FORWARD
This self-study is significant component of the continuing accreditation available
through the Council on Accreditation of Parks, Recreation, Tourism and Related
Professions (COAPRT). The most recent COAPRT accreditation was completed in
2008.
This document is a result of a team effort by the Recreation, Park and Tourism
Administration leadership, faculty and staff. Department Chair Daniel G. Yoder and
associate faculty member Ms. Jennie Hemmingway led the team. Administrators in
the College of Education and Health Services also contributed to the self-study.
In the fall of 2013 a plan was designed with the ultimate goal of attaining
accreditation for the Recreation, Park and Tourism Administration program and the
specialized area of Therapeutic Recreation program. The initial step was to contact
COAPRT to determine the requirements for accreditation. The first step was for the
Interim Department Chair to attend the accreditation training sessions offered at
the 2013 National, Recreation and Parks Association (NRPA) Congress in Houston,
Texas. The composition of the program's accreditation self study team was
subsequently established.
Since spring 2012 the RPTA Department has experienced significant changes in
leadership. RPTA Chair Dr. K. Dale Adkins assumed the position of Associate Dean of
the College of Education and Human Services (COEHS). Dr. Dean Zoerink served as
Interim RPTA Chair from June 2012 until June 2013. In June 2013 Dr. Daniel G.
Yoder took over as Interim Chair of the Recreation, Park and Tourism
Administration Department. After a national search on January 1, 2015 Yoder was
named permanent Department Chair. In addition to the departmental change in
leadership, the College of Education and Human Resources also experienced
significant change. COEHS Dean Sterling Saddler resigned and was replaced by
Interim COEHS Dean Dr. Erskine Smith in the spring of 2013.
As a result of considerable leadership change over the past three years, the
department was not as diligent as it should have been in identifying and collecting
evidentiary evidence of the operation of the RPTA Department. However, every
effort has been made to collect documents of prior departmental operations and a
renewed effort has been made to plan a course of action to measure the effective
and efficient use of departmental resources for the goal of providing a quality
education for undergraduate programs.
1
Significant Events Since the 2008 Accreditation Self Study

As noted in the previous paragraph, departmental leadership has
transitioned for the past three years. This transition period appears to be
completed with the announcement of Dr. Daniel G. Yoder as the permanent
departmental chair beginning January 1, 2015.

Additional personnel changes took place. Dr. Dean Zoerink announced his
intention to retire in June 2015. In June 2013, Dr. Paul Schlag obtained
release time from the RPTA Department to serve as Assistant Director of the
WIU Honors College. Dr. Don McLean has opted to serve as Interim Director
of the Western Illinois University Museum Studies Master Program since
spring 2013. Mclean had served as the Program Coordinator of the RPTA
Program at the Quad Cities Campus of WIU. Porter and McLean. Some of the
duties of the Quad Cities Program Coordinator were assumed by Dr. Rob
Porter in the spring of 2014. Dr. Rob Porter is currently transitioning from
teaching at the Macomb campus to teaching at the Quad Cities campus.

Mr. Jeremy Robinett was hired in August 2014 as an assistant professor of
the RPTA Department with an emphasis in event planning and management.
Mr. Robinett was hired ABD: however, he has since completed all
requirements for the Ph.D. from the University of Illinois.

The Recreation, Park and Tourism Administration Department is currently
seeking two faculty members - a tenure track assistant professor with
therapeutic recreation certification and a tenure track assistant professor
with an emphasis in event planning and management.
Current RPTA Faculty
Ds. Minsun Doh, Ph.D., Associate Professor
Ms. Jennie Hemingway, MS., Associate Professor (non-tenure track)
Dr. John Hemmingway, Ph.D., Associate Professor
Dr. Mike Lukkarinen, Ph.D., Associate Professor
Dr. Mike McGowan, Ph.D., Professor
Dr. Katherine Pawelko, Ph.D., Professor
Dr. Rob Porter, Ph.D., Assistant Professor
Dr. Jeremy Robinett, Ph.D., Assistant Professor
2
Ms. Rachel Smith, MS., Associate Professor (non-tenure track)
Dr. Paul Schlag, Ph.D., Associate Professor
Mr. Jeff Tindall, MS., Associate Professor (non-tenure track)
Dr. Dean Zoerink, Ph.D., Professor
Dr. Daniel G. Yoder, Ph.D., Professor and Department Chair
Curriculum Reform
In addition to several personnel changes the RPTA Department has initiated and
completed significant curriculum change including:

Reduction of the required core class credits from 39 to 28

Establishment of minor in Outdoor Leadership

Establishment of minor in Fisheries Management

Establishment of joint minor in Event Planning and Management (shared
minor with Dietetics, Fashion Merchandizing and Hospitality Department)

Establishment of Post Baccalaureate Certificate (jointly with Dietetics,
Fashion Merchandizing and Hospitality Department)

Establishment of multidisciplinary minor in Nonprofit Administration

Have initiated efforts leading to a transcriptable option in therapeutic
recreation
Miscellaneous Events

Secured new residential facility for the Horn Field Campus (HFC) Program
Coordinator

Embarked on a major fund raising campaign to build a new $750,000 student
learning facility at HFC

Secured funding and have initiated efforts to eliminate invasive species at
HFC
3

The RPTA Department hosted the most successful Professional Development
Conference in April of 2014. Approximately 25 professionals returned to
campus to share their expertise and experiences with approximately 120
RPTA students.
4
1.00 ELIGIBILITY CRITERIA
1.01
The academic unit and curriculum concerned with parks, recreation, tourism and
related professions shall have been in operation for three years and be clearly
identifiable to the public.
RPTA Department Organizational Chart and Committees
The Department of Recreation, Park and Tourism Administration (RPTA) is located
in the College of Education and Human Services (COEHS). The RPTA Department is
the unit responsible for professional preparation in recreation, park and tourism
studies. Western Illinois University has two campuses - the main campus is located
in Macomb, Illinois. Another campus is located in Moline, Illinois. This campus is
referred to as the Quad Cities campus. Not all WIU academic units exist on both
campuses. However, the RPTA Department has both undergraduate and graduate
programs at both campuses.
RPTA Department http://www.wiu.edu/coehs/rpta/
Established in 1968 as the Department of Recreation and Park Administration and
renamed the Department of Recreation, Park and Tourism Administration in 1989,
the Department has been preparing students to enter the leisure services field for
over 40 years. More than 3,000 students have graduated from the Department,
which has been continuously accredited by the Joint Council on Accreditation of the
National Recreation and Park Association and American Association for Leisure and
Recreation; and the Council on Accreditation of Park, Recreation, and Tourism
Related Professions (COAPRT) since October 13, 1978.
RPTA Department Accreditation
http://www.wiu.edu/coehs/rpta/accreditation.php
1.02
The institution shall be currently accredited by the appropriate regional accrediting
association approved by the Council for Higher Education Accreditation (CHEA) or
by the current national accrediting body.
The University received its most recent re-accreditation in 2008 and is scheduled
for continuing accreditation review in 2015.
Western Illinois University Accreditation
http://www.wiu.edu/university_planning/accreditation.php
1.03
A minimum of two full time faculty members and a minimum of one additional full
time equivalent faculty position (FTE), which may be comprised of multiple
individuals, shall be assigned to and instruct in the program.
The RPTA Department has twelve full-time faculty members. This includes the Chair
5
of the Department, the Graduate Program Coordinator and the Quad Cities Program
Coordinator. Each of these administrative positions receives some release time for
their additional duties. In addition to the full time faculty, many adjunct faculty
support the unit by teaching core classes and elective classes on both campuses.
Adjunct faculty teach between between 5% and 9% of all RPTA classes taught each
year.
RPTA Academic Credit Equivalent Summaries
1.04 A minimum of two full time faculty members shall hold a degree of masters or
higher, and a degree of bachelors or above in parks, recreation, tourism, and related
professions.
RPTA Faculty Vitas
RPTA Academic Credit Equivalent Summaries
1.05 All individuals instructing in the programs shall have competence and credentials in
the subject matter for which they are responsible.
Faculty Vitas
Faculty Table 2015
1.06
Each program seeking accreditation shall employ at least one individual as a faculty
member who has completed formal COAPRT training no less than five years prior to
submission of the self-study.
Dr. Daniel G. Yoder, Chair of the RPTA Department has attended the COAPRT
training sessions (including trainings for visitors) at the 2013 NRPA Congress in
Houston, TX and the 2014 NRPA Congress in Charlotte, NC.
6
2.0 VISION, VALUES AND PLANNING
2.01
The academic unit shall have the following current written documents that are
clearly demonstrated to be consistent with the institution and with the parks,
recreation, tourism and related professions:
2.01:01 Mission, vision, and values statements of the program shall be visible, operational
and present in the unit culture.
The mission of the RPTA Department is to provide dynamic and highly effective
learning opportunities for personal and career development in an environment that
encourages and facilitates scholarly and creative activity, while positively impacting the
quality of life throughout the western Illinois region and beyond by serving the broadbased needs of the leisure services profession, including those organizations involved in
service delivery.
RPTA Mission, Vision, Philosophy and Strategic Plan
The vision of the College of Education and Human Services (COEHS) is:
“We are a dynamic and diverse community committed to fostering authentic and
innovative educational, research, and service opportunities.”
The mission of the College of Education and Human Services (COEHS) is:
“Our mission is to educate and empower future practitioners and leaders.”
The College's academic and service responsibilities encompass a multitude of areas.
The 10 academic departments offer a total of 11 undergraduate majors, 15 graduate
majors, and 13 post-baccalaureate certificates. Seven COEHS departments offer
degrees at the WIU Quad Cities campus. All 10 departments also focus on their
service responsibilities to the university, community, region and state, as well as
provide students with early and capstone experiences in their respective fields of
study.
COEHS Vision and Mission Statement http://www.wiu.edu/coehs/about.php
2.01.02 The academic unit shall maintain an up-to-date strategic plan for the program.
This plan must include a) current mission, vision and values; b) goals; c)
measureable objectives; d) target dates for accomplishment of objectives; e)
designation of primary person or organizational unit responsible for attainment of
objectives; and f) a strategic plan status report.
RPTA Mission, Vision, Philosophy and Strategic Plan
7
RPTA Strategic Plan
During the period under review, the University under the leadership of a new
President entered into the development of a new strategic plan for the first
time that had wide-based university participation over an 18-month period.
Once completed and adopted by the Board of Trustees, the Colleges began
work on their respective plans. After the College strategic plan, the
individual Departments of the University crafted their strategic plans with
guidance of a new Provost and Vice-President of Academic Affairs. The
evolutionary nature of the process provided the context and landscape for
our Department to move forward in a unified manner. The goals developed
in 2.01:03 are the outcome of the University-wide effort to plan strategically
and intentionally as an institution of higher learning. Activities reflective of
the current status with each goal are summarized.
I. To serve the educational needs of students by providing a dynamic and
highly effective learning environment.
Ongoing Activities:











Curriculum revision
Assessment plan development
Conduct advisory meetings
Reactivate the annual semester field-based experience, ECOEE
(Environmental Conservation Outdoor Education Expedition)
Contribute to the University revision of the General Education
curriculum
Provide student learning and development through annual
spring conferences on both campuses involving practitioners
and alumni
Support students on the National Student Branch of the NRPA
Encourage student participation and development through
workshops and seminars provided by the Office of Student
Activities
Support six departmental student organizations including Rho
Phi Lambda
Fund student scholarships by emeriti faculty
Recognize outstanding students throughout the year by the
faculty
II. To provide an environment that encourages scholarly and creative activity.
Ongoing Activities
8










Recognize student academic achievements in the Department
and College through 19 scholarship/award opportunities
annually
Nominate students annually to five different community and
state-wide scholarships
Involve students annually in the Spring University
Undergraduate Research Day
Promote and encourage student participation in the Annual Gil
Belles Book review within the Department
Participate in the annual Malpass Library Faculty Scholarship
Day
Support student poster presentations at the annual state
conference of the Illinois Parks and Recreation Association and
the Illinois Association of Park Districts
Recognize faculty and student scholarship and presentations
through the Department newsletter, RPTA News
Fund faculty participation to at least one conference annually
Participate in the Outdoor Recreation Consortium at the Great
Smoky Mountains Institute at Tremont with the University of
Missouri-Columbia, East Carolina University, The North
Carolina State University, and The Pennsylvania State
University
Provide community-based learning and research with diverse
Travel Workshops each semester
III. To positively impact the quality of life throughout the western Illinois
region and beyond while servicing the broad-based needs of the leisure
services profession, including those organizations involved in service
delivery.
Ongoing Activities







Provide training each semester for teams course, high-ropes,
and climbing tower at HFC
Sponsor every spring break the nationally recognized
Wilderness First-Responder course at HFC
Partner with College/University entities in sponsoring
University-themed activities at HFC
Collaborate with a regional membership association to provide
a volunteer expo in the Quad Cities
Participate in the management of the annual Big Brothers and
Sisters Bowl-a-thon
Exhibit the Department at conferences
Support faculty and students on
state/regional/national/international boards and committees
9


Host the annual Summer Camp Job Fair with the American
Camp Association Sections, Illinois, Wisconsin, St. Louis, and
Great River
Collaborate with the Macomb Park District, Disability Support
Services and Campus Recreation in providing a therapeutic
horseback riding program
IV. To recruit, retain and graduate a diverse group of undergraduate
and graduate students.
Ongoing Activities







2.02
Support an on-going mentoring program for students with
practitioners in the Quad Cities
Design a three-year schedule of classes to support students in
the Quad Cities
Develop brochures/fact sheets for Department
Distribute “Benefit” CD’s to QC and Black Hawk Community
College
Partner with Black Hawk Community College for student
articulation to the QC
Present to students/classes at Moraine Valley Community
College
Exhibit at grade school, high school and community college
information fairs
There shall be ongoing curricular development and improvement, including faculty
ownership of the curriculum and meaningful input from stakeholders and
constituent groups.
The RPTA Department has a curriculum committee in which all Unit A and Unit B
faculty are invited to participate. Discussion of curriculum and curriculum related
issues take place in special curriculum meetings. Considerable discussion regarding
curriculum takes place in regularly scheduled faculty meetings.
Faculty Meeting Agendas
RPTA Faculty Meeting Minutes
Faculty solicit input from other academic professionals and from professionals
currently working in the field. Meetings are held each year at the Illinois Park and
Recreation Association (IPRA) Convention to gather feedback.
10
2015 IPRA Alumni Meeting
A primary method of gathering information and feedback from professionals is
through the visitation of internship sites. While this requires significant time and
effort on the part of the RPTA faculty and administration, it is worthwhile. Several
faculty supervise student internships; thus the feedback comes not only from
several different professionals, it also comes through different faculty and
administration. The information is relayed to internship supervisor.
2.03
The academic unit shall have institutionally approved degree requirements for all
programs being considered for accreditation.
RPTA Department Catalog
http://www.wiu.edu/catalog/2014_-_2015/programs/rpta.php
2.04 The COAPRT accreditation decisions shall apply only to those degree requirements for
which the institution or program seeks accreditation and not extend to other offerings at
the institution or within the program.
RPTA Accreditation http://www.wiu.edu/coehs/rpta/accreditation.php
2.05
The academic unit shall maintain and up-to-date assessment plan for the learning
outcomes in Section 7.0, and if applicable the 8.0 series standards.
2.05.01 The program shall demonstrate that its assessment plan is compatible with
expectation of the regional accrediting association and institution.
Western Illinois University is accredited through the Higher Learning Commission
(HLC). HLC accreditation criteria is available at
http://policy.hlcommission.org/Policies/criteria-for-accreditation.html. Specifically
HLC has the following requirements for assessment:
1. The institution has clearly stated goals for student learning and effective
processes for assessment of student learning and achievement of learning
goals.
2. The institution assesses achievement of the learning outcomes that it claims
for its curricular and co-curricular programs.
3. The institution uses the information gained from assessment to improve
student learning.
4. The institution’s processes and methodologies to assess student learning
reflect good practice, including the substantial participation of faculty and
other instructional staff members.
11
Western Illinois University assessment plan procedure is available at
http://wiu.edu/provost/assessment/submissions.php. Western Illinois University
utilizes a four- step assessment process:
1. Learning Outcomes:
Articulate the most important knowledge skills and attitudes that all students in
the program should demonstrate. These learning outcomes represent those
expectations deemed most important by each department and will be measured
annually. Learning outcomes are from students’ point of view; for example,
“students will demonstrate…”
2. Direct and Indirect Measurement:
A. Direct Measurement: Forms of direct measurement provide clear evidence of
student learning. Measures directly stem from the learning outcomes identified
for each major and include, for example, content of knowledge tests and
demonstrations of student skills acquired
B. Indirect Measurement: Information that implies that students have achieved
learning outcomes but that cannot stand on their own as proof of student
learning
3. Results:
A.
B.
C.
4.
Carry out measurement
Compile results
Analyze findings in relation to learning outcomes
Impact
Determining needed changes/improvements and implementation thereof.
The Department of Recreation, Park and Tourism Administration ensures
compliance with Western Illinois University assessment guidelines through the
annual submission of an assessment plan. The plan is reviewed by College of
Education & Human Services Dean and submitted to the Office of the Provost.
Approval of major assessment plans rests with the Provost's Office.
2.05.02 The program shall demonstrate that data generated through measurement tools
that were designed to measure program learning outcomes are used solely for that
purpose. Such data must not be used as secondary data for instructor evaluation or other
non-related functions.
Per the UPI Agreement available at
http://wiu.edu/provost/upi_agreement/index.php
Each department shall have a statement of Department Criteria, describing the
standards, materials, methods, and procedures to be used in evaluating
performance of employees eligible for retention, tenure, and promotion. The
Department Criteria will contain the following:
12
(a) Materials and activities appropriate for the department to use for each of the
three areas of evaluation and the relative importance of these materials and
activities (b) A general statement of the methods to be used and the relative emphasis to
be given in each of the three areas of evaluation, with Teaching/ Primary Duties
being the most important area (c) A statement that student assessment results will not be used in the
evaluation of faculty performance
(d) An educational requirement—Current educational requirements for tenure
shall be reviewed and, if appropriate, modified, at the department level.
Departments with professional programs may specify requirements within their
programs. (e) The department’s student course evaluation form (f) When applicable, Department Criteria shall take into consideration inherent
differences in form, content, or audience that might adversely affect a faculty
member’s evaluation—Examples include, but are not limited to, general
education, Distance Education or multicultural material. (g) A statement that defines the composition of the Department Personnel
Committee (DPC) and the procedures for election (h) The criteria for tenure, which will be identical to the criteria for promotion
to Associate Professor The Department of Recreation, Park and Tourism Administration criteria does
not explicitly state that student assessment results will not be used for
evaluation of faculty performance. Such is implied since there is no mention of it
in the departmental criteria. The faculty evaluation of teaching is based on a
formula of 33.3% student course evaluation, 33.3% from peer evaluation and
33.3% from chair evaluation. The statement can be included in the criteria.
2.05.03 Evidence shall be provided that the metrics used for assessment are suitable
and appropriate for their intended use.
The Recreation, Park and Tourism Administration Department at Western Illinois
University relied heavily on a 40 item multiple-choice exam to assess student
learning. This exam was administered to senior students who are majors in the
department. With the updating of learning outcomes in fall 2014, there was a
concerted effort to collect other direct measures of student learning. These artifacts
are delineated in section 7 and consist of:

History Unit Test in RPTA 111
13
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Comprehensive Exam in RPTA 235
Employee Recruitment & Selection Assignment in RPTA 332
Evaluation Research Project RPTA 397
Employer and Internship Supervisor ratings in RPTA 499
Internship Presentation in RPTA 499
2.05.04 Evidence shall be provided to demonstrate that the program uses learning
outcomes data to inform decisions.
Learning outcomes were updated in fall 2014. Minutes from department meetings
indicate on-going discussion that demonstrates the program learning outcomes to
inform curriculum and other direct educations decisions.
Faculty Meeting Agendas
RPTA Faculty Meeting Minutes
14
3.00 ADMINISTRATION
The Recreation, Park and Tourism Administration Department (RPTA) is located
within the College of Education and Human Services (COEHS). The Departmental
Chair serves as the Academic Unit Administrator and provides leadership, support
and guidance to the total functioning of the Unit.
3.01 Institutional policies and the organizational structure within which the Program is
housed shall afford sufficient opportunity for the Program to succeed in its mission,
vision, and values with respect to:
3.01:01 Responsibility and authority of the Program administrator to make
decisions related to resources allocated to that Program.
Department chairs serve at the pleasure of the dean, and typically receive a fouryear contract, with an option to renew. Over the years, department chairs in the
RPTA Department have remained in the position for five years before returning to
faculty. Many responsibilities are ascribed to department chairs, and the dean
provides a great deal of leeway for successful development and implementation of
departmental policies and processes. General college wide goals are developed
jointly.
As the administrator of the Department, the Chairperson assigns teaching and other
primary duties within the framework of the collective bargaining agreement, while
encouraging and supporting research and public service functions by the faculty.
3.01:02 Adequacy of financial resources.
The Chairperson of the Department of Recreation, Park and Tourism Administration
serves as fiscal agent for the Department. It is her or his responsibility to manage
the budget in a way that is consistent with the organizational goals and objectives of
the Department.
RPTA Budgets
3.01:03 Implementation of personnel policies and procedures.
Faculty personnel policies and procedures are specified in the 2010 – 2015
Agreement between the Western Illinois University Board of Trustees and the
University Professional of Illinois, Local 4100. Other faculty personnel policies and
procedures are developed predominately at the University-wide level and appear in
the Faculty Handbook. The Department exercises the right to formulate and
administer policy within the parameters of the 2010 – 2015 Agreement and existing
University and/or College level policy. It is the responsibility of the Department
Chairperson to manage the implementation of established personnel policies and
procedures.
15
Personnel Policies and Procedures: Articles 17 - 35
http://www.wiu.edu/provost/facultypolicies.php
Faculty Policies
http://wiu.edu/policies/deptresp.php
3.01:04 Development and implementation of academic policies and procedures for
the unit.
The RPTA Department operates consistent with the academic policies and
procedures of the College of Education and Human Services and Western Illinois
University.
Academic Policies and Procedures http://www.wiu.edu/provost/facultypolicies.php
COEHS Faculty and Administrative Resources
http://www.wiu.edu/coehs/faculty_resources/index.php
2010-2015 Agreement, Articles 1 - 45
http://www.wiu.edu/provost/facultypolicies.php
3.02
The Program administrator of the academic unit shall hold a full-time appointment
in his or her academic unit with the rank of associate or full professor with tenure,
with appropriate academic credentials in the unit being considered for accreditation.
RPTA Chair Dr. Daniel G. Yoder currently holds the rank of tenured full professor. It
is conceivable that the chairperson of a department on the Western Illinois
University campus may hold the rank of associate professor; however, it is a
common practice to appoint department chairpersons at the rank of full professor.
Yoder Vita
3.03
The Program administrator of the academic unit shall have a workload assignment
and compensation consistent with the prevailing practice within the institution.
The Chairperson receives workload assignment and compensation consistent with
other academic departments on the Western Illinois University campus. The level of
released time is consistent with those of other departments. Chairpersons at
Western Illinois University receive 12-month contracts.
In the 2014 – 2015 academic year, Chair Yoder taught RPTA 450 twice, RPTA 490
twice, RPTA 499 twice and RPTA 475 once for a total of 8 Academic Credit
Equivalents.
3.04
There shall be formal participation of faculty in setting policies within the academic
16
unit.
The Department of Recreation, Park and Tourism Administration is free to establish
policies concerning the academic unit and its students. The primary restriction
placed on the policy-making activity of the Department of RPTA is that the policies
not contravene those established in the 2010 – 2015 Agreement or at higher
administrative levels within the University.
The RPTA faculty and staff are involved in all policy decisions. Matters of this type
are discussed in regular Departmental staff meetings where consensus is sought.
The faculty supports progressive decision making and exercises cooperation in the
implementation of policy. Standing committees, comprised of and elected by the
faculty and staff, work with the Department Chairperson to consider and/or develop
policies and procedures in areas such as curriculum, personnel, and student
scholarships and awards that will eventually be considered for adoption by the
entire faculty and staff. Non-faculty employees of the Department may have
diminished roles in the area of curriculum, and in accordance with the 2010 – 2015
Agreement. The Department Chairperson, who is not part of the bargaining unit,
does not participate in Department Personnel Committee proceedings.
RPTA Department Criteria
3.05 Consistent consultation with practitioners shall affirm or influence the curriculum.
The Department of Recreation, Park and Tourism Administration and individual
faculty members consult with practitioners and cultivate relationships with them in
a variety of ways. Several examples of such relationships follow:
Advisory Committees
Advisory Committees are being reconstituted on the Macomb and the Quad Cities
campus. Members represent employers, alumni, site supervisors, and professionals
who present on campus from various concentrations within the RPTA major. The
Macomb Advisory Committee was active from 1986 to 2005. The Quad Cities
Advisory Committee, first established in 2001, evolved into the mentor group with
meetings currently being held each semester. The first Advisory Committee
meetings for both campuses occurred in December 2007 – Macomb and January
2008 – Quad Cities.
Alumni Association Clusters
Recreation, Park and Tourism Administration is one of the few departments on
campus with active alumni groups in the Chicago and Quad Cities. The
Departmental Alumni Association hosts a social each fall for faculty and
alumni
in the Chicago and Quad Cities areas. Many alumni return to the Western Illinois
University Macomb Campus each spring to participate in the departmentally
sponsored Professional Development Conference, which includes recognition of the
17
Distinguished Alumni Award recipient. Alumni lead all conference sessions for the
one-day event.
Practitioners at Fieldwork Sites
RPTA maintains an extensive relationship with practitioners serving as fieldwork
supervisors. Fieldwork opportunities through RPTA 199 and 499 have resulted in
additional learning opportunities for students and services rendered to the
community by students and faculty. Field supervisors respond to evaluative
questions on the readiness of RPTA students to assume entry-level positions in the
profession.
RPTA Internships
http://www.wiu.edu/coehs/rpta/current_students/undergraduate_programs/internship.php
Alumni Focus Group Report
18
4.00 FACULTY
4.01
Professional development opportunities for academic unit faculty shall be sufficient
to enable the program to accomplish its mission and operate in a manner consistent
with its values.
All of the faculty teaching courses in the 7.00 and 8.00 series of standards hold a minimum
of one degree with a major in recreation, park resources, and leisure services.
The Recreation, Park and Tourism Administration faculty is encouraged to engage in
professional development activities on a continual basis. Activities that have
contributed to professional development include the following:
Attendance at professional conferences (examples): Illinois Park and Recreation
Association; Professional Development Conference; National Recreation and Park
Association; Midwest Therapeutic Recreation Symposium; Association of Research
in Non-profit & Voluntary Agencies; Wilderness Risk Managers Conference; America
Therapeutic Recreation Association; National Institute on Recreation Inclusion;
Wilderness Education Association; American Camp Association; Northeastern
Recreation Research Symposium; Canadian Congress on Leisure Research;
American Alliance for Health, Physical Education, Recreation & Dance; Association
of Outdoor Recreation & Education; Coalition for Education in the Outdoors;
American Society on Aging.
Participation in various workshops administered by the Center for Innovation in
Teaching and Research.
Certified faculty participate in continuing education opportunities to retain their
credentials (CTRS & CPRP).
The faculty of Western Illinois University can receive services from the Center for
Innovation in Teaching and Research (CITR). The mission of the Center for
Innovation in Teaching & Research at WIU is to provide the university community
with opportunities and resources for their professional and personal enrichment.
CITR offers faculty more than 200 workshops per year in areas such as pedagogy,
research, personal development, and technology support for faculty building online
classes, administration and process of online surveys for research and program
assessment and a variety of online tools allowing faculty to easily community with
students via email and text (SMS)
Academic Policies and Procedures
http://www.wiu.edu/provost/facultypolicies.php
http://wiu.edu/policies/deptresp.php
19
4.02 Faculty development activities shall impact program quality, consistent with the
missions of the institution and the academic unit.
Developmental activities undertaken by faculty contribute to the mission of the
RPTA Department, the College and the university.
Faculty Meeting Agendas
RPTA Faculty Meeting Minutes.
Faculty Table 2015
4.03
The program shall utilize strategic hiring practices intended to result in a faculty
that varies in education, training, institutions attended, gender, ethnicity, race, age,
and other elements of diversity.
The faculty is diverse with respect to academic institutions attended, age, and
gender. The RPTA department must continue to work toward a more ethnically
diverse faculty.
Faculty Employment http://wiu.edu/vpas/policies/affaction.php
4.04
The policy used to determine academic unit faculty workloads shall be consistent
with that applied to other academic units.
Full-time faculty teaching load for two semesters is 18 to 22 academic credit
equivalents, as stated in the 2010 – 2015 Agreement between the University
Professionals of Illinois and Western Illinois University. Each department
chairperson at Western Illinois University assigns teaching and other primary duties
to faculty members within prescribed credit unit equivalency parameters. The vast
majority of credit units are comprised of teaching responsibilities. The Coordinator
of Graduate Studies receives three credit units per semester for non-teaching
responsibilities. Likewise, the Internship Coordinator receives three credit units
per semester in acknowledgement of related duties. To coordinate academic and
other services for majors and minors at the Quad Cities Campus, the Program
Coordinator at the Quad Cities Campus receives three credit units per semester.
Several other considerations are factored into the formula when determining the
academic credit equivalency (ACE). For instance, a faculty member receives
additional ACEs for teaching a class with large enrollment or for being responsible
for more than five different preparations during the academic year.
The current ACE guidelines appear in the 2010 – 2015 Agreement. Faculty
members receive “overload” compensation for any assignment that exceeds the
maximum limit of ACEs.
The department chairperson makes summer teaching assignments. Specific course
offerings are based solely on student needs. The collective bargaining 2010 – 2015
Agreement specifies that a “rotational” method be used in assignment of qualified
20
faculty to the summer curriculum and other necessary duties. Qualified faculty
placement on the rotation schedule is based on the criterion of length of service.
Unit A Faculty Workloads 2010 - 2015 Agreement Article 18
http://www.wiu.edu/provost/upi_agreement/
Unit B Faculty Workloads 2010 - 2015 Agreement Article 32
http://www.wiu.edu/provost/upi_agreement/
Unit A Faculty Workloads Summer 2010-2015 Agreement Article 19
http://www.wiu.edu/provost/upi_agreement/
4.05 Salaries, promotion and tenure privileges, university services, sabbatical leaves,
leaves of absence, workload assignments, and financial support for faculty shall be
sufficient to enable the program to accomplish its mission and operate in a manner
consistent with its values.
Salaries
Faculty salaries are negotiated at the time of initial appointment and must meet
minimum levels in relation to academic rank, as specified in the collective
bargaining 2010 – 2015 Agreement. Annual salary increases are based on
adjustments and increases established by the Trustees of Western Illinois University.
The annual compensation package, as negotiated between Western Illinois
University and the University Professionals of Illinois, is distributed to all members
of the bargaining unit. Salaries within the Department of RPTA compare favorably
with mean salaries for similar academic rank within the College and University.
Unit A Salaries Article 28 http://www.wiu.edu/provost/upi_agreement/
Unit B Salaries Article 42 http://www.wiu.edu/provost/upi_agreement/
Promotion and Tenure
Evaluation criteria for tenure and promotion consideration are established by the
Department Chairperson in consultation with the faculty and approved by the
College Dean and University President. A faculty member being considered for
professional achievement awards, promotion, and/or tenure goes through a review
process that begins with the Department Personnel Committee and Department
Chairperson. It includes further review by the College Dean and the College
Personnel Committee and University Personnel Committee (when discrepancies
exist at previous levels) before receiving final consideration by the President.
Ultimately, the President’s recommendations are subject to approval by the Western
Illinois University Board of Trustees.
RPTA Department Criteria
21
University Services
The RPTA faculty is eligible to receive the same services as those provided to all
members of the Western Illinois University faculty. Services such as health care, life
insurance, credit union, long-term disability insurance, workers’ compensation, and
retirement programs are provided.
Sabbatical Leaves, Leaves of Absence
Because of its commitment to provide excellence in education, Western Illinois
University recognizes the need for granting sabbatical leaves to faculty members for
the purpose of encouraging scholarly and professional achievement for the mutual
benefit of the University and the employee. The leave may be used for the purpose
of acquiring new professional skills and updating existing professional skills as well
as for research. The University President grants a sabbatical leave. A tenured
employee is eligible to apply for a sabbatical leave after completing at least five
years of full-time service in the bargaining unit at Western Illinois University. A
sabbatical leave will not be awarded to the same faculty member more than once
every seven academic years and sabbatical leave time shall not be cumulative.
Faculty members may apply for a leave of one semester at full pay or two semesters
at half pay.
Administrative educational leaves and retraining leaves are also granted to selected
employees at Western Illinois University. Parental leave, military leave, personal
leave, funeral leave, leave for court-required service, and sick leave are available to
all members of the bargaining unit.
Workload Assignments
Full-time Unit A faculty teaching load for two semesters is 18 – 22 academic credit
equivalents (ACE) as stated in the 2010 – 2015 Agreement. Full-time Unit B faculty
teaching load for two semesters is 20 – 24 academic credit equivalents (ACE) The
agreement specifies overload compensation, class size compensation, etc. The
faculty assignments are fair and equitable compared to those of other faculty in the
institution.
Unit A Faculty Workloads 2010 - 2015 Agreement Article 18
http://www.wiu.edu/provost/upi_agreement/
Unit B Faculty Workloads 2010 - 2015 Agreement Article 32
http://www.wiu.edu/provost/upi_agreement/
Financial Support
The current annual average amount faculty may receive for professional
development opportunities allows faculty to most likely attend one conference.
These funds are distributed to the departments by the Provost Office. This amount
22
has remained declined somewhat. Faculty also may apply for funds through the
Dean’s Office.
COEHS Resources http://www.wiu.edu/coehs/faculty_resources/index.php
COEHS Travel http://www.wiu.edu/coehs/faculty_travel/index.php
University Travel http://www.wiu.edu/CITR/fac_travel/
4.06 Full-time faculty members with appointments to the parks, recreation, tourism, and
related professions program shall instruct at least 60 percent of the required
courses within the curriculum.
While some classes on the Macomb and QC campuses are taught by part time
adjuncts, full time faculty teach well over 60% of required courses in the program.
RPTA Academic Credit Equivalent Summaries
RPTA Courses
http://www.wiu.edu/coehs/rpta/future_students/undergraduate_programs/courses.php
4.07 Scholarship activities of discovery, integration, and/or application by academic unit
faculty serving the curriculum shall impact program quality, consistent with the
missions of the institution and the academic unit.
RPTA faculty consistently use their scholarly expertise in the development of the
curriculum in the RPTA Department.
RPTA Academic Credit Equivalent Summaries
RPTA Courses
http://www.wiu.edu/coehs/rpta/future_students/undergraduate_programs/courses.php
23
5.00 STUDENTS
5.01
There shall be formal and ongoing processes designed to generate, maintain, and
consider student input relative to those aspects of the academic unit affecting their
professional preparation.
Students in the Department of Recreation, Park and Tourism Administration are
consulted relative to curriculum and other departmental policies. When
serving on committees, they maintain voting privileges equivalent to regular faculty,
except where prohibited by the 2010 – 2015 Agreement. Students sit on the
Departmental Grade Appeals Committee.
Students are strongly encouraged in classes to get involved in professional
associations. For example, students are encouraged to become members of the
Illinois Park and Recreation Association (IPRA), to attend the IPRA Conference and
to become officers on the student section committee.
The faculty and academic advisor solicits student’s input on curricular or other
departmental matters. Course evaluations by students provide an excellent source
of feedback regarding course content and quality of instruction. Mid-term meetings
with intern students have always included a lengthy agenda item dealing with
curriculum recommendations. These meetings and data gathering efforts are
currently part of the Department Assessment Plan. Periodic surveys of alumni are
also employed.
5.02
Written policies and procedures shall exist for admission, retention, and dismissal of
students from the academic unit.
Admission to the Academic Unit
Students are admitted to the academic unit when they declare themselves as
Recreation, Park and Tourism Administration majors. Students may declare a major
in RPTA when they submit their materials for admission to the University or at a
later date by submitting the necessary forms.
Retention and Dismissal
The policies of retention and dismissal are related to maintenance of satisfactory
academic progress in accordance with University standards. A student entering as a
first-semester freshman will be considered in good academic standing if he or she
has met regular admission standards.
24
Subsequently the following minimal grade point averages must be achieved to
remain in good academic standing:
End of first semester
1.75 GPA
End of second semester
1.85 GPA
End of third semester and thereafter 2.00 GPA
The University will classify a transfer student on the basis of the number of
semester hours accepted. To be in good standing, the transfer student must satisfy
the same academic requirements established for all University students in that
classification.
All students who are on academic probation must confer with their academic
advisor, a counselor, faculty member, or a residence advisor during the term of
probation to facilitate progress toward achieving good standing status. When placed
on academic probation, the student has one semester to achieve the cumulative GPA
required on the previously mentioned scale. Failure to achieve the required GPA
during that term will result in academic suspension.
Freshmen
Admission:
http://www.wiu.edu/student_services/undergraduate_admissions/prospective/index.php
Transfer
Admission:
http://www.wiu.edu/student_services/undergraduate_admissions/transfer/standards.php
WIU Graduation Requirements:
5.03
http://www.wiu.edu/catalog/requirements/graduation.php
Student advising systems shall be effective, accessible to students, continually
improved through evaluation, and include:
5.03:01 Academic advising.
Students are required to meet with the Undergraduate Advisor upon
entering the major and at least once per semester prior to course preregistration. During these meetings, the Undergraduate Advisor reviews with
the student his or her academic and career goals and monitors the student’s
progress toward the Department and University requirements respectively.
The Undergraduate Advisor also serves as a resource for information on
University policies and procedures, assists students in clarifying academic
and career goals, and assists students in becoming involved in non-classroom
activities and professional organizations. In addition to required meetings,
students are encouraged to meet with the Undergraduate Advisor at any time
25
throughout the year to discuss any concerns, problems, or suggestions that
they have.
In addition to the academic unit, the University also provides student
advising through the University Advising Center. The University Advising
Center helps students resolve academic problems; provides referrals to the
University Counseling Center and to the Office of Disability Support Services;
provides aid in the choice of majors and careers; and provides information
about new classes and programs, scholarships, honors work, tutorial aid, job
placement, and University procedures and requirements.
Projected Schedule Plan
RPTA Model Degree Plan: http://www.wiu.edu/Registrar/ftp/MDP/MDP14_91.htm
5.03:02 Professional and career advising.
A primary responsibility of the Undergraduate Advisor is to assess the career
interests of each RPTA major and refer him or her to the appropriate faculty
member within the Department who will serve as the student’s informal
career advisor. The career advising faculty member counsels the student
regarding course work selection while motivating the student to become
active in other personal and professional development opportunities. An
advising guide, developed by members of the faculty for their areas of
specialization, is heavily utilized in the advising process. (For the QC Campus
the academic advisor and RPTA faculty members address student career
advising).
All seniors are encouraged to register at the Career Services Office. This
makes them eligible to receive weekly listings of job notices upon graduation.
The Department of RPTA maintains an up-to-date file of addresses and
current positions of graduates as information is received. The Department
also has an active alumni organization (QC alumni cluster and mentor’s),
which assists in maintaining contact with students.
Through curriculum advising, internship advising, and informal faculty
advising, each member of the RPTA faculty serves as a resource for students
who need guidance in developing career emphases or desire assistance in
formulation of career goals and plans to achieve them. Faculty members
work closely with students in selecting courses, extra-curricular activities,
and fieldwork experiences that will contribute to fulfillment of career goals.
RPTA Careers Pinwheel
RPTA Careers http://www.wiu.edu/coehs/rpta/careers.php
26
5.04
Student records shall be maintained in compliance with accepted confidentiality
practices.
The Department of Recreation, Park and Tourism Administration maintains an
advising center where student degree plans and permanent records are kept on file.
The Undergraduate Advisor is responsible for managing these files and serves as the
liaison to the Registrar’s Office on behalf of students. Students’ records are
maintained in accordance with the Buckley Amendment. University personnel
having access to student records cannot release student information to anyone
outside the University without student authorization. Every student has the right to
view his/her personal records and may obtain a copy of the record(s) at cost.
The records of former students are kept under lock and key in a room adjacent to
the office of the Undergraduate Advisor at the Macomb Campus and in an area at the
QC Campus. The files of current students are kept in the office of the Academic
Advisor and remain locked when she is not present at the Macomb Campus and are
housed at the Academic Advising Center at the QC Campus. Keys to student record
files are held by the Undergraduate Advisor at the Macomb Campus. An additional
set of keys is held in the main office of the Department of RPTA. The keys are with
the Undergraduate Advising Secretary at the QC Campus.
A computer terminal and printer are located in the Undergraduate Advisor’s office.
The terminal is linked to the mainframe computer containing central
administration’s student records and enrollment data. (QC maintains a separate
database for student tracking.) This system has streamlined the advising process.
FERPA Policy: http://www.wiu.edu/advising/support/ferpa.php
5.05
There shall be ongoing student involvement in professional organizations, activities
of those organizations, and in professional service.
National Recreation and Park Association
Recreation, Park and Tourism Administration majors are encouraged to become
members of NRPA. The Department maintains institutional membership that
qualifies majors for discounted membership dues. The Department exhibits
annually at the NRPA National Congress. A significant number of students attend
the National congress annually. Departmental resources are allocated to assist
students with travel expenses. The Clayton-Westgate Scholarship Fund was
established in 1985 to assist deserving students with travel costs associated with
conference and workshop attendance. The Student Recreation Society often
allocates funds to support student travel. In past years, graduate and
undergraduate students have presented at the NRPA/SPRE Leisure Research
Symposium.
27
Illinois Park and Recreation Association
If majors in the Department of Recreation, Park and Tourism Administration have
not joined IPRA prior to enrolling in RPTA 398 Internship Seminar, they are strongly
encouraged to do so during the first week of the seminar. The Department has a
long tradition of student leadership in IRPA. Departmental travel support for
student attendance at IPRA functions is a high priority.
Other Professional Organizations
A number of Western Illinois University students attend conferences and
workshops and hold memberships in the following organizations: American
Camping Association; American Alliance for Health, Physical Education, Recreation
and Dance; Association for Experiential Education; National Intramural Recreation
Sports Association; Resort and Commercial Recreation Association; National
Employee Services Association; and the Association of Interpretive Naturalists.
Student Recreation Society
Membership in the undergraduate Student Recreation Society (SRS) varies from
year to year. SRS was formed for the purpose of providing opportunities for
discussion of professional topics, participation in social functions, service to the
university and community, and development of student leadership. The Student
Recreation Society is provided with meeting space, a filing cabinet, bulletin board
space, and limited clerical assistance. A member of the RPTA faculty serves as
advisor the organization, which is recognized as an official campus organization.
Rho Phi Lambda
In 1987, the Tau chapter of Rho Phi Lambda was established on the Western Illinois
University campus. This professional fraternity recognizes outstanding student
leaders and provides an avenue for their development and service to their
profession. Since 1998, the Membership Services Office for Rho Phi Lambda has
been located at Western Illinois University.
Horn Environmental Learning Project
Horn Environmental Learning Project was created to provide members with an
opportunity for outdoor and environmental education through direct experience.
The group continues to upkeep and aid with the future development of Horn Field
Campus in order to conserve Horn’s environmental, scenic, historical, and cultural
resources in a natural setting. The group also promotes the general public’s
appreciation of and its involvement with the natural environment. It’s purpose to
provide fun, social, and physical outlets for members.
Student Therapeutic Recreation Society
STRS is a professional preparation club within the RPTA Department that focuses on
the development of TR Specialist. STRS performs service activities in the
28
community for people with disabilities. It also raises money to help TR students
attend professional conferences where they have opportunity to network with TR
professionals, seek internship connections and learn about the profession.
Student Commercial Recreation and Tourism Society
Student Commercial Recreation and Tourism Society is an RPTA student
organization for undergraduates who are interested in tourism and commercial
recreation. Through group activities involving volunteer work, field trips and guest
speaker sessions students are presented with educational opportunities to enhance
their learning and professional development.
QC Student Recreation Association
Membership in the undergraduate Student Recreation Society (SRS) varies from
year to year. SRS was formed for the purpose of providing opportunities for
discussion of professional topics, participation in social functions, service to the
university and community, and development of student leadership.
29
6.00 INSTRUCTIONAL RESOURCES
6.01
Administrative support services shall be sufficient to enable the program to
accomplish its mission and operate in a manner consistent with its values.
Support services within the Department of Recreation, Park and Tourism
Administration compare favorably with other academic departments at Western
Illinois University. The RPTA Department leases a heavy-duty multi-functioning
copy machine. It has a collator, duplexer, and an enlargement/reduction function.
The machine is serviced in excellent fashion. Situated in the main office of the RPTA
Department is a fax machine. RPTA faculty in the QC have access to image runners
and copiers.
The main office of the RPTA Department, located in 400 Currens Hall, houses two
full-time secretaries. Two microcomputers and printers, a standard electric
typewriter, administrative files, storage areas, selected professional publications,
and faculty mailboxes are located in this room. QC RPTA faculty share a designated
secretarial support (1.5) shared with several other QC departments.
The Department Chairperson’s office, 400A, adjoins the main office. Separate rooms
contain the Departmental copy machine, shredder, and scanner. An RPTA faculty
and staff lounge, equipped with refrigerator, microwave oven, water container, and
coffee area is available. In the QC workroom, faculty have access to all of the above.
6.02
There shall be properly located and equipped faculty offices of sufficient quality to
adequately address privacy and confidentiality issues, and that are of a number and
size comparable to other programs housed in the academic unit and consistent with
institutional policy.
The RPTA faculty and staff occupy offices on the fourth floor of Currens Hall, which
is the building where the vast majority of RPTA classes are held. Dr. Rob Porter is
located at the Quad Cities Campus in Moline, Illinois. He has an individually
assigned office. All offices are equipped with standard desks, filing cabinets, chairs,
and bookcases. Each office is equipped with a telephone and a microcomputer that
is fully networked. Centralized heating and air conditioning systems service
Currens Hall and the Quad Cities Campus.
6.03
There shall be adequate conference rooms for faculty use, study areas for students,
and meeting space for student organizations.
There are adequate conference areas, study areas, and space for the undergraduate
Student Recreation Society, Student Commercial Recreation and Tourism Society,
Student Therapeutic Recreation Society, and Rho Phi Lambda. The Student
Recreation Association is comprised of undergraduate students taking classes at the
Quad Cities Campus. Room 408 serves as the conference room for faculty
30
subcommittee meetings. Horrabin Hall Room 60 is usually scheduled for
faculty/staff meetings in order to create a live audio and video link with Dr. Porter.
6.04
There shall be classrooms, laboratory and teaching areas, and appropriate contentspecific instructional areas for the academic unit.
In most cases, Recreation, Park and Tourism Administration classes are taught in
Currens Hall. Lecture halls, general classrooms, seminar rooms, and computer
laboratories are available for class use. On the third floor of Currens Hall (Room
301), a computer lab that is funded and serviced by the University Computer
Support Services is available to students.
Students attending classes at the Quad Cities Campus have access to modern wellequipped classrooms and standard support services. Classrooms at both campuses
benefit from distance learning capabilities that enhance access to quality instruction.
Three Currens Hall state-of-the-art electronic classrooms are designed for RPTA
faculty use.
Western Illinois University also possesses two unique outdoor areas. Horn Field
Campus, administered by the RPTA Department, is located approximately three
miles south of Macomb and offers 92 acres of wooded and open land with a lodge
and cabin complex. The lodge (with kitchen) and three cottages will sleep 28 adults.
The Field Campus also contains a wildlife observation platform, teams course, and
high ropes challenge course and climbing tower. A full-time Program Coordinator
and three graduate assistants currently staff it. The area is ideal for retreats, group
development programs, day camping, and outdoor recreation programs. A variety
of special events and travel programs are offered to WIU students and members of
the community. The Kibble Life Science Station is located approximately 40 miles
west of Macomb on the Mississippi River and includes 160 acres well suited for
outdoor study. These two areas provide excellent laboratories for outdoor
recreation and related areas of study.
6.05
Sufficient resources shall be present to properly implement the curriculum of the
parks, recreation, tourism, and related professions academic unit, including access
to special services for individuals with disabilities.
A variety of instructional resources are available to support the Department of
RPTA, including audio-visual services, teaching support services, and community
resources. Audio-visual services and materials are available as part of the
Department’s inventory, cameras (Video & Digital), slide projector, laptop
computers, projectors, scanner, overhead projectors, and a slide-viewing table are
available within the Department. An extensive inventory of video resources is
available. The Center for Innovation in Teaching & Research, a resource of the
31
College of Education and Human Services, provides an extraordinary array of
equipment, training, and individual assistance. The outdoor adventure curriculum
is supported with an excellent inventory of non-motorized watercraft and
expedition gear.
A mentor program exists on the Western Illinois University campus to assist faculty
members who are relatively new to higher education. The Faculty Development
Office serves as an excellent resource for the faculty member wishing to enhance his
or her teaching ability.
A number of recreational facilities that are available on campus for teaching support
include a multipurpose recreation center, two indoor swimming pools, five
gymnasia, greenhouse, agricultural campus, art galleries, various courts and athletic
fields, a bowling and billiards center, theaters, and a golf course. The community
also provides a myriad of programs and facilities capable of supporting applied
learning opportunities.
Special services are available for students with disabilities. The University Office of
Disability Support Services coordinates services for students with disabilities.
Assistance includes, but is not limited to, transportation, counseling, test
administration, note taking, and provision of study aids. Its mission includes
heightening awareness of disabilities among all members of the campus community.
WIU Accessibility http://www.wiu.edu/accessibility/
6.06
All instructional areas, faculty offices, and other educational facilities shall comply
with the requirements of the Americans with Disabilities Act (ADA) and the
amendments to the Act.
Currens Hall, where faculty offices and many classrooms used by the Department of
RPTA are located, has elevator service or handicapped accessibility to all areas of
the building. Restroom facilities are also handicapped accessible. Handicapped
parking spaces are provided throughout the campus, including the Currens Hall
parking lot. Where architectural barriers remain, the faculty and administration of
Western Illinois University will readily make logistical adjustments to accommodate
the needs of disabled students and visitors to the campus. The Western Illinois
Quad Cities campus is fully accessible. As noted in the response to Standard 6.05,
the Office of Disability Support Services provides strong advocacy along with a
variety of services for persons with disabilities.
WIU Accessibility http://www.wiu.edu/accessibility/
6.07
Library resources and access shall be sufficient to enable the program to accomplish
its mission and operate in a manner consistent with its values.
Western Illinois University’s main library is among the largest undergraduate
libraries in America. The six-story Leslie F. Malpass Library holds more than one
32
million cataloged volumes and seating for more than 2,500 readers. A central
reference area on the main floor provides easy access to information through
printed reference material and computer terminals. Holdings include over 600,000
volumes; 3,300 current journal subscriptions; and 24 foreign and domestic
newspapers. Library users may access 800 collections in the state through the
ILLINET System. The library is a depository for state and federal documents, and
legal reference materials are available in the main library. In addition to the main
library, there are four branch libraries on the Macomb campus: The Map Library,
the Music Library, the Physical Sciences Library, and the Curriculum Laboratory.
The Western Illinois University Quad Cities also houses a branch of the Malpass
Library.
The archives area of the main library serves as an official regional depository for
public records of courthouses and city halls in the 16 counties surrounding Western
Illinois University. Audio-visual equipment and services offer a full array of
listening and viewing facilities, plus a library-wide stereo system, which is available
for the user’s own particular listening needs. Special exhibits, plants, and artwork
add a unique dimension to this modern library. Attractive study and reading areas
are provided in the main library building and the three branch libraries.
The WIU-Quad Cities Library allows access to all the book catalogs and journal
databases offered by WIU’s University Libraries. A daily delivery courier brings any
library materials requested from the Malpass Library to the WIU-Quad Cities
Library. Materials not found at the Malpass Library are retrieved from other
libraries through Interlibrary Loan.
Along with general acquisitions and procurements by related disciplines, the
Department of RPTA has a limited budget for periodicals, reference books, and other
materials. The Department budget is consistent with that of other professional
preparation programs in the social sciences. Approximately half of the department’s
annual library budget is devoted to periodical acquisition. Standing orders are
received for all publications of the National Recreation and Park Association. Each
academic department has a library representative who solicits recommendations
from faculty in his or her department and places orders systematically. Holdings in
leisure philosophy, recreation organization, park administration, tourism, and
associated areas consist of over 1,000 volumes. Because of the comprehensive
scope of leisure, activities such as arts and crafts, music, drama, dance, social
recreation, nature and outing activities, mental and linguistic activities, sports, and
games include several thousand volumes. On-line bibliographic searches are
available to faculty members, and an excellent interlibrary loan system is
administered.
RPTA Library Resources
6.08 Computing technology and computing support services available to faculty,
staff, and students of the parks, recreation, tourism, and related professions
academic unit shall be sufficient to enable the program to accomplish its mission
33
and operate in a manner consistent with its values.
Approximately 1,000 computers are available for use in 23 labs, 15 teaching
facilities, and 11 resource centers throughout the Macomb Campus. Local Area
Networks for both campuses provide access to numerous software packages, the
internet, electronic mail, and campus information systems. Students have access to
Macintosh and IBM PC-compatible microcomputers, plotters, scanners, laser
printers, CD-ROM readers, and zip drives.
The QC Campus has 25 computers in open lab. 19 teaching labs and 24 available on
a laptop cart. Available as well as all QC Classrooms equipped with computers,
document cameras, VHS/DVD players, overhead projectors and screens. All of the
classrooms are also equipped with distance technology that will allow teaching
connections between QC and Macomb.
All RPTA faculty members have microcomputers in their offices. Acquisition of
individual Macintosh and PC-compatible microcomputers and a network for faculty
office tie-in to departmental laser printers has increased faculty efficiency and
significantly reduced the workload of office staff. RPTA faculty and staff computers
are typically replaced every three years.
The faculty of Western Illinois University can receive services from the Center for
Innovation in Teaching and Research (CITR). The mission of the Center for
Innovation in Teaching & Research at WIU is to provide the university community
with opportunities and resources for their professional and personal enrichment.
CITR offers faculty the following:
•
More than 200 workshops per year in areas such as pedagogy, research,
personal development, and technology
•
Support for faculty building online classes
•
Troubleshooting of issues with Western Online, WIU's learning management
platform
•
Administration and process of online surveys for research and program
assessment
•
A variety of online tools allowing faculty to easily community with students
via email and text (SMS)
•
3D printing services
Access to the Best Practices in Teaching Online fully online course
COEHS Technology Information for RPTA
34
7.0 LEARNING OUTCOMES
The learning outcome standard information for the RPTA Department is
based on the core courses in the program. All students in the B. S. program in
the RPTA Department must take and pass all core courses with at least a Cgrade. Students are exposed to material that will allow them to acquire
essential knowledge, skills and abilities in the following areas:
Nature and scope of the park, recreation and tourism professions
Design, implementation and evaluation of recreation, resources and
other offerings
Entry level management and administration in recreation, park and
tourism
The material on the following pages demonstrates how the RPTA program's
learning outcomes, core classes and measures and impact fit the COAPRT 7.0
standards.
Core courses include (28 credit hours total)
RPTA 111
Introduction to Leisure Services (3)
RPTA 230
Leadership In Leisure Services (3)
RPTA 235
Programming Principles and Application in Leisure Services (3)
RPTA 322
Administration of Leisure Services I (3)
RPTA 397
Research and Evaluation in Leisure Services (3)
RPTA 398
Internship Seminar (1)
RPTA 499
Internship in Leisure Services (12)
*In the fall of 2013 the faculty made the decision to narrow the core from 39
hours to 28 hours. Eleven hours of core courses were removed including:
RPTA 199
Fieldwork in Leisure Services (1)
RPTA 323
Administration of Leisure Services II (3)
RPTA 367
Perspectives in Outdoor Recreation (3)
RPTA 482
Facility Management (3)
RPTA 399
Issues in Leisure Services (1)
Some earning outcomes will reflect material found in some of these courses
that were eliminated from the core classes because some students are still
operating under the previous set of core classes.
35
RPTA Core Syllabi
Course Embedded Learning Outcomes
7.01
Students graduating from the program shall demonstrate entry-level knowledge of the
nature and scope of the relevant park, recreation, and tourism professions and their
associated industries; techniques and processes used by professionals and workers in
these industries; and the foundation of the profession in history, science and philosophy.
7.01.01
Students graduating from the program shall demonstrate entry-level knowledge of
the nature and scope of the relevant park, recreation, and tourism professions and
their associated industries.
Courses that address this standard
RPTA 111
RPTA 399
Evidence of Outcome
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
Course-based Evidence
Course
RPTA 111
RPTA 111
Professor
JA Hemingway
JA Hemingway
Semester
Fall 14
Spring 14
Assignment & Evaluation Criteria
Career presentations 30/30 scored 90% or better
Career presentations 48/52 scored 70% or better
7.01.02
Students graduating from the program shall demonstrate entry-level knowledge of
the techniques and processes used by park, recreation, and tourism professionals
and workers in these industries.
Courses that address this standard
RPTA 111
RPTA 199
Evidence of Outcome
36
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
7.01.03
Students graduating from the program shall demonstrate entry-level knowledge of
the foundation of the park, recreation, and tourism profession in history, science
and philosophy.
Courses that address this standard
RPTA 111
Evidence of Outcome
Departmental exam administered in RPTA 399
Course-based Evidence
Course
RPTA 111
7.02
Professor
JA
Hemingway
Semester
Fall 14
Assignment & Evaluation Criteria
30/30 students score 70% or better on exam 1
Students graduating from the program shall demonstrate the ability to design, implement
and evaluate recreation, park resources, leisure, and human service offerings facilitating
targeted human experiences and that embrace personal and cultural dimensions of
diversity.
7.02.01
Students graduating from the program shall demonstrate the ability to design
experiences clearly reflecting application of knowledge from relevant facets of
contemporary professional practice, science and philosophy.
Courses that address this standard
RPTA 235
37
Evidence of Outcome
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
Course-based Evidence (fill in table)
Course
RPTA 235
Professor
McGowan
Semester
Spring 14
RPTA 235
McGowan
Spring 13
RPTA 235
McGowan
Fall 12
RPTA 235
McGowan
Spring 12
Assignment & Evaluation Criteria
20/22 students score 70% or better on comprehensive
exam
15/16 students score 70% or better on comprehensive
exam
36/39 students score 70% or better on comprehensive
exam
24/29 students score 70% or better on comprehensive
exam
7.02.02
Students graduating from the program shall demonstrate the ability to facilitate
recreation and related professional experiences for diverse clientele, settings,
cultures and contexts.
Courses that address this standard
RPTA 230
RPTA 235
Evidence of Outcome
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
Course-based Evidence
Course
Professor
Semester
Assignment & Evaluation Criteria
RPTA 230
RPTA 230
RPTA 230
JA Hemingway
JA Hemingway
JA Hemingway
Fall 14
Spring 14
Fall 13
Leadership Activity 22/24 70% or better
Leadership Activity 23/24 70% or better
Leadership Activity 28/28 90% or better*
* Note made change from leadership done in pairs to single student to better assess strengths & weaknesses
38
7.02.03
Students graduating from the program shall demonstrate the ability to evaluate
recreation and related professional service offerings and to use evaluation data to
improve quality of offerings.
Courses that address this standard
RPTA 235
RPTA 397
Evidence of Outcome
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
Course-based Evidence
Course
RPTA 397
7.03
Professor
Pawelko
Semester
Assignment & Evaluation Criteria
Research Evaluation Team Project
Students graduating from the program shall demonstrate the ability to entry-level
knowledge about management/administration in parks, recreation, tourism and/or related
professions.
7.03.01
Students graduating from the program shall be able to recognize basic facts,
concepts, principles and procedures of management/administration, infrastructure
management, and financial and human resource management.
Courses that address this standard
RPTA 322
RPTA 323
RPTA 482
39
Evidence of Outcome
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
7.03.02
Students graduating from the program shall be able to apply basic facts, concepts,
principles and procedures of management/administration, infrastructure
management, and financial and human resource management.
Courses that address this standard
RPTA 322
RPTA 323
RPTA 482
Evidence of Outcome
Departmental exam administered in RPTA 399
Internship Supervisor Evaluations
Course-based Evidence
Course
RPTA 323
7.04
Professor
J Hemingway
Semester
Fall 14
Assignment & Evaluation Criteria
Human Resource Management Project 29/33 70% or better
Students graduating from the program shall demonstrate, through a comprehensive
internship of not less than 400 clock hours, the ability to use diverse, structured ways of
thinking to solve problems related to different facets of professional practice, engage in
advocacy and stimulate innovation.
40
Courses that address this standard
RPTA 499
Evidence of Outcome
Internship Manual
Internship Supervisor Evaluations
Completion of Internship
Course-based Evidence
Course
499
499
Professor
Smith
Smith
Semester
Fall 14
Spring 14
Assignment & Evaluation Criteria
Internship Presentation 11/13 scored 70% or higher
Internship Presentation 18/18 scored 70% or higher
41
8.0 SERIES LEARNING OUTCOMES - THERAPEUTIC RECREATION
PROGRAM
The RPTA Department offers a Therapeutic Recreation (TR) minor program
that prepares students to pursue professional careers in a variety of
therapeutic recreation settings.
Students are exposed to material that will allow them to acquire essential
knowledge, skills and abilities in the following areas:
Nature and scope of the park, recreation and tourism professions
Design, implementation and evaluation of recreation, resources and
other offerings
Entry level management and administration in recreation, park and
tourism
The Therapeutic Recreation minor program consists of the following core
classes:
RPTA 199
Fieldwork in Leisure Services (1)
RPTA 251
Introduction to Therapeutic Recreation (3)
RPTA 351
Therapeutic Recreation Assessment and Evaluation (3)
RPTA 451
Principles of Therapeutic Recreation (3)
RPTA 453
Clinical Therapeutic Recreation Processes (3)
RPTA 454
Management of Therapeutic Recreation (3)
SPED 210
The Exceptional Learner (3)
The material on the following pages demonstrates how the RPTA program's
learning outcomes, core classes, measures and impact fit the COAPRT 7.0
standards for TR programs.
Contrary to the general program in Recreation, Park and Tourism
Administration, the core requirements have not been changed.
RPTA TR Syllabi
TR Series Report
42
43
COPART
Learning
Outcome
7.01a
7.01a
7.01a
7.01a
Course Specific
Learning Outcome
Demonstrate
knowledge of the
dynamics of
disability
Demonstrate
knowledge of
leisure-related
concepts (recreation,
play, leisure, free
time)
Demonstrate
knowledge of
medical and related
terminology
Demonstrate
knowledge of
anatomy, physiology
KIN 290:
Anatomy &
Physiology 1
KIN 291:
Anatomy &
Physiology II
RPTA 251:
Intro to TR
RPTA 453:
Clinical TR
Process
RPTA 111:
Intro to Leisure
Serv
RPTA 451G:
Princ of TR
Evidence of
Learning
Opportunity
(7.01.01)
RPTA 251:
Inro to TR
Chapter readings
Laboratory experiences
Quizzes and exams
Chapter readings
Lecture/discussion
Survey of attitudes
Movie discussion
Disability Culture Day
Unit exams
Chapter readings
Lecture/discussion
On-line discussion of
relevance of recreation,
leisure
Leisure education paper
Quizzes and exams
Chapter readings
Lecture/discussion
Movie review
Disability Culture Day
Professional visits
Selected quizzes
exams
Performance Measure
(7.01.02)
80% of students will
achieve a "B" or better
on laboratory
assignments, quizzes
and exams
80% of students will
achieve a "B" or better
on each assignment,
quiz and exam
80% of students will
achieve a "B" or better
on discussion
assignment and exam
80% of students will
achieve a "B" or better
on each assignment and
each unit exam
Performance
levels/metrics
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; data
will be
collected
Spring, 2015
Assessment
Results
(7.01.03)
Continue to monitor the
quality of laboratory
experiences and
relevance to the
therapeutic recreation
course sequence
Continue to monitor
quality of student writing
and relevance of course
content
Continue to monitor
quality of student
discussions and tret
books
Evidence of
Programmatic
Decisions
(7.01.04)
Continue to monitor
quality of student
experiential activities
and relevance of course
content
ABSENT
EMERGING
PRESENT
OUTSTANDING
This column for use of
visitors only
7.01b Students graduating from the program shall demonstrate entry-level knowledge of the historical, philosophical, theoretical and scientific foundations of therapeutic
recreation
7.01a Students graduating from the program shall demonstrate entry-level knowledge of the scope and practice of therapeutic recreation.
7.01 Students graduating from the program shall demonstrate the following entry-level knowledge: a) the nature and scope of the relevant park, recreation, tourism or
related professions and their associated industries; b) techniques and processes used by professionals and workers in these industries; and c) the foundation of the
profession in history, science and philosophy.
44
7.01a
7.01a
7.01a
Demonstrate
knowledge of human
development
Demonstrate
knowledge of human
services models of
care
Demonstrate
knowledge of
models of TR
practice
Demonstrate
knowledge of
standards of practice
for TR
7.01a
Demonstrate
knowledge of
legislative acts and
external standards
influencing TR
program delivery
Demonstrate
knowledge of ethical
principles of TR
7.01a
7.01a
Demonstrate
knowledge of
NCTRC standards
and criteria
7.01a
7.01a
Demonstrate
knowledge of
abnormal psychology
RPTA 451G:
Princ of TR
RPTA 454G:
Manag of TR
Services
RPTA 454G:
Manag of TR
Services
NCTRC
Practice exam
RPTA 454G:
Man of TR
services
RPTA 454G:
Manag of TR
Services
RPTA 251:
Intro to TR
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Process
RPTA 451G:
Prin of TR
PSY 424:
Abnormal
Psychology
RPTA 251:
Intro to TR
RPTA 351:
Assess & Eval
in TR
FCS 121: Intro
to Lifespan
Develop
Chapter reading
Lecture/discussion
ATRA website review
Ethics essay
Chapter 14 essay
Exam
Chapter readings
On-line discussion
Review jcaho.org &
carf.org websites
Quizzes and exam
On-line discussion and
essays
Chapter readings
Quizzes and exams
ATRA website review
NCTRC website review
Chapter reading
Essays
Quizzes and exams
nctrc.org web site
Discussion infused
throughout TR courses
Student TR club
Chapter readings
Lecture/discussion
Critiques of
professional visits
Unit exams
Chapter readings
Lecture/discussion
Quizzes and exams
Chapter readings
Lecture/discussion
Attitude Check paper
Disability Culture Day
Professional visits
Quizzes and exams
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on quizzes and exams
80% of students will
achieve higher than the
national average on the
certification exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on quizzes and exams
80% of students will
achieve a "B" or better
on essays, critiques and
quizzes and exams
Data not
collected; to be
collected
Spring, 2015
NCTRC reports
indicate
students score
lower than
average
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Continue to monitor the
practicality and viability
of offering course online
Continue to monitor the
practicality of using web
sites and on-line course
delivery
Continue to monitor and
use up-dated NCTRC
standards
Continue to monitor the
practicality and viability
of offering course online
Continue to monitor the
practicality and viability
of offering course online
Continue to monitor the
relevance of course
content to TR course
sequence
Continue to monitor the
practicality and viability
of offering courses online
Continue to monitor
experiential activities
and relevance of course
and text book content
45
7.01b
Demonstrate
knowledge of
evidence-based TR
practice as scientific
background
RPTA 451:
Princ of TR
RPTA 453G:
Clinical TR
Pract.
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Process
RPTA 451G:
Princ of TR
7.01b
7.01b
RPTA 251:
Intro to TR
RPTA 451G:
Princ of TR
7.01b
Demonstrate
knowledge of
theories that guide
TR practice
Demonstrate
knowledge of the
historical
development of
therapeutic
recreation
Demonstrate
knowledge of the
philosophies
impacting TR
Chapter reading
Lecture/discussion
Case study assignment
Research article
annotations
Quizzes and exams
Chapter reading
Lecture/discussion
IU-RT videos
On-line discussion
Quizzes & exams
Chapter reading
IU-RT videos
On-line discussion
Quizzes & exams
Chapter readings
IU-RT history videos
On-line discussion with
written replies
Quizzes and exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Continue to monitor
class projects, on-line
delivery and relevance ot
text books
Continue to monitor
student experience in online discussion and
relevance of the text
book.
Continue to monitor
student experience in online discussion and
relevance of the text
book.
Continue to monitor
student experience in online discussion and
relevance of the text
book.
46
COPART
Learning
Outcome
7.02a
7.02a
7.02b
Course Specific
Learning Outcome
Demonstrate
knowledge of the
assessment process
in TR
Demonstrate
knowledge of
assessment domains
Demonstrate
knowledge of
assessment analysis
and goals setting
RPTA 351: TR
Assess & Eval
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Process
RPTA 351: TR
Assess & Eval
RPTA 251:
Intro to TR
RPTA 351: TR
Assess & Eval
RPTA 451G:
Princ. of TR
Evidence of
Learning
Opportunity
(7.02.01)
Chapter readings
Agency visits
Case study report
Internet comprehensive
program report
Essay
Quizzes and exams
Chapter readings
Class lecture/discussion
Class presentation
Literature critique
Develop assessment
Agency visits
Quizzes & exams
Develop assessment
Assessment critique
Chapter reading
Quizzes and exams
Performance Measure
(7.02.02)
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
Performance
levels/metrics
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Assessment
Results
(7.02.03)
7.02e Students graduating from the program shall demonstrate the ability to document therapeutic recreation services.
Continue to monitor
quality of student
experiential activities
and relevance of course
content. Evaluate current
text book
Continue to monitor
quality of student
experiential activities
and relevance of course
content. Evaluate current
text book and on-line
delivery
Continue to monitor
quality of student
experiential activities
and relevance of course
content. Evaluate current
text book
Evidence of
Programmatic
Decisions
(7.02.04)
7.02d Students graduating from the program shall demonstrate the ability to evaluate individualized and intervention programs.
7.02c Students graduating from the program shall demonstrate the ability to facilitate therapeutic interventions and services for diverse client groups.
7.02b Students graduating from the program shall demonstrate the ability to develop and implement individualized and group program planning in therapeutic recreation.
7.02a Students graduating from the program shall demonstrate the ability to create/select, conduct and evaluate individualized assessment strategies to assist in therapeutic recreation
program design
7.02 Students graduating from the program shall be able to demonstrate the ability to design, implement, and evaluate services that facilitate targeted human experiences and
that embrace personal and cultural dimensions of diversity.
47
7.02b
7.02b
7.02b
7.02c
7.02c
7.02d
7.02e
Demonstrate
knowledge of TR
program design
Demonstrate
knowledge of the
development of
individual and group
protocols
Demonstrate
knowledge of
activity analysis
Demonstrate
knowledge of
facilitation
techniques
Demonstrate
knowledge of
alternate leadership
techniques
Demonstrate
knowledge of
program evaluation
Demonstrate
knowledge of
assessment
summaries and
documentation
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Processes
RPTA 451G:
Princ of TR
RPTA 453:
Clinical TR
Process
RPTA 351:
Assess & Eval
in TR
RPTA 451:
Princ of TR
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Process
RPTA 451G:
Princ of TR
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Processes
RPTA 235:
Program Princ
in Leisure
Services
RPTA 451G:
Princ of TR
RPTA 453G:
Clinical TR
Process
Chapter readings
Lecture/discussion
Case report
Quizzes and exams
Chapter readings
Lecture discussion
Case Study
Quizzes and exams
Chapter readings
Lecture/discussion
Leisure education plan
In-class activities
Case study report
Agency visits
Quizzes and exams
Chapter reading
Case study
Individual care plan
Quizzes & exams
Chapter readings
Activity analysis essay
Exams
Chapter readings
Lecture/discussion
Event description
project
Inclusion plan
IU Videos - Individual
care plans
Case study care plan
Internet comprehensive
program report
Case study report
Quizzes and exams
Chapter readings
Essay describing
protocols
Individual care plan
Quizzes & exams
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Continue to monitor
quality of student writing
and relevance of course
content. Evaluate on-line
delivery
Continue to monitor
quality of student
experiential activities
and relevance of course
content and text book
Continue to monitor
quality of student writing
and expression and
relevance of text book
Continue to monitor
quality of student
experiential activities
and relevance of course
content. Evaluate on-line
delivery
Continue to monitor
quality of student writing
and expression
Continue to monitor
quality of student on-line
papers and relevance of
course content. Evaluate
on-line delivery
Continue to monitor
quality of student
experiential activities
and relevance of course
content. Evaluate on-line
delivery
48
COPART
Learning
Outcome
7.03a
7.03a
7.03a
7.03a
Course Specific
Learning Outcome
Demonstrate
knowledge of
theories of
managerial skills
Demonstrate
knowledge of
administrative
structures
Demonstrate
knowledge of
external standards of
practice
Demonstrate
knowledge of
revenue sources,
budget preparation &
reimbursement
(financial
administration)
RPTA 454G:
Manag of TR
Serv
RPTA 235:
Prog Princ in
Leisure Serv
RPTA 454G:
Manag of TR
Serv
RPTA 453G:
Clinical TR
Process
RPTA 454G:
Management of
TR Serv
RPTA 499:
Internship
Evidence of
Learning
Opportunity
(7.03.01)
RPTA 454G:
Manage of TR
Services
Review Joint
Commission, CARF,
NCTRC, ATRA
standards
Chapter reading
Exam
Chapter reading
Agency report
Program report
Medicare & Medicaid
Quizzes and exams
Review NCTRC Job
Task Domains
Chapter reading
www.nctrc.org
Job analysis paper
Practice theory paper
Exam
Lecture/discussion of
human service
organizations
Chapter readings
Paper on organ
structures
Quizzes and exams
Performance Measure
(7.03.02)
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
Performance
levels/metrics
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Assessment
Results
(7.03.03)
Continue to monitor
quality of on-line
delivery and student
learning
Continue to monitor
quality of on-line
delivery and student
learning
Continue to monitor
quality of on-line
delivery and student
learning
Evidence of
Programmatic
Decisions
(7.03.04)
Continue to monitor
quality of on-line
delivery and student
learning
ABSENT
EMERGING
PRESENT
OUTSTANDING
This column for use of
visitors only
7.03b Students graduating from the program shall be able to demonstrate entry-level knowledge about the concepts principles, and procedures of management/administration in
therapeutic recreation.
7.03a Students graduating from the program shall be able to demonstrate entry-level knowledge of the scope and dimensions of managing/administering therapeutic recreation
programs
7.03 Students graduating from the program shall be able to demonstrate entry-level knowledge about operations and strategic management/administration in parks,
recreation, tourism and/or related professions.
49
RPTA 454G:
Manag of TR
Serv
7.03b
7.03b
Demonstrate
knowledge of
volunteer
management
Demonstrate
knowledge of
comprehensive
program evaluation
Chapter reading
TR comprehensive
program report
Chapter reading
Managerial skills paper
Professional interview
paper
Quiz and exam
Chapter reading
Volunteer paper
Qui & exam
Chapter reading
Press release
Quizzes & exams
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
80% of students will
achieve a "B" or better
on each assignment and
exam
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Data not
collected; to be
collected
Spring, 2015
Continue to monitor
quality of on-line
delivery and student
learning
Continue to monitor
quality of on-line
delivery and student
learning
Continue to monitor
quality of on-line
delivery and student
learning
Continue to monitor
quality of on-line
delivery and student
learning
COPART
Learning
Outcome
7.04a
7.04a
Course Specific
Learning Outcome
Maintain a 2.0 GPA
in major and 2.5 if
300 miles from
campus
Successfully
complete RPTA 199:
Fieldwork Seminar
Evidence of
Learning
Opportunity
(7.04.01)
Consultation
with Academic
Advisor and
Internship
Coordinator
Required of all
students in TR
Internship
Handbook
Every student in TR
must maintain
minimum GPA in
major and TR courses
Maintain a 2.0 GPA in
major and 2.5 if 300
miles from campus
Performance Measure
(7.04.02)
100% of students
maintain minimum
GPA in major and TR
courses
Maintain a 2.0 GPA in
major and 2.5 if 300
miles from campus
Performance
levels/metrics
(7.04.03)
Assessment
Results
Continuous monitoring
seminar topics to ensure
student understanding
Evidence of
Programmatic
Decisions
(7.04.04)
Continuous monitoring
by Academic advisor
and Internship
Coordinator
ABSENT
EMERGING
PRESENT
OUTSTANDING
This column for use of
visitors only
7.04b Students graduating from the program shall demonstrate a sustained ability to apply the therapeutic recreation process, and use diverse and structured ways to solve problems
related to professional practice that are needed to meet professional credentialing standards.
7.04a Students graduating from the program shall demonstrate their readiness for entering the professional internship in therapeutic recreation by meeting specific program criteria.
7.04 Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 400 clock hours and no fewer than 10 weeks, the potential
to succeed as professionals at supervisory or higher levels in park, recreation, tourism, or related organizations.
RPTA 454G:
Manag of TR
Serv
7.03b
Demonstrate
knowledge of
managerial
leadership skills
RPTA 454G:
Manag of TR
Serv
RPTA 235:
Prog. Princp in
Leisure
Services
RPTA 454G:
Manag of TR
Serv
7.03a
Demonstrate
knowledge of
marketing principles
and practices
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7.04a
7.04a
7.04b
Successfully
complete RPTA 398:
Internship Seminar
Successfully
complete 560 hour
internship in clinical,
residential or
community-based
setting
Successfully apply
the therapeutic
recreation process,
programming and
facilitation
techniques for
diverse client groups
RPTA 499:
Internship in
Leisure
Services
RPTA 499:
Internship in
Leisure
Services
RPTA 398:
Internship
Seminar
Prepare application,
resume, cover letter
Interview process
Choosing professional
organization
Write goals
Complete Student
Checklist
Weekly essays to
include experience
summary,
organizational chart,
mission statement, risk
management practices,
funding sources,
budgeting, ethics, client
demographics,
organizational culture,
personal reflection and
evaluation
Weekly experiences in
assessing, planning,
structuring, facilitating
and evaluating
rehabilitation or
educational programs
100% of students
maintain minimum
GPA in major and TR
courses
100% of students
maintain minimum
GPA in major and TR
courses
Continuous monitoring
internship experiences
through student intern
presentations and
evaluative feedback
during each semester
Continuous monitoring
seminar topics to ensure
student understanding
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