critical thinking. This questionnaire is designed to get you examining
your critical thinking in different aspects of your classes. There are no right or wrong answers- think honestly about how you typically write, read,
and engage in discussions in your classes most of the time. Your individual responses will be used for research purposes only and will be kept
private.
1. For which class are you taking this survey?
Check all boxes that apply to you.
Check all that apply.
RECR 200
RECR 220
RECR 260
2. What year are you at Chico State?
Mark only one oval.
First Year
Second Year
Third Year
Fourth Year
Fifth Year or beyond
3. What is your student ID number?
Your ID number will only help for research purposes. Your reponses
here will not affect your grade in this class.
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RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
4. What is your RHPM Option area?
Skip this question if you are not a RHPM major. Check multiple boxes if you have more than one option area.
Check all that apply.
Parks and Natural Resources
Event Management
Resort and Lodging Management
Therapeutic Recreation
Community/Commercial Recreation
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RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
5. For this question, think only about your writing skills in your classes. Respond to the following prompt:
When writing in class or for a class assignment...
Mark only one oval per row.
This does not
represent me at all.
This represents me
a little bit.
This somewhat
represents me.
This represents me for
the most part.
This strongly
represents me.
I always articulate the
main problem or issue.
I always present my own
perspective or position
on the issue.
I always try to
incorporate other
perspectives or positions
with my own.
I always think about the
assumptions or other
ethical dimensions of the
issue I am dealing with.
I can always assess the
quality of supporting
evidence (articles, data,
etc.) before using it to
support my argument.
I always consider the
context and audience
during the writing
process.
I always include the
implications of my
argument or position on
the issue.
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RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
6. For this question, think only about how you read materials for your classes. Respond to the following prompt:
When in reading material for class...
Mark only one oval per row.
This does not
represent me at all.
This represents me
a little bit.
This somewhat
represents me.
This represents me for
the most part.
This strongly
represents me.
I always identify the main
problem or issue.
I always take a stand on
what I am reading, either
for or against it.
I always identify the
assumptions or other
ethical dimensions of
what I am reading.
I always assess whether
the author uses reliable
evidence or not.
I always try to identify the
context and audience for
whom the text is written. I
always pay close
attention to the author's
conclusions or
implications.
I always consider if the
author's perspective or
position differs from my
own.
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RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
7. For this question, think only about how you engage in discussion in your classes. Respond to the following prompt:
When in group discussions...
Mark only one oval per row.
This does not
represent me at all.
This represents me
a little bit.
This somewhat
represents me.
This represents me for
the most part.
This strongly
represents me.
I always identify the main
problem or issue.
I always take a position
on an issue even if it is
different from those in my
group.
I always carefully
consider other people's
perspectives or
positions, even if they
are different from my
own.
I always try to use
reliable evidence to
support my positions on
an issue.
I always try to identify
when there are
assumptions or other
ethical dimensions to the
issue we are discussing.
I always consider the
context of the discussion
before adding my two
cents.
I always try to include the
implications of an issue
when offering my
position.
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RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
8. For this question, think about yourself as a student. Respond to the following prompt:
As a student, I am generally...
Mark only one oval per row.
This does not
represent me at all.
This represents me
a little bit.
This somewhat
represents me.
This represents me for
the most part.
This strongly
represents me.
Really good at
summarizing the main
problem or issue when
studying complex
concepts.
Really good at describing
the main problem or
issue to others.
Really good at
developing my own
perspective or position
on complex issues.
Really good at identifying
assumptions or other
ethical dimensions.
Really good at assessing
the quality of the
evidence when
considering a complex
issue.
Really good at
considering the context
or audience of an issue
before taking my stand.
Really good considering
the implications of my
conclusions about an
issue.
Really good at at writing.
Really good at engaging
in class discussions.
Really good at reading
material for class.
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RHPM Critical Thinking Questionnaire
https://docs.google.com/forms/d/1GGaHSRioQgCG1LkAln01x96HSafZmcd3Xpw8m...
This does not
represent me at all.
This represents me
a little bit.
This somewhat
represents me.
This represents me for
the most part.
This strongly
represents me.
Really good at tackling
complex problems in
class.
Powered by
7 of 7
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Intern Fall 2014 Survey I
Page #1
About you
Thank you for taking a few minutes to complete the following survey. This information is very important as we try to make your
internship a great experience for you and your agency.
We are asking you tell us your name only so we can match up your surveys at the end of the semester. Your information will not be
shared with anyone and will not affect your grade in any way.
What is your name?
Which option area best describes your internship?
Parks and natural resources
Resort and lodging management
Event management
Recreation Therapy
Community/commercial/tourism
What best describes where your internship is located?
In my hometown- I live at home or could live at home if I wanted to
Somewhere in California but not my home town- I do not live at home
In Chico (if the Chico are is not where you are originally from)
Out of state
Do you feel this was your first choice for an internship placement?
Yes
No
Page #2
Simple Skipping Information
• If For your internship, are you involved with plannin... = Yes then Skip to Page 3
• If For your internship, are you involved with plannin... = No then Skip to Page 4
Program Planning
For your internship, are you involved with planning or implementing recreation-related programs or events?
Yes
No
Page #3
Program Planning
For each task below think about: How often you currently do this in your internship How confident you feel if asked to complete
this task
How often:
How confident:
Design or plan a new recreation
experience/event
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Help design or plan an existing
experience/event
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Facilitate a recreation
experience/event completely on
my own
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Help someone else facilitate a
recreation experience/event
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #4
Simple Skipping Information
• If For your internship, are you involved with managin... = Yes then Skip to Page 5
• If For your internship, are you involved with managin... = No then Skip to Page 6
Management
For your internship, are you involved with managing other people?
Yes
No
Page #5
Managing People
For each task below think about: How often you currently do this in your internship How confident you when asked to do this
task right now in your internship
How often:
How confident:
Face an ethical dilemma regarding
managing other people
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Supervise other employees
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Give other employees feedback
about their performance on the job
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Participate in a performance
review with your supervisor
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Participate in a complex decision
making process
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Fire another employee
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Be involved with hiring a new
employee
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Lead a meeting for other
employees
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #6
Simple Skipping Information
• If For your internship, are you involved with budgeti... = Yes then Skip to Page 7
• If For your internship, are you involved with budgeti... = No then Skip to Page 8
Budget and Finance
For your internship, are you involved with budgeting and/or financial management in your agency?
Yes
No
Page #7
Financial Management
For each task below think about: How often you anticipate doing this in your internship How confident you would be if you were
asked to do this task right now in your internship
How often:
How confident:
Plan a new budget
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use an existing budget
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Make recommendations for
changes to a budget
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Report revenue/profit & loss to
your supervisor
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use computer software to track
income/expenditures
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #8
Simple Skipping Information
• If In your internship, are you involved with marketin... = Yes then Skip to Page 9
• If In your internship, are you involved with marketin... = No then Skip to Page 10
Marketing
In your internship, are you involved with marketing for your agency?
Yes
No
Page #9
Marketing
For each task below think about: How often you anticipate doing this in your internship How confident you would be if you were
asked to do this task right now in your internship
How often:
How confident:
Using existing marketing materials
to promote a program
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Consider new markets to which to
promote your agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Make recommendations for
changes to an existing marketing
campign
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Analyze your agency's competitors
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Design new marketing materials
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use computer software to
design/manage marketing
materials
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #10
Simple Skipping Information
• If In your internship do you currently interact with ... = Yes then Skip to Page 11
• If In your internship do you currently interact with ... = No then Skip to Page 12
Customer Service
In your internship do you currently interact with customers or clients?
Yes
No
Page #11
Customer Service
Page #12
Simple Skipping Information
• If For your internship are you involved with conducti... = Yes then Skip to Page 13
• If For your internship are you involved with conducti... = No then Skip to Page 14
Evaluation
For your internship are you involved with conducting evaluations (i.e, surveys, focus groups, observations etc.)?
Yes
No
Page #13
Evaluation
For each task below think about: How often you do this in your internship How confident you are when asked to do this task in
your internship
How often:
How confident:
Use an existing survey to gather
information about something
related to your agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Create a new survey to gather
information for your agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use non-survey methods to gather
information for your agency (focus
groups, observations, etc.)
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use computer software to analyze
data from an evaluation
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Report your findings to your
agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use your findings to recommend
changes to policies or programs
within your agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #14
Critical Thinking
For each task below think about: How often you anticipate doing this in your internship How confident you would be if you were
asked to do this task right now in your internship
How often:
How confident:
Face a complex or difficult
problem that needs solving
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Think outside of the box to solve a
problem
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Come up with multiple options to
solving a problem
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use evidence/reliable resources to
weigh the options
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Consider viewoints that are
different from my own
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Evaluate whether a solution
actually worked or not
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #15
Communication
For each task below think about: How often you anticipate doing this in your internship How confident you would be if you were
asked to do this task right now in your internship
How often:
How confident:
Write something formal- a
proposal, letter, or something that
requires multiple rounds of editing
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Write emails to a supervisor,
client, or other important people
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Speak in front of a small group
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Speak in front of a large group
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Speak with
clients/guests/customers
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Give feedback to coworkers or
supervisor
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #16
Access & Inclusion
For each task below think about: How often you are asked to do this in your internship How confident you feel if asked to do this
How often:
How confident:
Consider the needs of individuals
with disabilities
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Consider the needs of people of
diverse ethnic or cultural
backgrounds
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Consider the needs of people who
are elderly or aging
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Consider the needs of people of
diverse sexual orientations or
gender identifications
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Recommend changes to your
agency in order to be more
inclusive of people from diverse
backgrounds
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Page #17
Digital literacy
For each task below think about: How often you are asked to do this in your internship How confident you feel if asked to do this
How often:
How confident:
Analyze numbers using Excel or
similar database software
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Create presentations using
PowerPoint or another
presentation software
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use social media for your agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use a search engine (i.e., Google)
to find reliable information for your
agency
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Create a new website/blog
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Maintain an existing website/blog
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Use remote meeting software (i.e.,
Adobe Connect)
Not at all
Maybe once or twice
Semi-regularly (3-4 times)
Regularly (5-6 times)
Every single day
Not at all confident
Just a little bit confident
Mostly confident
Very confident
Very very confident
Super duper confident
Portfolio Information




What is portfolio advising?
Portfolio cover sheet
Portfolio review & reflection sheet
Portfolio review & reflection papers done each
semester
Academic Program Information




CAPP print-outs for each semester
Advising manual
Course outlines for selected courses
REC 470 graduation checklist
Communication & Technology Skills



Evidence of writing skills (papers, etc.)
Evidence of oral/presentation skills (presentations,
poster sessions, etc.)
Evidence of technology skills (word processing, data
bases, spreadsheets, SPSS, powerpoint, etc.)
Professional Development





Evidence of understanding the foundations of the
recreation field
Evidence of programming, leadership, and administrative skills/knowledge
Evidence of cultural competence
Evidence of development of professional ethics
Evidence of professionalism (resume, recommenddations, memberships, conferences, certifications)
Professional/Field Experiences

Evidence of at least 160 hours in at least three
different areas of the field (reflection logs, hours
documentation, recommendation letters)
Leisure Skills/Co-Curricular Activities


Evidence of breadth of personal leisure/recreation
skills and interests
CCRA membership, club activities, community
service, campus service, etc.
Pre-Internship Materials


Assignments completed in REC 470: Senior
Seminar
Internship site possibilities
Internship Materials

Assignments completed in REC 475: Internship in
Recreation, Parks and Leisure Services
Department of
Fall 2014
SUNY Cortland
Recreation, Parks & Leisure Studies Department
Portfolio Advising
What is portfolio advising?
Portfolio advising is the process of compiling a longitudinal collection of your work as a student,
organizing it in a manner that is meaningful to you, and using the collection as a basis for regular
reflection and self-assessment. Reflection and self-assessment should focus on your learning and
progression as a student and your development as a professional in Recreation, Parks and Leisure Studies.
Your portfolio will include writing assignments, as well as a wealth of other materials of use to you as you
progress in the degree program and move toward the professional world.
Why use portfolio advising?
As a student in the Recreation, Parks and Leisure Studies Department, you will take a core of
courses common to all students in our four majors: Recreation, Recreation Management, Outdoor
Recreation, and Therapeutic Recreation. The core classes are the foundation on which the majors are
built. In the core and specialty area courses, you will complete writing assignments, oral presentations,
and other work that becomes more complex and applied as you progress through the major. In addition
you will do valuable work of all sorts in your general education, liberal arts and sciences, and required
and elective courses outside of the department. Because of the extensive and valuable work done by
students in the Recreation, Parks and Leisure Studies Department, and because of the need for students to
be able to integrate and apply this work to their future professional practice, a system of portfolio advising
will be used.
Portfolio advising offers the following benefits to you as a student in the Recreation, Parks and
Leisure Studies Department:
 Assists you in organizing and documenting the work you are doing in your courses
 Assists you in conducting an ongoing self-assessment of the learning that has occurred for
you as you progress through the major
 Assists you in having more responsibility and control in your own learning process, helping
to shift the locus of control from faculty members and advisors to you, the student
 Assists you in making wiser decisions in course selection and sequence, and in completing
the requirements of your degree
 Assists you in working with your advisor, as your advisor will gain a more holistic view of
your work
 Serves as a resource of your completed work for your future search for a professional position
in the field
Fall 2014
How do I use the portfolio?
Begin to collect your work from your courses, fieldwork experiences, co-curricular activities, leisure
activities, and professional involvement. Use the portfolio to help you organize your work.
Suggested assignments to collect are given in some portfolio sections, but you may choose to collect
others.

For each significant piece you add to your portfolio, complete a “Portfolio Cover Sheet.” This sheet”
asks three basic questions: 1) What? 2) So What? and 3) Now What? Its purpose is to help you assess
your learning and apply that learning to future learning and future professional practice. “Portfolio
Cover Sheets” are provided, but you can design your own, as long as you answer the three basic
questions.

For each advising session with your advisor, you must write a “Portfolio Review & Reflection” paper.
Use the questions on the “Portfolio Review & Reflection” sheet to assist you. Also, use all your
materials in your portfolio, including any “Portfolio Cover Sheets” you completed, to help you write
this reflection paper each semester.
When you come for advising each semester, you must bring your portfolio and your portfolio
reflection paper with you. It is your ticket to advising. Be prepared to discuss the work you have
been doing and the changes you may observe in it.
Keep your CAPP reports (and/or DegreeWorks audit worksheets) and degree plan up-to-date and
organized in your portfolio. When pre-registration period arrives, you will have a better idea of
courses you need to take and can plan out your semester course plan prior to meeting with your
advisor. This will allow for much more quality time with your advisor, where you can talk about
your academic and professional development instead of course scheduling.
Periodically, you will be required to review your portfolio in specific courses. For example, part of
your grade in REC 470: Senior Seminar, depends on YOU having kept your portfolio up-to-date as
you have progressed through the major. You will not be able to do this kind of work the night before
it is due. It must be done regularly, under your own initiative.
Upon graduation, you may want to reorganize your portfolio to use as a tool in your job search. It
will be an invaluable way to present to prospective employers the quality and amount of knowledge,
skills and competencies you have gained as you earned your degree in Recreation, Parks and Leisure
Studies.
What should go into my portfolio?
Each section of the portfolio is clearly identified and describes examples of work you could
include. At times, your professors will encourage you to include certain work you have completed in
your portfolio. It really is your choice on what to include, as the portfolio represents the learning and
professional development that has occurred for you. The sections of the portfolio represent the important
areas where development as a professional is expected:
 Academic program information
 Communication and technology skills
 Professional development
 Professional/field experiences
 Leisure skills & co-curricular involvement
 Pre-internship materials (completed in REC 470)
 Internship materials (completed in REC 475)
 Other entries of your choice
Fall 2014
Portfolio Cover Sheet
Each significant entry (not every entry) you make in your portfolio should include:
1) the assignment or evidence
2) this Portfolio Cover Sheet
Periodically, you need to remind yourself to complete this reflective exercise.
1. What?
Describe the assignment, evidence or artifact.
2. So What?
How did this assignment add to learning the subject? Relate this to the standards, skills and
competencies needed to be a professional in the Recreation, Parks and Leisure Studies field.
3. Now What?
How did this assignment add to your growth and learning as a person and as a developing
professional? How will you apply what you learned in this assignment to future practice in
the field?
Fall 2014
Portfolio Review & Reflection Paper
Before you meet with your advisor each semester, review your entire portfolio, its contents and
the Portfolio Cover Sheets you have completed and use this reflection to write a summary paper.
Use the following questions to help you with your portfolio reflection paper:
As you review the contents and reflection notes in your portfolio, do you observe changes in
your work?
Have your ideas or thoughts taken new direction?
Can you identify changes in your ability to get your ideas across?
Are there pieces of your work that seem to you to mark turning points in your thought or in
your ways of expressing yourself?
Are there pieces you learned a lot from, that made real changes in you?
As you go over your portfolio, choose assignments you feel good about. What do you like
about them?
Are there pieces in your portfolio that fall short of your own purposes and standards? What
about them dissatisfies you?
These are just examples of questions you could ask yourself as you review your portfolio. The
goal is for you to take responsibility to assess your learning and your development as a
professional.
Write a paper that summarizes your reflections, put one copy in your portfolio, and bring one
copy to submit to your advisor. Be sure to put your name and the date/semester on your
portfolio reflection paper.
Fall 2014
Summary of Portfolio Entries for
Communication and Technology Skills
Course
CPN 100:
Academic Writing I
CPN 101:
Academic Writing II
CAP 100:
Computer Applications
COM 210:
Public Speaking
REC 271:
Foundations of Rec
REC 280:
Programming
REC 293:
Diversity & Inclusion
REC 370:
Outdoor Ed. Practicum
REC 380:
Leadership
REC 402:
Mgmt. of Rec. Resources
REC 407:
Evaluation and Research
REC 445: (WI)
Admin. of Recreation
REC 446:
Legal Aspects
REC 470:
Senior Seminar
Evidence (see examples on the back of this page)
Fall 2014
Evidence/Assignments to Include in the
Communication & Technology Section of Your Portfolio
Written Examples:
 Papers
 Projects
 Journal Entries
 Brochures
 Newsletter
 Press Releases
 Lesson Plans
 Activity Analyses
 Program Plans
 Management Plans
 Etc.
Oral Examples*:
 Speeches
 Poster Presentations
 Reflective Journal Entries of Presentations Given
 Etc.
Technology Examples:
 Word-processed document
 Data base printout
 Spreadsheet printout
 Presentation software printout
 Web page printout
 Statistical results printout
 Etc.
*Note: Effective evidence could include photos, video tapes, audio tapes, printouts of Power Point
presentations, evaluations from audience members, etc.
Fall 2014
Summary of Portfolio Entries for
Professional Development
Area
Foundations of the field
Evidence (see examples on the back of this page)
Programming, leadership,
and administration
Cultural competence &
diversity
Professional ethics
Professionalism (résumé,
recommendation letters,
professional memberships,
conference attendance,
etc.
Certification preparation
and documents
Other:
Fall 2014
Evidence/Assignments to Include in the
Professional Development Section of Your Portfolio
Foundations Examples:
 Papers/assignments from REC 271
 Projects that show an understanding of play, recreation, and leisure
 Interviews with professionals in the field
Programming, Leadership, and Administration Examples:
 Program plans
 Brochures developed, marketing materials developed
 Journals from REC 370 OEP
 Leadership assignments/papers
 Risk management plans
 Policies and procedures manuals developed
 Budgets developed
 Research poster and paper
 Etc….
Cultural Competence & Diversity Examples:
 Journal entries from REC 293
 I-Searches
 Scores on cultural competence assessments
 Fieldwork journal entries
 Accessibility surveys
 Projects that deal with other cultures or groups
 REC 150 assignments
 GE class assignments from Other World Cultures
 International study or international internships (photos, journals, etc.)
 Etc….
Professional Ethics Examples:
 Journal entries from fieldwork hours that wrestle with ethical issues
 Debate materials from REC 470
 Ethical dilemma case scenarios from classes (e.g., REC 470, REC 438)
 Codes of Ethics
 Case for peer supervision from your internship
 Etc….
Professionalism Examples:
 Résumé
 Recommendation letters
 Professional memberships
 Conference attendance
 Awards, honors (e.g., Rho Phi Lambda)
 Etc….
Certification Preparation Examples:
 Applications for CTRS or CPRP
 Responding to Emergencies or Wilderness First Responder certification cards
 Other certifications received (e.g., ACA Kayak Instructor Certification, etc.)
Fall 2014
Summary of Portfolio Entries for
Professional/Field Experiences
(See full description of the Professional/Field Experience requirement on the back of this page)
Agency
Number
of Hours
Evidence Provided (log sheets, verification letter from
agency, recommendation letters/evaluations, job
descriptions, etc.)
Total:
At least
160 hours
In at least 3 different areas of the field
Fall 2014
Professional Experience Requirement
All RPLS majors must complete 160 hours of professional experience prior to REC 475-Internship in Recreation and Leisure
Services. The 160 hours must be documented in your portfolio. It is important for you to begin accumulating this experience as
soon as possible. Note that in four RPLS service learning courses, you will complete 20 to 30 hours in each course for a total of
80 hours: REC 280-Programming in Recreation, Parks and Leisure Services and REC 380-Leadership in Recreation, Parks and
Leisure Services (30 hours total shared between both courses), REC 293-Diversity and Inclusive Recreation Services (20 hours),
and REC 470-Senior Seminar (30 hours). Other service learning courses could include REC 431-Therapeutic Recreation
Process II: Planning, Implementation & Evaluation (20 hours); REC 435-Therapeutic Recreation Interventions (20 hours);
special topics courses as appropriate (e.g., students enrolled in The Belize Zoo Accessibility Project may count 30 hours of
service learning for the time they spent building and working on the accessibility project onsite); REC 473-Camp Leadership1
(60 hours for being student staff for the Outdoor Education Practicum), and REC 399-Independent Study in Recreation1 if used
for being a Teaching Assistant (TA) of a service learning course (30 hours for 1 credit). If you wish to pursue credit for other
professional experience hours (e.g., volunteer/mini-internship work), you may do so through Career Services’ CPV 400Cooperative Education.
What is the purpose of the professional experience requirement?
The purpose of the professional experience requirement is to gain exposure to and understanding of current practice in the
recreation, parks and leisure studies field. An important part of the experience is reflection, through the documentation you will
do. This in turn will help you understand more fully the body of knowledge you will learn in your academic courses. It will help
you more easily integrate theoretical ideas with practical applications. Please work closely with your academic advisor in
determining and reviewing your professional experiences. The intent of the requirement is not the mere accumulation of hours –
it is to encourage professional development through meaningful experience, reflection, and integration into your growing
knowledge base.
What are the criteria for the professional experience requirement?





Your experience must take place in at least 3 different agencies, in differing aspects of the field (e.g., therapeutic recreation,
management, community, outdoor, etc.).
Each experience must have taken place within the five years prior to and including the semester you are enrolled in REC 470Senior Seminar, and you must be able to clearly document all the following requirements for it to count as a part of your total hours.
At each agency, you must complete a minimum of 20 hours for it to count as a part of your professional experience requirement.
Note that overnight experiences only count 12 hours/day.
The content of the professional experience must be recreation services and with an established agency.
At each agency, you must have clear supervision from a professional in the field at that agency and you must document your
experience in your portfolio using one of the following formats (listed in order of preference):
Your supervisor can write a memo/letter on agency letterhead verifying your professional experience dates, hours, duties,
and general characteristics of those who participated in the programs or services offered; the agency name, address, phone
number and type of recreation agency should be clearly identified in the header/footer. The supervisor can also provide a
letter of recommendation or evaluation for your portfolio, if you wish.
You can use the paperwork you complete in service learning courses in lieu of the supervisor letter described above, but
make sure your hours are clearly verified.
If you can no longer track down your supervisor from a paid job, you may submit paystubs from the recreation agency to
verify your hours.
 Your supervisor can verify your professional experience dates, hours, duties and general characteristics of those who
participated in the programs or services offered in an email as long as: 1) it is sent directly from an email address associated
with that recreation agency, and 2) the supervisor’s “email signature” clearly identifies the agency name, address, phone
number and type of recreation agency.
What would not count?



Academic RPLS courses that do not have a service learning (SLRN) attribute
Co-curricular activities (e.g., participation in an intercollegiate sports team)
Travel time as a part of the professional experience
1
Note: Guidelines for number of professional experience hours were formulated by RPLS faculty for courses that basically are service learning, as opposed
to courses that add service learning hours outside of classroom time. These are based on the premise currently used for fieldwork: 1 credit = 50 hours of
professional experience. Students in REC 473-Camp Leadership may count 60 hours as professional experience hours (160 – 100 [2 credits * 50 hours] =
60). If students are not doing OEP student staff for credit, they may count 160 hours as professional experience hours (lab hours plus 12 hours/day at OEP).
For REC 399-TA, since TAs work 50 hours for 1 credit, 20 hours are devoted to being “in class” and 30 hours can be counted as service
learning/professional experience hours.
Fall 2014
When you are enrolled in REC 470: Senior Seminar, you will complete the following table (as part of a Check List for
Internship Eligibility and Degree Completion) with your academic advisor:
Fall 2014
Summary of Portfolio Entries for
Leisure Skills & Co-Curricular Involvement
Leisure/Recreation
Skill Area and CoCurricular Areas
Arts and Crafts
Evidence Provided (see examples on the back of this page)
Sports, Games, and
Social Recreation
Dance, Drama, and
Music
Environmental/
Outdoor Activities
Community Service
Organizations
Campus Activities
Other Areas
Fall 2014
Evidence/Assignments to Include in the
Leisure Skills/Co-Curricular Section of Your Portfolio
Leisure Skills Examples:
 Activity courses (course outlines of skills learned)
 Photos
 Journal entries
 Outcomes of the leisure skill development (drawings, photography, artwork, craft projects, etc.)
 NOLS course participation and materials
 Etc….
Co-Curricular Involvement Examples:
 Membership and involvement in SCRA
 Leadership in COOP, participation in COOP
 Involvement in the Community Bike Project
 Membership and involvement in campus activities
 Community service activities
 Leadership positions in student clubs
 Raquette Lake retreats, etc.
 Etc….
Fall 2014