SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Health Science and Recreation
Program: Recreation
College: CASA
Website: http://www.sjsu.edu/hsr/
University Learning Goals:
The department of Health Science and Recreation has had a vacancy in an administrative position that
provides website support. The posting of the University Learning Goals in alignment with the
undergraduate Health Science and Recreation degrees as well as our Master’s of Public Health degree.
The information will be found at: http://www.sjsu.edu/hsr/academicprograms/
Recreation Degree Specific Links:
http://www.sjsu.edu/hsr/academicprograms/recreation/ProgramLearningOutcomes/
http://www.sjsu.edu/hsr/academicprograms/recreation/COAPRT/
Contact Person and Email: Jack Wall Interim Chair, Health Science and Recreation jack.wall@sjsu.edu
Billie Jo Grosvenor, Recreation Program Lead, billiejo.grosvenor@sjsu.edu
Date of Report: June 1, 2014
Part A
List of Program Learning Outcomes (PLOs)
RECREATION PROGRAM - RESPONSE
PLOs are in line with degree specific Recreation accreditation standards (COAPRT – accrediting agency).
San Jose State University - B.S. Recreation Degree - Program and Learner Outcomes
University
Learning Goals
PLO
Recreation
Focus
PLO 1

Broad Integrative
Knowledge

Specialized Knowledge

Intellectual Skills

Applied Knowledge
Conceptual.
Professional.
Delivery.
Admin/Mgmt.
Legal.
PLO 2
Programming.
Events.
Program Outcomes
Course Learning
Outcomes
Graduates will demonstrate
summative knowledge and
skills across the core
curriculum integrating the
standards of the Recreation
profession within the context
of a rapidly changing world.
(knowledge)
Graduates will plan,
implement, and evaluate a
recreation program or special
events that are inclusive,
culturally grounded and
sensitive to diverse
populations. (knowledge and
skills)
Learners will pass (at an 80% level
or higher) a summative core
curriculum exam administered
during their required PreInternship Workshop. RECL 170A
Learners will design a written
program plan, implement a
component of the plan, and
evaluate both the
implementation outcome and the
designers’ performance. RECL
132
PLO 3

Specialized Knowledge

Applied Knowledge

Broad Integrative
Knowledge

Applied Knowledge

Social and Global
Responsibilities
Budgets.
Finance.
PLO 4
Field aspects.
Internships.
PLO 5

Applied Knowledge

Intellectual Skills
Professional
communication
(written).
Graduates will demonstrate
budgeting and financial skills in
the framework of sustainability
and ethical stewardship
(knowledge and skills)
Graduates will demonstrate
professional behavior and
competencies in the
framework of ethics, personal
and social responsibility
(knowledge, skills and
decorum)
Graduates will demonstrate
proficient and professional
written communication
keeping in mind the global
communities they will be
working in. (knowledge and
skills)
Learners will prepare electronic
spread sheets calculating an
operating budget, and/or a
pricing plan supporting facility
funding, in a manner consistent
with professional guidelines and
practice. RECL 137 (RECL 136 Sp
14)
Learners will successfully
demonstrate professional
behaviors from 6 to 10 approved
national-standards-based
competencies as evaluated by
their external agency supervisors.
RECL 170B and RECL 170C
Learners will produce persuasive,
summative, and critically written
documents, which reflect
professional guidelines and
standards. RECL 160
1. Map of PLOs to University Learning Goals (ULGs) (see above tracking tool)
As an accredited program and good stewards of the value of outcomes assessment the Recreation
faculty hold annual assessment meetings in February (2012, 2013, 2014) to discuss the strengths in
student learning and any planned modifications in our program outcomes.
2. Alignment – Matrix of PLOs to Courses (see above tracking tool)
RECL 170A and RECL 170B and 170C are courses where the students demonstrate broad integrative
knowledge. Moving into specific skills in applied learning – the courses RECL 132, RECL 137/136, and
160 are designed to have the students demonstrate competencies needed for entry-level
employment in the recreation field. The courses are sequenced such that knowledge is built upon.
3. Planning – Assessment Schedule (see above tracking tool)
The calendar for outcomes assessment tracking has been developed with faculty input and paced
such to avoid assessment collection fatigue.
4. Student Experience
The Recreation degree PLOs are communicated to students, via our dept. specific website to date.
Beginning Fall 14 all Recreation course syllabi will integrate the ULGs and show the link between
ULGs and PLOs and course specific outcomes. Student feedback was provided during our recent
recreation accreditation visit. PLOs are shown at this current link. ULG’s will be added to this page.
http://www.sjsu.edu/hsr/academicprograms/recreation/ProgramLearningOutcomes/
WASC - Program Learning Outcomes (PLO) – Recreation Degree (RECL) Schedule Sp 13 to Sp 17
Key: Please complete the schedule of assessment activities below by listing all program Student Learning Outcomes (SLOs) by
number down the left column and indicating when data were/will be collected (C) and when they were/will be discussed (D) by
your faculty. You can also schedule/track program changes resulting from your assessment activities by indicating an “I”
(implemented changes) where relevant. This schedule is meant to be fluid; providing a proposed schedule for future
assessment while at the same time, providing a record of your efforts as the program planning cycle progresses.
University Learning
Goals
PLOs
Recreation
Degree
Class
Where
Assessment
Occurs
Sp
13
F
13
Sp
14
F
14
Sp
15
F
15
Sp
16
F
16
Sp
17
D
D
I/C
D
I/C
D
I/C
D
Broad Integrative
Knowledge
Specialized Knowledge
1
RECL 170A
C
Intellectual Skills
2
RECL 132
I
3
RECL 137
Moving to
RECL 136
Sp 15
-
D
-
-
C
RECL
170B/C
C
D
I
C
D
RECL 160
I
-
C
D/I
-
C
C
D/I
Applied Knowledge
Specialized Knowledge
Applied Knowledge
Broad Integrative
Knowledge
4
Applied Knowledge
Applied
Knowledge
Social and
Global
Responsibilities
Intellectual Skills
5
-
C
D
I
D/I
C
D/I
C
I
C
D
I
C
D
I
_
Part B
5. Graduation Rates for Total, Non URM and URM students (per program and degree)
Recreation Degree
Fall 07
Number Entering = 16
URM = 7
Non-URM = 9
Overall Rate = 50%
Overall Rate = 42.9%
Overall Rate = 55.6%
6. Headcounts of program majors and new students (per program and degree)
Term
BS
Recreation
BS Recreation:
Concentration in
Therapeutic
Recreation
BS Recreation:
Concentration in
Recreation
Management
New
Students
Applied
New
Students
Admitted
New
Students
Enrolled
Fall 13
56
163
18
29
17
5
7. SFR and average section size (per program)
Term
Fall 13
SFR
36.1
Head Count Per Section
31.7
8. Percentage of tenured/tenure-track instructional faculty (per department)
FTEF in HSR (Health Science& Recreation)
Tenured
Probationary
Total of T & P (together)
Sp 13
3.0
2.9
5.9
Fall 13
3.3
1.4
4.7
Sp 14
2.5
0.5
3.0
Total Average (of all categories T, P and Temp)
21.4
24.6
22.0
N = Divided by Total Avg
N = 27.5
N = 19.1
N = 13.6
Part C
9. Closing the Loop/Recommended Actions
RECL PROGRAM - RESPONSE:
Class - Assessment Occurs
Sp 13
F 13
Sp 14
RECL 170A
C
D
D
I
-
C
RECL 137
Moving to RECL 136 Sp 15
-
D
-
RECL
170B/C
RECL 160
C
D
I
I
-
C
RECL 132
RECL 170A – last set of data collected Spring 2013. It was determined that the assessment activity
(Culminating Exit Exam) was not netting desired student outcomes. A variety of reasons was listed in the
dept. assessment report. Faculty discussed the results at their first Fall 13 faculty meeting. They began
to work on reshaping exam in Fall 13. Work completed in Spring 14 term. New exit exam will be initiated
in the Fall 14 term. RECL 132 – faculty discussed the outcomes data from the Spring 2012 term during
their Spring 2013 retreat. Modification to assignment tracking and differing rubrics was established.
This change to greater depth of assessment netted the anticipated results of being able to determine
more clearly individual student learning during the act of a group assignment. RECL 137 – The
modification to the class time allotted with regard to students working in groups with the instructor
present on the program budgeting assignment was the shift in pedagogy needed for students to
demonstrated at the end of the term a great understanding and competence in program budgeting.
RECL 170B/C. We assessed the validity of the evaluation tool used by internship supervisors (for
multiple terms) in the field. We determined that the supervisors were not consistently placing
qualitative comments in the toll to justify their numerical assessment. The four required learning
outcomes were also not placed consistently in the tool, yet zero students failed the internship. We
determined a modified evaluation tool was in order. This tool went into effect Fall 13. We are in the
process of gathering the data on the effectiveness of the new tool. RECL 160 has been assessed in
Spring 2012 and Spring 2013. The challenge in the assessment - three different faculty taught the course
and the two major assignments had variance so no clear correlation can be made between the two data
sets. This was an item of ongoing discussion evident during RECL faculty meetings in Sp 14 term.
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place % of
students
below
Place % of
students
below
Place % of
students
below
Place % of
students
below
Spring 2012 - RECL 160 - DATA
Program Evaluation Report – a “real-world” practical lab to apply the techniques and
methodologies of evaluation; from establishing criteria, collecting data (evidence) through
analyzing findings (judgment). It was the major project for the semester and so the scale and
scope of the task was significant.
10%
19%
52%
19%
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place % of
students
below
Place % of
students
below
Place % of
students
below
Place % of
students
below
0%
0%
38%
62%
Ability to apply basic principles of research & data analysis related to recreation,
park resources, and leisure services. Survey Tool Analysis
0%
0%
24%
76%
Ability to utilize the tools of professional communication. Survey Report
Spring 2013 – RECL 160
10. Assessment Data – Reporting Tool
RECL PROGRAM - REPORTING TOOL - PLOs (HS and RECL)
S AN J O S E S T AT E U N I V E R S I T Y
HEALTH SCIENCE AND RECREATION
FACULTY EVALUATION AND REPORTING TOOL
PROGRAM LEARNING OUTCOME: DIRECT MEASUREMENT
Course Name: RECL _______
Course Number: ________
Section: ______
Instructor: ___________________________________________
PLO Evaluated: __________________________________
Term: ______ Year: _______
Instructions: Identify classroom assignments and/or activities related to the Program Learning Outcome(s) (PLO),
assigned and the percentage (%) of students demonstrating competence.
Number of Students Enrolled in Your Course =
PERCENTAGE OF STUDENTS
DEMONSTRATING COMPETENCE
Assignments Related to Program Learning Outcomes - PLO(s)
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place
the % of
students
below
Place
the % of
students
below
Place
the % of
students
below
Place
the % of
students
below
INSTRUCTION: Type in a description of the PLO that was assessed.
INSTRUCTION: Specify assignment-direct measurement in this space.
Short Answer: This information will be used as discussion points at a faculty meeting. Attach assignment
instructions and grading rubric.
1. Review of data results, expected, surprising, needs modification, or anticipated?
2. What planned changes or modification are you considering/implementing for improving the class and/or
assignments? Explain.
11. Analysis
RECREATION DEGREE PROGRAM - RESPONSE: The Recreation program conducted its required a selfstudy to remain accredited. The report was completed in the fall 2013 term and was forwarded in early
spring 2014 as a precursor to our site visit April 30 – May 3, 2014. The site visit was conducted with
representatives from the Council on Accreditation of Parks, Recreation, Tourism and Related
Professions (COAPRT). We are in the process of completing a post-visit narrative response and are
required to attend a hearing in October 2014 to receive news of our status of being re-accredited.
12. Proposed changes and goals (if any)
RECL PROGRAM RESPONSE: The faculty have determined that the current PLOs for the program remain
important markers for generation of student outcome information. They are in step with our national
accreditation (COAPRT) required measures and therefore keep us in compliance with the degree specific
accrediting body. One area that we have as a place of addition/difference from COAPRT for the degree
PLO is in the area of written communication. We have as a capstone course, RECL 160 Recreation
Research and Evaluation. The faculty know that research results and program evaluation need to be
written at a collegiate level. We value the ability of our majors to clearly present work in the written
form – a skill they will need once working in our industry.
We have assessment schedules set for our PLOs and well as additional recreation accreditation
(COAPRT) outcomes standards. We accredit both the Recreation core courses as well as our Recreation
Therapy concentration. We are confident in our assessment tools. We have identified class learning
linked to outcomes, a reporting tool that is easy for any faculty to report data and attach tools, and a
thoughtful assessment schedule intended to assist in closing the loop as well as decrease the potential
for assessment fatigue with three differing assessment requirements (SJSU-PLOs; and COAPRT- 7.0a
series and COAPRT- 7.0b series).