revised 3/19/07
Spring 2007 Semester Program Assessment Report
(Please provide electronic and hard copy to your college facilitator.)
Degree program*: BS in Recreation
Chair: Dr. Barbara Conry (Interim Chair)
Report Prepared by: Dr. Gonzaga da Gama
Department: Recreation and Leisure Studies
Department Phone: 4-3000
Date: May 1, 2007
*Where multiple program curricula are almost identical, and SLOs and assessment plans are identical,
it is acceptable to list more than one program in this report.
At the undergraduate level, the Department of Recreation and Leisure Studies is comprised of a single
program consisting of a primary set of core courses, augmented by four emphasis areas. The
Department adheres to 29 standards set forth by its national accreditation agency, as well as
competencies promoted by its state association. The eleven SLOs enumerated below have been drawn
from these two sources, and are addressed in the Department’s core courses
Please list all Student Learning Outcomes/Objectives (SLOs) for this program in Tables 1A & 1B.
Table 1A. Learning Outcomes (all outcomes if one program reported, or common outcomes if
multiple programs reported on this form.)
SLO #
1
2
3
4
5
6
7
8
9
10
11
Page 1
Exact wording of Student Learning Outcome (SLO)
Learners will articulate the history and philosophy of leisure and the conceptual
foundations of play, recreation, and leisure.
Learners will understand and demonstrate the ability to design, market and promote,
implement, evaluate, and modify meaningful recreation programs.
Learners will demonstrate skills in facilitation of play, recreation, and leisure
throughout the life span.
Learners will be able to describe the interrelationship among leisure behavior,
creating sustainable communities, and the natural environment.
Learners will understand influence of legal and political systems, and the importance
of ethical principles and professionalism.
Learners will articulate the importance of insuring that the leisure service delivery
systems are inclusive of diverse populations, particularly people with disabilities.
Learners will understand principles of area and facility design, particularly with
regard to risk management and accommodation.
Learners will demonstrate the ability to use various leadership techniques to enhance
group dynamics, and individual and community experiences.
Learners will demonstrate the ability to apply basic principles of research and data
analysis related to recreation, park resources, and leisure services.
Learners will demonstrate the ability to utilize the methods, styles, formats, tools, and
technologies of professional communication.
Learners will demonstrate the ability to successfully complete a culminating offcampus experience conducted in a professional environment.
revised 3/19/07
Table 1B. Unique Learning Outcomes, if multiple programs reported on this form.
Program Name: N/A
SLO #
Exact wording of Student Learning Outcome (SLO)
Program Name: N/A
SLO#
Exact wording of Student Learning Outcome (SLO)
Please complete the schedule of learning outcome assessment below by listing all program SLOs by
number down the left column and indicating whether data were/will be collected (C), when they
were/will be discussed by your faculty (D) and when changes resulting from those discussions
were/will be implemented (I).
NOTE: * SJSU must provide data to WASC for all SLOs by the end of Sp07.
Table 2
C = data Collected
SLO #
D = results Discussed
F05 or
earlier
1
Sp06
F 06
C
2
C
3
4
5
6
7
8
9
10
11
I = changes (if any) Implemented
Sp07
D, Will
collect
D, Will
collect
Will collect
F07
Sp08
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
C
C
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
Will collect
1. Check the SLOs listed at the UGS Website (www.sjsu.edu/ugs/assessment/programs/objectives).
Do they match the SLOs listed in Tables 1A and 1B?
_____X___ YES
___ NO
2. Fall 2006 Performance Data: Describe the direct assessment (performance) data that were
collected in fall 2006 (‘C’ in F06 column of Table 2), how much and by whom. Be specific, for
example: Instructors in two sections (60 students) of PSYC 150, Anagnos and Cooper, gave an embedded
exam question and in their summary report indicated the % of students who earned a ’B’ or better, ‘C’, or
less than ‘C’ using the same grading rubric for that question.
Page 2
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SLO #
2
9
Data collected, how much, by whom**
SLO # 2, Competency was assessed via a student project evaluated using a grading rubric
in RECL 97 taught by Dr. Kim Uhlik. Criteria set for C or better in performance.
SLO # 9 competency assessed via a completed research project including data collection,
analysis, written report and oral presentation in RECL 160 taught by Dr. Gonzaga da
Gama. Criteria set for C or better in performance.
3. Fall 2006 Indirect Measurement (if any): Describe the indirect assessment data that were
collected in fall 2006 (‘C’ in F06 column of Table 2), how much and by whom. Be specific, for
example: 50 employers were surveyed by Margaret Wilkes, Career Planning and Placement about
performance of recent hires who graduated from our program in 2004-5.
SLO #
1
2
etc.
Data collected, how much, by whom**
N/A
4. Fall 2006 Findings/Analysis: Describe the findings that emerged from analysis of data collected in
F06. Be specific. For Example: less than 50% of students met criteria for teamwork outcome. OR
Employers indicated students have sufficient teamwork skills, no change needed.
Finding 1 (SLO # (2)
Finding 2 (SLO # (9)
97 % of the students met the criteria set forth in SLO # 2 (C or better in
performance on the group project
100 % of the students met the criteria set forth in SLO # 9 (C or better in the
completed research project)
etc.
5. Fall 2006 Actions: What actions are planned and/or implemented to address the findings from fall
2006 data? These are indicated by ‘I’ in Table 2 for the SLO data collected in fall ’06. Examples of
actions taken include curricular revision, pedagogical changes, student support services, resource
management. Be specific. For example: revising ENGR 103 to include more teamwork.)
Planned
Planned
Implemented
Page 3
Since SLO # 9 is addressed via course RECL 160 which only offered in the Fall
semester, additional assignment critiquing scholarly articles will be included in the
first 4 weeks of the Fall 07semester to assist students in identifying a researchable
question
For SLO # 2, based on the findings, the grading rubric was distributed during the
first week of the spring semester. In addition, an in-class discussion was conducted
on the rubric items, and there was a class discussion on group dynamics and
conflict resolution earlier in the semester to improve individual and group
performance.
revised 3/19/07
Implemented
6. Fall 2006 Process Changes: Did your analysis of fall 2006 data result in revisiting/revising the
Student Learning Outcomes or assessment process? Yes __ No __x_.
If the answer is yes, please explain and submit an updated version of the Student Learning
Outcomes and/or assessment plan.
7. Spring 2007 Performance Data: Describe the direct assessment (performance) data that were
collected spring 2007 (‘C’ in Spr07 column of Table 2), how much and by whom. Be specific. For
example: Instructor for MATH 188 (30 students), Stone, gave 3 embedded exam questions and in his
summary report indicated the % of students who met or did not meet SLO #2.
SLO #
1
2
3
5
7
8
10
11
Data to be collected, how much, by whom**
Students will achieve a grade of C or better on embedded questions in the mid-term and
final exams. Data will be collected by BJ Grosvenor in RECL 90. In addition, students
will achieve a grade of C or better on the philosophy paper assignment in RECL 113
taught by Suzy Ross.
Students will achieve a grade of C or better on their project and written reflections,
graded using rubrics. Data will be collected by Dr. Kim Uhlik in RECL 97.
Students will achieve a grade of C or better on 6 homework assignments and the leisure
fair assignment. Data will be collected by Kelly Bloom in RECL 110
Students will achieve a grade of C or better on 2 case studies (legal briefs) and one oral
presentation (graded using rubrics). Data will be collected by Dr. Joe Schultz in RECL
135
Students will achieve a grade of C or better on their facility design or renovation project
(graded using rubrics). Data will be collected by Dr. Joe Schultz in RECL 135
Students will achieve a grade of C or better on the leadership project entailing supervision
and direction of teams (graded via rubrics). Data will be collected by Dr. Kim Uhlik in
RECL 133.
Students will achieve a grade of C or better in the final comprehensive paper and poster
presentation, graded using rubrics. Data will be collected by Kelly Bloom in RECL 100W
Students will achieve a grade of C or better in their Monday presentations assignment
(graded on style, staging, and substance). Data will be collected by Dr. Gonzaga da Gama
in RECL 165
8. Spring 2007 Indirect Measurement (if any): Describe the indirect assessment data that were
collected (‘C’ in Spr07 column of Table 2), how much and by whom. Be specific, for example: 100
alumni were surveyed by the department with questions related to SLOs #1 & #2.
SLO #
1
Page 4
Data collected, how much, by whom**
N/A
revised 3/19/07
2
etc.
9. Fall 2007 Direct Measurement: For the SLOs scheduled to be assessed in fall 2007, describe the
direct (performance) data that will be collected, how much and by whom.
Be specific, for example: Instructors in two sections of ART144, will assess SLOs #3 & #4 using a common
rubric on the students’ final paper.
SLO #
Data to be collected, how much, by whom**
1
2
etc.
10. Fall 2007 Indirect Measurement (if any): Describe the indirect assessment data that will be
collected (‘C’ in F07 column of Table 2), how much and by whom. Be specific, for example:
graduating seniors in all capstone course sections will be surveyed on curriculum strengths & weaknesses.
SLO #
1
2
etc.
Page 5
Data to be collected, how much, by whom**