The undergraduate degree, Bachelor of Science in Parks, Recreation and Tourism, at the
University of Missouri is accredited by the Council on Accreditation of Park, Recreation, Tourism and Related Professions (COAPRT). The University of Missouri’s Parks, Recreation and Tourism program was a pilot program in 1966 for COAPRT and was among one of the first programs to receive accreditation. COAPRT is recognized by the Council for Higher Education Accreditation
(CHEA).
COAPRT standard 2.05.05 requires reporting of aggregated results of learning outcomes assessment. Results for the most recent academic year (AY2013-2014) listed below.
 Our department has recently developed five learning outcomes we will assess students based upon these learning outcomes. Students will be able to: o Plan and develop activities and events successful o Think critical about situations, issues, and ideas before formulating a conclusion o Understand and promote all aspects of diversity o Communicate competently both written and orally o Lead individuals and groups auspiciously
 Capstone interns’ performance evaluations exceeded expectations. With 96% of the students receiving scores indicating exceeding expectations of the supervisor. 100% of the scores reflected students exceeded the standard expectations, however had noticeable flaws.
 Pre-test examination scores on the learning outcomes specified by our department had a mean score 17.39 out of a possible 46 of in the freshman level PRT1011: Career
Orientation in Recreation, Parks, and Leisure Services course.
Late 2013 - 2014
After considerable review by faculty it was determined the use of a single assessment to capture all student learning with regard to outcomes was not practical. Critical to the success was our ability to enroll only freshman in the orientation and only seniors in the capstone course. The capstone was not a problem, but a cross section of students in the orientation continues to problematic.
2014

In 2014, the department began to formulate outcomes and to selectively access our core in order to achieve a high quality set of outcomes, coupled with viable measures to determine our success. With that the following were determined:
PRT 1010 – Introduction to Leisure Studies

Understand the meaning of recreation, , play, sport, games, and tourism as they relate to leisure (7.01)

Understand the social functions and social factors of leisure (7.01)
 Recognize the historical events, people and theory of leisure (7.01)

Recognize sources of funding (7.03)

Understand the benefit of government provision of leisure and providers (7.03)

Recognize components to sport as they relate to leisure (7.03)
 Identify outdoor recreation history, theory and provisions (7.03)
PRT 2750 – Methods in Research and Evaluation

Students understand how scientific knowledge can help redesigning and improving leisure and recreation services
 Students demonstrate the ability to evaluate leisure service and use evaluation data to improve quality of offerings
PRT 3210 – Personnel Management and Leadership in Leisure Service

Students will be able to explain and apply the Situational Leadership Model in relation to leadership of parks, recreation tourism and sport

Students will be able to understand the importance of leadership specifically related to written communication and its implication in park, recreation, tourism and sport
PRT 3215 – Program Development in Leisure Services

Students shall demonstrate entry-level knowledge of the scope of recreation and leisure services

Students will demonstrate the ability to design and plan ;leisure programs and special events

Students will demonstrate the ability to facilitate special events for racially and culturally diverse populations
 Students will be able to apply legal principles and procedures to develop a risk management plan for a recreation service provider
PRT 4208 – Administration of Leisure service Management

Students will be able to understand and apply administrative strategies related to decision making in parks, recreation, tourism and sport


Students will be able to apply financial management principles to analyze the budget of a recreation and community service department
A variety of methods are used to measure these outcomes. In many cases selected examination questions are used to determine compliance with the outcome. In other cases, written assignments, case studies, and programs are evaluated using specific rubric standards.
As a consistent measure of success the department requires no less than a 70% on any of the given measure. In some cases the measure might include a percentage of students that must meet the 70% threshold. This is provided because many course are available to students across campus and it might be the only PRT course taken.
In all course our standards are met with the exception of PRT 2750. This is a math intensive course and early assessment revealed less than 50% of the students met the threshold.
Currently both instructors offering the course are evaluating their teaching methods to improve the response percentage. By 2016 , this standard will also be met.
As a final note many course have been evaluated as many as four continuous semesters with success at meeting the measures each semester. Because the process is redundant to continue meeting the same outcomes, some are being adjusted to provide great depth and breadth of the subject matter or different questions are being written to use as the measure. Because the self-study is due in the fall of 2016, spring semester provides the last opportunity for adjustments.
Important Information Regarding Degree Mills
Please watch this important video ( http://youtu.be/a1voHNMQDrk ) regarding degree and accreditation mills. According to CHEA, "Degree mills and accreditation mills mislead and harm. In the United States, degrees and certificates from mills may not be acknowledged by other institutions when students seek to transfer or go to graduate school.
Employers may not acknowledge degrees and certificates from degree mills when providing tuition assistance for continuing education.
“Accreditation” from an accreditation mill can mislead students and the public about the quality of an institution. In the presence of degree mills and accreditation mills, students may spend a good deal of money and

receive neither an education nor a useable credential." Read more on
CHEA's website ( http://www.chea.org/degreemills/) .