Central Washington University
Assessment of Student Learning: Recreation and Tourism program
Department and Program Annual Report (December 2013)
Academic Year of Report: 2012 - 2013
Department: Family and Consumer Sciences
College: CEPS
Program: Recreation and Tourism
Introduction
Students who graduate with a major or minor from the Recreation and Tourism Program (RT) are prepared to
enter a profession which builds community, develops economies, and promotes sustainability.
In 2012-13, RT submitted one program change which added a new minor in collaboration with PESH.
As of the 2012-13 AY, the major in Recreation and Tourism has 3 specializations: Recreation, Tourism,
Event Planning (effective Fall 2012). There are six Minors in Recreation and Tourism: Tourism
Management Minor, Recreation Management Minor, Event Planning Minor (effective 2011-12), Sustainable
Tourism Minor (effective 2011-12), Wine Trade and Tourism Minor, and Physical Activity and Recreation
Programming (2013).
As of the end of Fall 2013, numbers of Majors and Minors are contrasted with Fall 2012:
Major
Major Major Total
TOTAL
Minor
Minor Minor Minor
Minor Minor
Total
M&
Tourism Rec
Events
Majors Tourism Rec
Events Wine
Sustain Phys
Minors M
Tourism
Activity
2013 39
48
31
128
15
6
24
5
8
5
63
191
2012 74
57
11
142
10
17
14
6
4
n/a
51
193
Numbers are similar to the last several years, however with a large shift out of tourism, to events. This was
anticipated. The number of minors maintained its increase over the past year. RT’s goal, at current faculty
levels, is to maintain >200 majors and minors combined.
In 2008-09, faculty in RT set out five outcomes for SLO. While it is understood that not all objectives need to
be reviewed every year, all have been. This time, outcomes 4 and 5 only will be reviewed. With the new
strategic plan within the department, the program must reassess its five outcomes, criteria, and reporting
format 13-14.
Some required courses within RT are “FCSG” (Family and Consumer Sciences General) which are
undertaken by students in other majors within the Department that require similar competencies. While there
were 5 FCSG courses implemented in Fall 2009, this experiment was not successful for all programs.
Recreation and Tourism is now the only program utilizing all 5 courses (FCSG 220, 230, 320, 379, 419).
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Faculty in Recreation and Tourism 2012-2013 were:
Full-time tenured/tt in RT: Dorothy Chase, professor; Ken Cohen, associate professor; Barb Masberg,
associate professor. Rob Perkins is part RT and part FCSG core courses.
Continuing adjuncts were Jeff Hagler (Selah Parks and Recreation) and Jodi Hocter (Ellensburg Parks and
Recreation).
Adjuncts added were Monica Miller (Gallery One), and Christopher Brandmeir and Donna Longwell, both
associated with events and instruction at Highline Community College.
Table 1 discusses how RT is using learner outcomes objectives and assessment methods.
Table 2 shows the relationship of the outcomes to departmental, college, and university goals
Table 3 is the assessment of the outcomes, methods, participants, results, and impacts
Table 4 contains means that are the feedback from site supervisors’ evaluations of students on RT 490
Cooperative Education
With a strong practical/internship program (6 credits of practicum and 12 credits of internship of 97 total
credits), RT is able to take employers’ assessments as a strong external validation of whether skills taught in
the curriculum are being demonstrated to a satisfactory workplace level according to the perceptions of
supervisors in the field (per Table 4).
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Table 1. How is Recreation and Tourism doing ongoing assessment?
Use of feedback by faculty in RT
RT’s Five Student Learner
Outcomes
A. Demonstrate familiarity with In 2012 – 2013, faculty continued to analyze the placement of skills
the major concepts and
within courses and assessment thereof, particularly with a new
historical antecedents in
specialization in place. Assessment methods continue to be refined. For
recreation and tourism
most outcomes, more than one method and sample are measured against
a criterion.
B. Demonstrate ability to
design encounters
An Exit Survey (form) for graduating students has still not proven
C. Apply practices of
management, marketing, and satisfactory in participation rates. Multiple layers of evaluation are
collected on our RT practicum and intern students at various workplace
budgeting.
sites. In-person formal communication included an employers’ panel and
D. Demonstrate professional
reception was held in February 2013, and a gathering of some alumni at
practice to meet workplace
the annual seniors’ award banquet. Advisory committees for recreation
standards
and for tourism/events met informally. Contacts with west side
instructors were expanded and new pathways from two to four years
(BAS) were discussed.
A considerable volume of feedback on students (and, by association, on
the RT program) comes in from a wide variety of employers. On
average, faculty will receive 3 to 6 evaluations on RT majors and minors
by worksite supervisors during each student’s time in the program.
As a result of a new department strategic plan, a new mission statement
for the RT program is called for. There is expertise within the faculty
who teach leadership and organizational development.
E. Define and identify
principles of sustainability
Over the last several years, concepts of sustainability have been
introduced into three of the required courses: RT 201 Introduction to
Recreation and Tourism; RT 309 Sustainable Areas and Facilities; and
RT 330 Sustainable Resources for Recreation and Tourism. Applied
projects elaborating sustainability are used in the two 300 level courses.
Three elective courses, RT 355 Sustainable Tourism: Contemporary
Issues; RT 398 Sustainable Tourism: International Perspectives (facultyled study abroad); and RT 471 Tourism Planning and Sustainable
Development.
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Table 2: Student Learner Outcomes Assessed in Recreation and Tourism
The Five Learner Outcomes of the
RT Program
Connection to
Family and Consumer Sciences (Department) Goals
A.
Demonstrate familiarity with
the major concepts and historical
antecedents in recreation and tourism
B. Demonstrate ability to design
encounters
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs.
C.
Apply practices of
management, marketing, and
budgeting.
D.
Demonstrate professional
practices to meet workplace standards
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
E.
Define and identify principles
of sustainability
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
…Improve student learning by increasing applied learning and
service education opportunities (syllabi and faculty self
assessment)
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
…Improve student learning by increasing applied learning and
service education opportunities (syllabi and faculty self
assessment)
Goal: Continue to improve student centered learning and the
quality of the curriculum within the department’s programs
College and University
CEPS & CWU Goals
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 4: Build mutually beneficial partnerships with
alumni, industry, professional groups, institutions, and
the communities surrounding our campus locations.
(CWU Goal 4)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 4: Build mutually beneficial partnerships with
alumni, industry, professional groups, institutions,
and the communities surrounding our campus
locations. (CWU Goal 4)
Goal 1: Provide for an outstanding academic and
professional growth experience for students at all
CWU locations. (CWU Goals 1,5)
Goal 3: Prepare students to participate in an
increasingly diverse economy and environment.
(CWU Goal 6)
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Table 3. SLO’s
SLO #3.
C. Apply
practices of
budgeting,
management,
and marketing.
Tools/courses used to assess outcome
BUDGETING: FCSG 230 Program
and Event Budgeting (formerly included
within RT 483). Budgeting project and
objective exams (2)
RT has not requested a specific budget
question be included in employer evals.
RT 480 Tourism Administration This
capstone course requires students to do a
senior project (“mini-thesis”) involving
original research, data collection and
conclusions that answer a management
question, and make a presentation. They
are encouraged to present at Source.
Writing and rewriting in stages is utilized
and these projects are valuable for
assessing exit level writing skills.
Course offered Winter and Spring.
Criteria
Criterion: While FCSG
230 is a 200 level course,
the criterion was set at
>80% mean on projects
and exams (as budgeting
was formerly included in
a 400 level class in RT).
Criterion: >80% mean
for 400 level courses.
Senior projects are
expected to be error-free
and at or above B+
Results
FCSG 230 Program and Event Budgeting was introduced for multiple
majors Fall 09. Budgeting is required of all RT majors in both the recreation
and tourism specializations. Class means are > 80% for all students.
The last RT form evaluating intern performance was used in 2011-12, when
many site supervisors rated budgeting and accounting knowledge as nonapplicable, or else, low. This specific information is now not available with
the more generic Career Services evaluation form. RT needs to request the
inclusion of additional questions related to course content on the Career
Services form.
It appears that interns in the event planning area will utilize budget skills in
most assignments and practicums.
[Historical: In 2010-11. Site supervisors rated Budgeting as 4 of 5, along with Accounting as
3.94. A third of the evaluators (11 of 33) in 2010-11 rated budgeting and accounting as nonapplicable to their internships, while RT 490 students’ (n=13) evaluation of the importance of
skills done prior to interning placed Budgeting (2.84/5.00) lowest in importance, followed by
Accounting (2.53/5.00) lowest. Students (n=11) self-assessing their own skills rated their skill
level in Budgeting at (2.36/5.00) and Accounting at (2.18/5.00). Faculty need to continue to
highlight the relevance of financial skills, especially for beyond-entry-level positions. The
numerical ineptitude was addressed 09-10 with the introduction of a basic accounting BSED
146 within FCS, and FCSG 230 Budgeting. RT – Tourism specialty accepts either BSED 146
Accounting or ACCT 301, but faculty continue to encourage able students to take COB
accounting and even to minor in Business. It may be that in taking the budgeting and
accounting skills down to lower division levels, students’ knowledge is insufficient for their
workplaces. This needs to be re-assessed by RT faculty. It may also be that there is not time for
students to learn site specific financial systems during an internship; further questioning of
employers may yield insight here.
RT 480 Tourism Administration:
Class mean 3.27/4.00 = 81.75% in Winter 2013 (n=19) St Dev .517
Class mean 2.94/4.00 = 73.5% in Spring 2013 (n= 10) St Dev .836
Comment: Winter results were in line. The Spring class was atypical in that
several juniors were allowed in to make a class, while standards in term
papers were maintained. 2012-13 was the first year of the event
specialization and many tourism majors switched to events, as anticipated.
Change was made in scheduling for 13-14 to offer course once only.
[Historical: Class mean 3.47/4.0 = >80% in Winter 2012 (n=14)
Class mean 3.24/4.0 (n=20) = >80% in Spring 2012.
Winter 2011 class (n=12) mean 85.83 %.
Spring 2011 (n=16) mean 84.13 %.
Spring quarter, only 12 of 16 written projects were at or above B+.]
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Presentation of the projects, including slide presentations of data and
conclusions, continue to be good. One on one tutoring sessions with
instructors are required for most students to produce an A paper. Feedback
from interns in the summer following their capstone courses is used within
the content of the capstone courses. More marketing has been indicated by
students and other instructors. One student presented the RT 480 paper at
SOURCE.
RT 488 Recreation: Class mean Spring 2013 3.22/4 = 80.5%
SLO #4.
D. Demonstrate
professional
practice to meet
workplace
standards
RT 488 Recreation Management
This capstone for Recreation specialists is
offered in Spring quarter only. Instructor
uses more “hands-on” experiences that
cap the course and give students the
opportunity to apply theory. Several
projects are included.
Students in RT 488
Criterion: >80% mean
RT 490 Cooperative Education (12
credits) is also required. A mid-term and
a final Site Supervisor evaluation are
obtained on students in RT 490. Since the
more generic Career Services form only
is now used (as of 2012) only questions
such as #6 Rate student’s quality of work
and #7 Rate the student’s creativity and
problem solving skills, are relevant to this
criterion.
Students registered in
RT 490 )
Criterion: 4.5> mean
on the Likert Scale
In RT 490, there are high expectations. Table 4 contains data gathered from
site supervisors about students’ abilities to demonstrate both hard and soft
skills. The Career Services evaluation form breaks down fewer of the
management components; however, scores are well > 4.5 on questions 6
(quality of work) and 7 (creativity/problem solving skills).
RT 490: Workplace standards are
communicated to faculty via the
employers’ agreement with learning
objectives. Faculty assist students in
developing stringent learning objectives.
On evals, employers are encouraged to be
accurate and realistic, and not only
encouraging, in their evaluations.
A self-assessment of professionalism,
Criterion 4.5> on a 5
point Likert scale.
Where employers have identified weaknesses, two of these are written
communication and lack of initiative. RT requires verbal presentations in
all courses, and refers students to the Writing Center. A technical writing
course is becoming available in FCS Dept. that could be utilized.
RT faculty in 12-13 specially encouraged students to examine their
demonstration of initiative and leadership while interning. These topics are
included in several courses; i.e. FCSG 220, 379, RT 300. 2012-2013
scores on initiative did exceed the 4.67 mean of Summer 2012.
Table 4 contains data on RT 490 gathered through Career Services from site
[Historical: Spring 2012 (n=22) 2.90/4.00 = ~ 80%
Spring 2011: Class mean grades 82.77% (n=13).
The Mean on the objective quizzes was equal to 80.5%]
Focus in course on discrepancies between knowledge and application
indicated the need for more practice of theory. Additional focus has been
put on emphasizing knowledge and providing opportunities for students to
demonstrate their knowledge. A self-directed inventory of core
competencies is used and areas in need of improvement are identified and
individualized projects that strengthen the identified core competency are
developed in conjunction with the instructor. Each student presents results.
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performance on the job, attitude, and
communication, has also been used with
students.
Students registered in
RT 490 Criterion: >4.5
mean on a Likert scale
supervisors about students registered in RT 490. The criteria are much more
generic and so we do not have the same specificity regarding course content.
Now that Career Services allows additional questions, action has been taken
to include additional questions specific to RT course content on the eval
form
Students continue to score highest on attitude / willingness (4.87, 4.77, and
4.81 in prior years), a factor which continues to make students welcome at
workplaces. All employers responded that they are willing to host future
interns.
.
RT continues to use FCSG 379 (3 credits) for internship preparation and has
determined that a specific section on public speaking is needed. While
students are asked to make presentations in many classes, they are not
trained to do so. Instruction was introduced and program-wide criteria are
being developed.
A prior report suggested reintroducing a 200 level (1 cr) practicum
preparation course. Faculty have re-emphasized completion of practicum
credits prior to interning.
FCSG 379 Professional Development
and Internship Planning
Professional presentation skills
SOURCE
Participation in professional
development as provided by industry and
professional associations.
Students are introduced
to professional
associations and
encouraged to take out
student memberships and
attend meetings. Goal of
25% of majors hold
memberships
Several RT classes were required to complete assignments based on Source
attendance. Groups of students from RT 371 Tourism Essentials presented
posters at source, with content of original research inventory work on
Kittitas County tourism attractions. Several RT students gave presentations.
In Fall 2012, ~ 30 students in event planning specialization travelled as a
group to the Banquet and Event Northwest Show in Seattle. In Spring 2013,
RT faculty and students attended the annual conference of Washington
Recreation and Parks Association. Also, in Spring 2013, RT faculty and
students participated in the Resort and Commercial Recreation Association
(RCRA) conference at Sun River OR. In Spring 2013, reps of the Meeting
Professionals International (MPI) visited RT with the objective of starting a
student chapter, which is underway. In sum, individual RT students have
become student members of several professional associations, but more work
is required in club and classes to reach the 25% goal.
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