Department of
Recreation Management
and Policy
Weaving Quality Into Life
Undergraduate Curriculum
Option in: Therapeutic Recreation
Faculty:
Dr. Janet Sable, CTRS/L, Chair
Dr. Patti Craig, CTRS/L
Dr. Ann Morgan
Dr. Chris Harrist
Dr. Boyd Hegarty
Dr. Allison Wilder, CTRS/L
108 Hewitt Hall
Durham, NH 03824
(603) 862-2391
www.unh.edu/rmp
RECREATION MANAGEMENT & POLICY
The challenge presented to individuals working within the leisure services profession is to enhance the
quality of individual and community life through the provision of meaningful leisure experiences.
Professionals in this industry are working in such settings as conference planning, resorts, state and national
parks, corporate employee recreation services, racquet and health clubs, YMCA’s, municipal recreation
departments and clinical medical facilities (therapeutic recreation).
In part, because the spectrum of the leisure service industry is so broad, job opportunities in the leisure
services have been growing at a faster rate than most industries, including other service industries.
In response to the diversity of professional employment opportunities, students in the Recreation
Management & Policy program choose to pursue one of two options within the major: Program
Administration or Therapeutic Recreation. Students interested in a career as a nationally Certified Therapeutic
Recreation Specialist should seek a background in the biological sciences and have a desire to work with
individuals with disabilities as a member of a clinical treatment team. It is desirable for students considering
the Program Administration option to have a background in written and oral communication, human
development and psychology and to be interested in planning and managing leisure service programs in a
variety of settings.
The curriculum within Recreation Management and Policy for all student majors includes a strong
liberal arts foundation; a core of professional courses; course work in computer applications, administration,
planning and public relations, and numerous opportunities for applied field experiences.
For more information, write or call:
Department of Recreation Management & Policy
School of Health and Human Services
108 Hewitt Hall
University of New Hampshire
Durham, NH 03824
(603) 862-2391
www.chhs.unh.edu/rmp
1
Therapeutic Recreation Option
Therapeutic Recreation utilizes recreation to help people with disabilities and illnesses to develop & use their
leisure in ways that enhance health, independence, & well-being. The ultimate goal of therapeutic recreation
is to facilitate full & optimal involvement in community life. The purpose of recreation therapy is to improve
health & the quality of life by reducing impairments of body function and structure, reducing activity
limitations, participation restrictions, & environmental barriers of the clients served. TR recognizes the
importance of quality of life and uses activities to remediate or rehabilitate functional abilities. Therapeutic
Recreation services are provided in a variety of settings including: hospitals, long-term care facilities,
residential treatment facilities, schools, correctional facilities, rehabilitation centers, camp & outdoor
education centers & adult day programs. Upon successful completion of this option, students are prepared to
meet sitting requirements for the National Council for Therapeutic Recreation Certification Examination.
Once certified by NCTRC, students may apply for a CTRS/L license, which will enable them to practice in
New Hampshire.
Purpose and Goals of the Therapeutic Recreation Option
The purpose of the Therapeutic Recreation Option within the RMP department is to prepare students to work
in clinical, allied health facilities (e.g. hospitals, rehabilitation centers, mental health programs, extended care
facilities) & community-based recreation programs that serve individuals with disabilities. Consistent with
other allied health programs, students’ professional preparation is rooted in an education based on the
foundation of liberal arts designed to ensure a practitioner who is capable of critical thinking, communication
& an individual with a strong core of central values regarding life, culture & the communities in which they
live.
The overriding goals for our students are the ability to:

Demonstrate knowledge of systems and ethical practices of therapeutic recreation directed at improving
the health-related quality of life of persons with physical, psychological, and cognitive disabilities.

Demonstrate a sophisticated use of language in written and verbal communication with regard to
intervention, assessment, and documentation of client outcomes and professional interaction with
interdisciplinary teams.

Pass the national certification exam to ensure certification as a CTRS and meet the criteria for state
licensure in TR in order to practice in New Hampshire as a CTRS/L.
Child Life Minor
This interdisciplinary minor is offered to a limited number of students by the therapeutic recreation option in
the Department of Recreation Management and Policy & the Department of Family Studies. Upon completion
of course requirements, students will be able to sit for the Child Life Specialist exam. All students complete
three core courses: RMP 502, RMP 565, and FS 525. Therapeutic Recreation students will select two courses
from the following: FS 623, FS 635, FS 641, FS 709, FS 734, and FS 772. Students will complete an
Internship (RMP 593-F for TR students), which will entail a minimum of 480 hours of experience and be
2
supervised by a certified Child Life Specialist. Therapeutic recreation majors will be assigned a minor adviser
from Family Studies.
Employment Outlook
According to the American Medical Association’s Health Care Careers Directory 2009-2010, employment of
therapeutic recreation specialists is expected to increase 4% from 2006 to 2016. The US Bureau of Labor
Statistics projects that recreational therapists will experience competition for jobs. Job opportunities will be
best for people with a bachelor’s degree in therapeutic recreation or therapists who hold specialized
certifications and in certain regions of the country.
Health care facilities will provide a growing number of jobs in adult day care and outpatient programs
offering short-term mental health and alcohol or drug abuse services. Rehabilitation, home health care, and
transitional program will provide additional jobs.
The rapidly growing number of older people is expected to spur job growth for therapeutic recreation
specialists in long-term care facilities, retirement communities, assisted living facilities, adult day care
programs, and social service agencies. Continued growth is also expected in community residential facilities,
as well as adult day care programs for people with disabilities.
As of 2004, salary for therapeutic recreation specialists with the CTRS credential averaged $30,000 (starting),
$39,000 (overall average), and $60,000 to $70,000 (upper ranges). Data from the US Bureau of Labor
Statistics for 2007 shows that wages at the 10th percentile were $21,700, the 50th percentile (median) at
$36,940, and the 90th percentile at $58,030 (www.bls.gov/oes/current/oes291125.htm).
Source: American Medical Association, Health Care Careers Directory, 2009-2010, 37th edition.
3
DEPARTMENT OF RECREATION MANAGEMENT AND POLICY
Therapeutic Recreation Option
College of Health and Human Services
108 Hewitt Hall, University of New Hampshire
603-862-2391
The purpose of this option is to prepare students to work primarily in clinical, allied health facilities such as
hospitals, rehabilitation centers, mental health programs and extended care facilities as well as inclusive
community recreation programs. The instructional goals focus upon those competencies needed to provide
health promoting and health protective interventions to enhance the leisure lifestyle of patients while
facilitating the achievement of overall treatment goals. The program of study is designed to help students
meet requirements for the National Council for Therapeutic Recreation Certification.
RMP Core Requirements: (20 credits)
RMP 490
Recreation and Leisure in Society
RMP 501
Recreation Services for Individuals with Disabilities
RMP 557
Recreation Services Program Design and Planning
RMP 563
Recreation Management and Policy Practicum (2 credits)
RMP 654
Professional Development, Issues and Ethics (2 credits)
RMP 724
Grantsmanship, Evaluation and Research (WI)
Therapeutic Recreation Course Requirements: (29 credits)
RMP 502
RMP 503
RMP 504
RMP 612
RMP 613
RMP 614
RMP 615
RMP 705
Foundations of Therapeutic Recreation
Therapeutic Recreation Rehabilitation Principles and Interventions
Therapeutic Recreation Mental Health Principles and Interventions
Therapeutic Communication and Facilitation Techniques in
Therapeutic Recreation
Interventions and Documentation in Therapeutic Recreation (3credits)
Assessment and Treatment Planning in Therapeutic Recreation
Clinical Applications in Therapeutic Recreation (2 credits)
Management and Policy in Therapeutic Recreation
Professional Internship: (14-16 credits) Also fulfills University Discovery Capstone requirement
RMP 664*
Internship in Therapeutic Recreation
Other Course Requirements for Therapeutic Recreation Option: (35-37 credits)
PSYC 402*
Statistics (Quantitative)
BMS 507*
Human Anatomy and Physiology (Biological Sciences)
BMS 508*
Human Anatomy and Physiology (Biological Sciences)
CS 401*
Computer Applications (Environment, Tech. & Society)
FS 525*
Human Development (Social Science)
PSYC 401*
Introduction to Psychology (Social Science)
PSYC 561
Abnormal Behavior
KIN 652
Clinical Kinesiology
KIN 653A
Musculoskeletal Assessment (2 credits)
ELECTIVE
Elective Course (1-3 credits depending on Internship credits selected
CPR & 1st Aid
Certification
*These courses required by the department may also meet University Discovery Program requirements. University Discovery
Requirements: (58-60 credits total, including some courses also meet RMP requirements)
Note: A total of 128 credits are required by the University for graduation. The University also requires four writing intensive (WI)
courses, some of which may be met through RMP courses.
4
RMP COURSE PROGRESSION – TR
Entering as a Freshman
Freshman
Sophomore
Fall
RMP 490
RMP 502
Spring
RMP 501
Fall
RMP 557
RMP 563 (2)
BMS 507
INQ 444
PSYC 401
FS 525
BMS 508
PSYC 402
PSYC 561
DISCOVERY CS 401
DISCOVERY DISCOVERY
16 credits
16 credits
18 credits
Internship also available in summer
Spring
RMP 503 or
RMP 504
16 credits
Junior
Fall
RMP 612
RMP 613 (3)
RMP 654 (2)
DISCOVERY
DISCOVERY
17 credits
Senior
Spring
RMP 614
RMP 615 (2)
RMP 503 or
RMP 504
Fall
Internship
RMP 664
(14-16)
Spring
RMP 705
RMP 724
ELECTIVE
DISCOVERY
KIN 652
KIN 653A (2)
16 credits
14-16 credits
16 credits
Entering as a Sophomore Pre-requisites: INQ 444 & 5 ADDITIONAL DISCOVERY COURSES
Fall
RMP 490
RMP 501
RMP 502
Spring omore
RMP 503 or
RMP 504
RMP 563(2)
Fall
RMP 557
RMP 612
RMP 613 (3)
BMS 507
PSYC 401
FS 525
BMS 508
PSYC 561
CS 401
18 credits
19 credits
16 credits
Spring
RMP 503 or
RMP 504
RMP 614
RMP 615 (2)
RMP 654(2)
Fall
Internship
RMP 664
(14-16 credits)
Spring
RMP 705
RMP 724
DISCOVERY
Junior
PSYC 402
KIN 652
KIN 653A (2)
18 credits
14-16 credits
16 credits
Internship also available in summer
Entering as a Junior:
Prerequisites: INQ 444 & BMS 507 & 508 & 4 ADDITIONAL DISCOVERY
Junior
Fall
RMP 490
RMP 501
RMP 502
FS

525
Senior
Spring
RMP 503 or
RMP 504
RMP 563 (2)
PSYC 401
KIN 652
KIN 653A (2)
Fall
RMP 557
RMP 612
RMP 613 (3)
PSYC 402
PSYC 561
Internship also available in summer
16 credits
16 credits
19 credits
5
Spring
RMP 503 or
RMP 504
RMP 614
RMP 615 (2)
RMP 654 (2)
CS 401
Fall
Internship
RMP 664
(14-16
credits)
Spring
RMP 705
RMP 724
DISCOVERY
DISCOVERY
16 credits
14-16 credits
16 credits
Most Frequently Asked Questions about
Therapeutic Recreation
What kinds of settings/ agencies
employ Therapeutic Recreation
Specialists?
Therapeutic Recreation Specialists are employed in a variety of
settings. Some of the common sites are rehabilitation centers,
hospitals, substance abuse treatment centers/programs,
psychiatric/mental health agencies, extended care facilities, public
recreation departments, and schools
With what kinds of people do
Therapeutic Recreation Specialists
work? Who are the people who
receive therapeutic recreation
services?
Therapeutic Recreation Services are designed for those individuals
who have had a serious illness, accident, or have a permanent or
temporary disability. Therapeutic Recreation Specialists work with
individuals with a diversity of disabilities (e.g.: spinal cord injury,
stroke, traumatic head injury, chronic pain, Alzheimer’s, cerebral
palsy, mental retardation, chemical dependency, psychotic disorders,
depression, eating disorders.)
What does a Therapeutic Recreation
Specialist do?
As a Therapeutic Recreation Specialist, you provide treatment, leisure
education and recreation services to individuals who have an illness
or disability. A typical day might include interviewing new clients,
conducting client assessments, developing treatment plans,
implementing programs based on client needs, evaluating client
progress, and charting or documenting these events in the client’s
medical record. Examples of programs that you might provide
include: leisure education groups, adventure activities, social skills
training, leisure skill development, community reintegration
experiences, leisure-oriented adaptive equipment workshops, exercise
and conditioning, stress management.
What are the similarities and
differences between Therapeutic
Recreation, Occupational Therapy,
and Physical Therapy?
Each of these career options is an allied health profession.
Professionals in these areas find employment in similar and/or the
same settings. In fact, the therapeutic recreation specialist,
occupational therapist and physical therapist often find that they work
together within a team approach to provide optimal health care to
their patients or clients. The differences are most easily seen within
each profession’s primary focus and purpose. For example, while
each of these professionals may provide treatment to improve a
patient’s health status and functional abilities, the ultimate concern of
the Therapeutic Recreation specialist for improving these skills is to
enhance the patient’s quality of life and ability to fully participate in
leisure and/or play. The Occupational Therapist’s goal focuses
primarily upon activities of daily living and skills essential to work/
occupation and the Physical Therapist focuses on the goals essential
to rehabilitation of movement and physical functioning.
6
How will I gain experience? Is there
and opportunity to gain experience in
college?
What types of courses will I be
required to take if I pursue a career in
Therapeutic Recreation?
Do you have to acquire and kind of
special credentials to practice?
What attributes and interests do you
need to be a Therapeutic Recreation
Specialist?
We feel that practical experience is an important aspect of the
learning process in therapeutic recreation. There are two components
in the therapeutic recreation curriculum whereby students receive
specially-designed on-site experience. The first experience involves
several planned experimental exercises incorporated into various
courses throughout the curriculum. The second experience occurs
between the junior and senior year and involves a 14-15 week on-site
clinical internship under the supervision of a Certified Therapeutic
Recreation Specialist.
All students at the University of New Hampshire are required to
complete a Discovery Program which provides a foundation in the
liberal arts. Students pursuing a career in therapeutic recreation will
also obtain a foundation in leisure studies with an expertise in the
principles and practices of therapeutic recreation. Additionally, there
are required and elective support courses such as anatomy,
physiology, kinesiology, psychology, special education, etc. which
make up another component of the therapeutic recreation curriculum.
The theoretical courses are then supplemented by experiential
learning in the practicum and internship courses.
The credentialing body for therapeutic recreation professionals is the
National Council for Therapeutic Recreation Certification. Most
employers require certification as a condition of employment. In order
to be certified at the professional level (CTRS), the individual must
first meet sitting requirements in order to qualify to take the national
exam. These requirements include completion of specific coursework
in recreation and therapeutic recreation, an approved clinical
internship under the supervision of a Certified Therapeutic Recreation
Specialist, and support coursework in psychology, the biological and
physical sciences, and related human service areas. The curriculum at
UNH is designed to assure the completion of courses needed to sit for
the national exam. Application to take the exam is initiated after
graduation.
First, you must be interested in providing services to people.
Secondly, it is important that you have an interest in working in
health care and/or clinical setting and a concern for the leisure needs
and rights of individuals who have an illness or disability. Attributes
which students find helpful as they progress through the curriculum
are: empathy, ability to listen, respect for others’ rights, and an
acceptance of diversity. Students who are outgoing, creative, flexible,
and self-motivated have found therapeutic recreation a fulfilling and
challenging profession.
7
What is the market and salary?
Job placement has been highly successful for UNH graduates. Many
of our students are recruited by the agencies where the student
completed his/her internship. Past graduates have established a very
appealing “track record” with their employers, which has increased
the demand and marketability for UNH graduates. There are
opportunities for employment nationwide as well as some
opportunities internationally. UNH has graduates who are employed
from East coast to West coast, including Hawaii and Alaska,
providing an opportunity for excellent networking.
Salaries vary from region to region as they do in most health care
professions. There are also varied pay scales dependent upon the type
of agency, e.g. private vs. public, Veteran’s Administration, state
government, etc. Entry-level salaries may range from $36,000$48,000 depending on location and setting. Average annual salary for
CTRS working in Northeast is $42,181.25 (2004 Survey).
What kind of support can I expect
from the UNH department faculty
and my advisor?
Faculty in the RMP Department view advising as a very important
and integral part of the student’s academic program. Upon declaring
Therapeutic Recreation as your option of study, you will meet the
faculty person who will serve as your advisor throughout your
curriculum. You will schedule appointments with your advisor during
specific periods such as pre-registration to help you with questions
concerning courses and scheduling. You are also encouraged to
periodically “drop-by” when you need assistance in solving an
academic problem or simply need a faculty member with whom you
can sit and talk. Our faculty are known for their sincere interest in the
individual student and for maintaining contact with the students once
they have graduated from UNH.
DO YOU HAVE QUESTIONS????
CONTACT:
Dr. Allison Wilder, CTRS/L
Assistant Professor
Coordinator of Therapeutic Recreation Option
Recreation Management & Policy Dept.
(603) 862-2710, email: Allison.wilder@unh.edu
Dr. Janet Sable, CTRS/L
Chair and Professor
Recreation Management & Policy Department
(603) 862- 3401, email: jrsable@unh.edu
8
Academic Standards for Admission and Retention
Department of Recreation Management and Policy (RMP)
University of New Hampshire
Procedures for Admission to the Major
A) New UNH Students (first-year and external transfer admissions):
Students who are admitted to the University of New Hampshire as first-year students or external
transfer students from another college or university or from the Thompson School, may gain
admission to the major simply by declaring the Recreation Management and Policy major as a part of
the UNH admissions process.
B) Internal Transfer Students (students who are already enrolled at UNH and wish to change their major
to RMP):
1. To enter the RMP major as an internal transfer student, you must first be a degree candidate in
good academic standing within the University. This means that you must have a minimum
cumulative grade point average of 2.0 (e.g. even a 1.99 GPA will not meet this 2.0 minimum
standard).
2. We ask you to go through a short process of both gathering information and, then sharing
information with a RMP faculty member in order to better understand the RMP curriculum and
profession prior to enrollment in the major. We want you to know what you’re getting into and, to
be prepared to be an active and satisfied participant in the RMP major.
This process is as follows:
a. Obtain (either via stopping by the RMP office or via mail upon request) written materials about
the RMP curriculum you are interested in from the department’s secretary.
b. If you are still interested in declaring the RMP major after studying the written material, call
the department secretary to schedule an interview appointment with a RMP faculty member.
Phone (603) 862-2391; on campus use Ext. 2-2391.
c. Following the interview with and upon the consequent approval of a RMP faculty member, you
will receive an application to the major.
d. Complete the application and provide all requested documentation.
3. You will be notified by letter of the faculty’s decision regarding your admission at least one week
prior to registration.
9
4. If you are admitted to the major, you must complete a University change of Major form and have it
signed by your new RMP advisor. We invite and suggest that you make an appointment with your
new faculty advisor fairly soon after receiving this letter to meet him/her and to begin to establish
your schedule of courses within the curriculum.
RMP Policy on Retention of RMP Major Status
A) Showing Continuous Course Enrollment and Completion Progress Through the RMP Curriculum:
Once you choose/declare the RMP major you MUST follow the curriculum sequence each
semester leading to graduation with a degree in the major.
When you declare the RMP major, your faculty advisor will work with you to determine a curriculum
schedule which, upon your satisfactory academic achievement, will lead to reasonable expectations for
a graduation date. Therefore, you may NOT simply “sit” within the RMP major without making
reasonable progress toward the degree in the major. You will be required to take at least the minimum
number of required courses necessary to keep you on schedule toward graduation with a RMP degree.
As a means of enforcement of this policy, RMP faculty cannot approve/sign course pre-registration
forms or add/drop forms which do not reflect reasonable student progress toward the RMP degree. A
one semester grace-period may be granted at the discretion of the student’s RMP faculty advisor as
circumstances such as leaves of absence, semesters abroad/ international exchange or immediately
pending change of major, warrant as reasonable exceptions to the departmental policy.
B) A MINIMUM Semester G.P.A. of 2.50 is Required to Maintain Good Academic Standing Within the
RMP Major.
Once a student is admitted to the RMP major (other than during the first semester of the
freshman year – refer to the section on “Freshman Exception”) s/he MUST achieve and
maintain a minimum semester GPA of 2.50 each and every semester to maintain good academic
standing within the department.
This policy becomes effective immediately during the semester that the student declares the major
regardless of the time during the semester that s/he enters the major. (Example: even if a student
declares/enters the major in November, s/he will be held to the department’s 2.50 minimum academic
standard for grades achieved during the Fall semester).
1. Academic Probation after One Semester Below 2.50 GPA.
If a RMP student’s semester GPA falls below the minimum 2.50 requirement, that student will first
be placed on departmental probation for the next semester. Should the student then achieve a 2.50
semester GPA or above during the probation semester, s/he will be returned to good academic
standing within the department.
10
2. Academic Exclusion from the Major.
Any student who earns a semester GPA below 2.50 for two consecutive semesters or earns a
semester GPA below 2.5 for three semesters, consecutive or not, will be excluded from the major.
Students will be advised to change majors, and will no longer be entitled to the academic attention
of advising, etc. from the RMP department. Exclusion means students can not progress in required
courses in the major.
It is in the student’s best interest to declare another major at this point since s/he can no longer
make progress toward a degree in RMP. If you don’t act to change majors prior to pre-registration
of the semester following your exclusion, the RMP department will take action to initiate your
exclusion from the University through the CHHS Dean’s office.
ESPECIALLY NOTE (due to potential severity of consequences): A student who has earned
academic EXCLUSION from the major (e.g. a full academic year two consecutive semesters, with
less than the minimum 2.50 semester GPA) will NOT be permitted to engage in the required
professional Internship (RMP 664).
3. Freshman Exception
Students entering UNH and the RMP major as first semester freshmen will not be subject to
departmental academic probation at the conclusion of their first semester in order to allow for a
period of adjustment to university life. If, however, a freshman does not attain the required 2.50
semester GPA at the end of the second semester, s/he will then be placed on departmental
probation.
C) Minimum Grade in Courses Required by the Department
1. Required RMP Courses: Recreation Management and Policy major must earn a grade of C
(2.0) or better in all required RMP courses. Any student who earns less than a C in a required
RMP course must repeat that course and earn a C or better in order to continue to advance
within the curriculum.
2. Required University and Emphasis Area Courses: RMP major must earn a minimum grade of
C- (1.67) in all courses taken to fulfill departmental requirements beyond the RMPdesignated/labeled courses referred to in part A. above. This includes courses taken from other
University departments in order to fulfill the RMP department’s Emphasis Area requirement.
Any student who earns less than a C- in courses required by the department but offered/taught
beyond the department must repeat that course(s) until a minimum competency indicator grade
of C- or better is earned.
D)
RMP Department Policy on Academic Dishonesty
Any student majoring in RMP who receives a F in a RMP course because of academic
dishonesty may be dismissed from the major by a vote of the RMP Faculty and if dismissed
cannot continue in the major.
11
RECREATION MANAGEMENT AND POLICY
ACADEMIC ADVISING PROCEDURES AND
FACULTY ADVISING RESPONSIBILITIES
Welcome to the Department of Recreation Management and Policy. As an accepted major you will be
assigned a faculty advisor who will assist you in planning your courses for the duration of your RMP status.
As you progress through your academic career you will generally meet with your advisor a minimum of twice
a year, usually in November and April prior to your scheduled registration period. Although you are free to
make an appointment with your Advisor at any time during the academic year, you should pay particular
attention during the periods prior to registration and be sure to sign up for an advising appointment. These
meetings are mandated by the University and afford an opportunity for advisors to check student’s course
selections and distribute Registration Access Code’s (RAC) needed for registration. Faculty members may
post signup sheets on their office doors or they may use the time cat scheduler, a web-based scheduling tool.
Advising time frames are announced in RMP classes.
Students should come to their advising appointments with a schedule of potential courses listed out. This is
particularly true of Discovery courses. To ensure a well-rounded education, the University of New
Hampshire offers students a wide range of options to meet these requirements. Although the Department of
Recreation Management and Policy specifies certain Discovery course requirements for its students, students
are given the freedom to choose courses that interest them in a number of areas. Information gleaned from
other students and/or by a careful reading of the Undergraduate Catalog may prove most beneficial in
choosing which courses to take.
The primary responsibility of the Faculty Advisor is to ensure that students get adequate guidance with
respect to Major Requirements. Courses that meet major requirements are listed on advising worksheets used
by faculty advisors and are kept in the student’s file. These courses are limited to RMP core classes, courses
required by the department, department electives, and emphasis area courses. If a student wishes to check the
status of their course work they may access their file during normal office hours by contacting the RMP
secretary. Students should be aware that faculty expertise in advising is concentrated in courses required by
the department as indicated above, and not in Discovery requirements.
Your faculty advisor will work with you to the extent needed to help answer any questions you may have and
to assist you in planning your course work. It is not the intention of the Department of Recreation
Management and Policy to take over any responsibilities assigned to the student or the Office of the
Registrar by the University of New Hampshire. To that end faculty advisors will not count credits
needed towards graduation nor will they assure students that all graduation requirements have been
met. Responsibilities for these functions lie with the student, as indicated in section 06.1 of the
Academic Policies section of Students Rights, Rules, and Responsibilities Handbook, and with the
Office of the Registrar. Students with graduation and or credit total questions should contact the
Office of the Registrar.
12
Department of Recreation Management and Policy
Faculty Profiles
Patti Craig, Ph.D., CTRS/L
Assistant Professor
Patti received her Ph.D. in Education with a Cognate in Higher Education from the University of New
Hampshire in 2010. She received her master’s degree in Sport Management and Leisure Studies with a
concentration in Therapeutic Recreation from Temple University. She earned her bachelor’s degree in
Health and Human Services from the University of Scranton. Patti’s current research interest focuses on
pedagogy and student learning outcomes. Specifically, she is exploring the developmental outcomes for
students who are engaged in fieldwork and service-learning experiences. Patti is also interested in the
growing Afghanistan and Iraqi war veteran population, specifically veterans who have sustained traumatic
brain injury and amputation. She is in the process of developing research that utilizes a home-based
therapeutic recreation program that is designed to promote health and reduce secondary complications of
disability among veterans.
Chris Harrist, Ph.D.
Assistant Professor
Dr. Harrist holds a M.S. in Information Systems from Tarleton State University, and a Ph.D. in Youth
Development from Texas A&M University. His research interest lies in understanding the contextual and
programmatic components that lead to positive developmental opportunities and outcomes for youth.
When not engaged in academic pursuits, Chris enjoys spending time with his family (wife and two sons),
playing basketball and golf, and coaching youth sports.
Boyd Hegarty, Ph.D.
Assistant Professor
Boyd received a B.A. in psychology from Denison University, and M.S. and Ph.D. degrees within the
Department of Recreation, Park, and Tourism Studies at Indiana University, with doctoral minors in
educational psychology and gerontology. Much of his professional experience has been in the camp
industry in various roles including counselor, program director, and director. Boyd’s research focuses on
creativity within the leisure experience. Most recently he has been working with a research team
investigating creative leisure with adults and older adults in Shanghai, China; exploring
connections between adult leisure education, creativity, subjective well-being, and balance. Boyd loves
basketball (playing and watching IU), cooking (and eating), hiking, and pursuing just about anything fun
with family and friends.
Ann Morgan, Re.D.
Associate Professor
Dr. Morgan received her Doctorate in Recreation and Park Administration from Indiana University where
she also studied at the I.U. School of Law. She completed her Master’s degree at Penn State University
and received her undergraduate degree from Hanover College in Indiana. She served as President of the
Society of Park and Recreation Educators, National Recreation and Park Association and served two terms
on its Board of Directors. Prior to working in education, Dr. Morgan held positions in employee services,
municipal, and recreational sports settings. She is the Coordinator of the department’s Program
Administration Option and teaches courses within the core. Her professional interests are related to legal
13
and public policy issues as well as diversity, peace and recreation. Ann enjoys renovating a 1790s home,
canoeing, kayaking, fishing and the occasional round of golf.
Janet Sable, Ed.D., CTRS/L
Chair and Professor
Dr. Sable received her undergraduate degree from the University of Michigan, completed her Master’s
degree at Northeastern University, and received her Doctorate from Boston University. She served on the
Board of Directors of NCTRC and as its Chair from 1987-1988. She has served on national committees
for both ATRA and NTRS. Prior to coming to the University of New Hampshire, Dr. Sable worked as a
practitioner in a variety of therapeutic recreation positions in both clinical and community settings.
Research areas include the use of therapeutic recreation interventions to promote health and wellness for
persons with disabilities and trans disciplinary practice. Janet loves to travel and to experience other
cultures and get out of her comfort zone. She is an avid Red Sox, Steeler and Michigan sport fan.
Allison Wilder, Ph.D., CTRS/L
Assistant Professor
Dr. Wilder received her M.S. in Leisure Studies, with an emphasis in Therapeutic Recreation from the
State University of New York, Cortland College and her Ph.D. in Education and Post Master’s Certificate
in Aging Studies from Virginia Commonwealth University. Following 20 years of work as a practitioner,
Dr. Wilder is researching the leisure-related needs and desires of aging persons with lifelong disabilities,
the use of serious leisure as a mechanism for successful transition to retirement, and service learning as
teaching modality. In her leisure time, Allison can be found out in her garden, skiing the blue/blacks or
enjoying the great outdoors.
Sean McLaughlin, M.S.
Lecturer
Sean earned a M.S. in Recreation Management and Policy from the University of New Hampshire in
2007. He also holds a B.A. from California State University in Psychology. Aside from his time spent at
UNH earning his Master’s degree, Sean has been living, working and playing in ski resort towns of the
West for the majority of his adult life. Prior to his arrival at UNH as a lecturer, he called Sun Valley,
Idaho home. Sean’s academic interests lie in active lifestyle and quality of life research, specifically
related to outdoor recreation and transportation. In his personal life, Sean is a passionate cyclist and
Nordic skier, a devoted father and husband, and eternally optimistic.
14
Department of Recreation Management and Policy
Clinical Instructor Profiles
Jill Gravink, M.S., CTRS/L
Clinical Assistant Professor
Founder and Director, Northeast Passage
 Jill is a 1986 graduate of the Therapeutic Recreation Option at the University of New Hampshire. She gained
experience first working in a community based leisure education program for teens and young adults with
developmental disabilities. She moved on to work as a Senior Staff Therapist at Northeast Rehabilitation
Hospital, where she also developed an aquatics program. Currently, Jill is the Founder and Director of
Northeast Passage, a community based program that uses sports and recreation to increase independence and
quality of life for individuals with physical disabilities, their friends and families. Northeast Passage also
consults with general recreation providers to improve accessibility. Jill teaches courses in the Therapeutic
Recreation Option.
Thomas Carr, CTRS/L
Clinical Instructor
 Tom is a 1997 graduate of the Therapeutic Recreation Option at the University of New Hampshire. He gained
experience as the founder and director of the Adaptive Ski Center at Mount Snow in Vermont. Tom is involved
in planning and implementing programs with Northeast Passage. He specializes in adaptive recreation,
universal design, and sport development. Tom teaches a course in the Therapeutic Recreation Option, as well
as an elective. He enjoys golf, skiing, and all water sports.
Crystal Skahan, M.S., CTRS/L
Program Specialist
 Crystal is a 2001 graduate of the Therapeutic Recreation Option of the Recreation, Parks and Leisure Services
Department at Minnesota State University, Mankato. Her experience comes from three years of work at a
community leisure and recreation program for people with developmental disabilities. She is currently
involved in planning and implementing programs with Northeast Passage. Crystal enjoys the outdoors, sports,
crocheting and music.
David Lee, MS., CTRS/L
Clinical Instructor
 David is a 1996 graduate of the Therapeutic Recreation Option at the University of New Hampshire. His
experience comes from 3 years working in TBI rehabilitation and 2 years in Psychiatry at the Children’s
Hospital in Boston. Currently David is involved in planning and implementing programs with Northeast
Passage, specializing in adaptive sports, school programs, and preventative education to SCI clientele. David
enjoys the outdoors and activities such as sailing, rock climbing, hiking and skiing.
Matthew Frye, CTRS/L
Program Coordinator
□ Matt is a 2002 graduate of the Therapeutic Recreation option of the University of New Hampshire, Recreation
Management and Policy Department. Matt’s focus is school based Therapeutic Recreation with a special
interest in social skill development and recreation for children with developmental disabilities. When not hard
at work, Matt enjoys coaching and playing recreational team sports.
15
Cara Carr, CTRS/L
Program Specialist
□ Cara is a 2002 graduate of the Therapeutic Recreation option at the University of New Hampshire. Her
experience comes from two years working in a rehabilitation hospital in Concord, NH. She is currently
involved in planning and implementing programs with Northeast Passage, specializing in adaptive sports,
and health and wellness prevention programs. Cara enjoys soccer, hiking, skiing, and the outdoors.
Keely Ames
Development Coordinator
□ Keely is a 2005 graduate of St. Michael’s College in Colchester, Vermont. She has a degree in journalism
and mass communication. She comes to Northeast Passage after an intensive internship in fundraising
events with Special Olympics Vermont. Keely coordinates the marketing and fundraising efforts of
Northeast Passage, as well as the Rite of Passage events. Keely enjoys sailing, traveling and spending time
with her family in Maine.
Cathy Thompson, CTRS/L
Program Specialist
□ Cathy is a 1993 graduate of the University of New Hampshire with a dual degree in Therapeutic
Recreation and Outdoor education. Her experience comes from 13+ years working with child and
adolescent populations in a psychiatric setting at Hampstead Hospital in Hampstead, NH. Cathy is
currently involved in the TREK and PATH programs at Northeast Passage and is the coach for the
competitive Nordic Skiing program. When not working, Cathy enjoys the outdoors, times with friends,
family, animals, woodworking and painting.
Department of
16
Recreation Management and Policy
Selected Internship Sites
Therapeutic Recreation Option
Casa Colina Hospital
Charter North Hospital
Children’s Hospital
Duke University Medical Center
Good Samaritan Hospital
Kernan Hospital
Magee Rehabilitation Hospital
Massachusetts Hospital School
National Ability Center
National Institutes of Health
National Rehabilitation Hospital
New Hampshire Hospital
North Carolina Baptist Hospital
Northeast Passage
Northeast Rehabilitation Hospital
Shepherd Center
Vanderbilt Rehabilitation Hospital
225 East Bonita Ave.
Romona, CA 91767
2530 Debarr Road
Anchorage, AK 99508
200 Henry Clay Ave.
New Orleans, LA 70118
Box 3965
Durham, NC 27710
407-14th Ave. SE, PO Box 1247
Puyallup, WA 98371
2200 Kernan Drive
Baltimore, MD 21207
6 Franklin Plaza
Philadelphia, PA 19102
3 Randolph Street
Canton, MA 02021
PO Box 682799
Park City, UT 84068
10 Center Drive
MSC 1950
Bethesda, MD 20892
102 Irving Street, NW
Washington, DC 20010
36 Clinton Street
Concord, NH 03301
Department of Therapeutic Recreation
Winston-Salem, NC 27157
University of New Hampshire
Hewitt Hall, Room 108
Durham, NH 03824
70 Butler Street
Salem, NH 03079
2020 Peachtree Rd, NW
Atlanta, GA 30309
11 Friendship Street
Newport, RI 02840
A Sample of
17
Initial or Current Employers of UNH TR Graduates
Site
Braintree Hospital
Brattleboro Retreat
Catholic Medical Center
Center for Neurobehavioral Rehabilitation
Children’s Hospital
Children’s Psychiatric Hospital
Easter Seals Society of New Hampshire
Greenery Rehabilitation Hospital
Hanover Hill Healthcare Center
Havenwood-Heritage Heights
Healthsouth Rehabilitation Hospital
Integrated Health Services
Jewish Memorial Hospital
Laconia Center
Genesis ElderCare Network
National Institutes of Health
Northeast Passage
Northeast Rehabilitation Hospital
Odyssey House
Oregon State Hospital
Outdoor Explorations
Phoenix Children’s Hospital
Portsmouth Pavilion
Address:
250 Pond Street
Braintree, MA 02184
75 Linden Street
Brattleboro, VT 05302
100 MacGregor Street
Manchester, NH 03102
775 Trapelo Road
Waltham, MA 02154
300 Longwood Ave.
Boston, MA 02115
1001 Yale Blvd. NE
Albuquerque, NM 87131
555 Auburn Street
Manchester, NH 03103
99 Chestnut Hill Ave.
Brighton, MA 02135
700 Hanover Street
Manchester, NH 03104
33 Christian Ave.
Concord, NH 03301
254 Pleasant Street
Concord, NH 03301
8 Peabody Road
Derry, NH 03038
59 Townsend Drive
Roxbury, MA 02119
175 Blueberry Lane
Laconia, NH 03246
10 Center Street , MSC 1950
Bethesda, MD 20892
UNH Hewitt Hall Room 108
Durham, NH 03824
70 Butler Street
Salem, NH 03079
367 Shaker Road
Canterbury, NH 03224
2575 Bittern Street
Salem, OR 97301
98 Winchester Street
Medford, MA 02155
1111 East McDonald, T4-D
Phoenix, AZ 85006
343 Borthwick Ave.
18
Rehabilitation Hospital of the Pacific
RiverRidge
Riverside Psychiatric Institute
Spaulding Rehabilitation Hospital
St. Vincent’s Hospital
The Children’s Hospital
University of North Carolina Hospital
Vanderbilt Rehabilitation Hospital
Warm Springs Rehabilitation Hospital
Whittier Rehabilitation Hospital
Woodrow Wilson Rehabilitation Center
Portsmouth, NH 03801
226 North Kuakihi Street
Honolulu, HI 96817
33 Cat Mousam Road
Kennebec, ME 04043
420 J. Clyde Morris Blvd.
Newport News, VA 23606
125 Nashua Street
Boston, MA 02114
275 North Street
Harrison, NY 10528
1056 East 19th. Ave.
Denver, CO 80218
101 Manning Drive
Chapel Hill, NC 27514
11 Friendship Street
Newport, RI 02840
5101 Medical Drive
San Antonio, TX 78229
150 Flanders Road
PO Box 1250
Westborough, MA 01581
Box 103
Fischerville, VA 22939
19