F - 7.0 Series Template Vertical

COAPRT 7 Series Template Name of Course: Parks and Recreation for Diverse Populations Course Number: REC 361 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.

Course Specific Learning Outcome: What is the learning outcome identified in the course syllabus that meets this standard?

Syllabus from REC 361 has been provided as evidence for the learning outcome 7.01. Discussions include defining diversity, why diversity is necessary in the parks and recreation profession, and major laws and court decisions (ADA, Title IX) that influence diversity in the parks and recreation profession.

Evidence of Learning Opportunity (7.01.01) How are students given opportunities to show they have learned the outcome?

In class writing assignments as well as in class activities

Performance Measure (7.01.02) What is the method by which the outcome is being measured? How are students showing that they are learning the outcome? Exam questions, assignment rubrics, portfolios, alumni surveys, etc.

Diversity Interview Assignment Guidelines has been provided as evidence for the learning outcome 7.01.02. This guideline was also used as a rubric for how well students address the guidelines. Examination questions have also been provided as evidence for the learning outcome 7.01.02. Performance levels/metrics: What is the level of compliance by which the program agrees the standard has been met? (i.e. 80% of the students will get a score of 80% or higher on the assignment)

Diversity Interview Assignment: Fall 2015

Score N F (59.99 or below) 0 D (60.00 to 69.99) 0 C (70.00 to 79.99) 0 B (80.00 to 89.99) 0 A (90.00 to 100) 29 Total 29 Average Score = 98.62

Assessment Results (7.01.03) Based on the performance levels/metrics set above, at the end of the semester, what were the results?

Diversity Interview Assignment: Students did a great job with this assignment. It allowed students to gain real-life knowledge of direct and indirect discrimination.

Evidence of Programmatic Decisions (7.01.04) Based on the assessment results above, how is the program using the results to drive their curricular decisions?

This assignment absolutely aids students in understanding cultural and diversity issues that diverse populations face and can better prepares them to deal with complicated social situations with co- workers and clients in the workplace.

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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.

Discussions include an in-depth analysis of diverse populations including age, mental/physical ability, sexual identity, social class, gender, and race/ethnicity.

Examination questions as well as in class assignments.

In addition to the diversity interview mentioned in learning outcome 7.01, students completed a movie review of popular films. Part of the assessment was to identify diversity issues in films that have become part of popular culture. Diversity Movie Review Assignment Guidelines has been provided as evidence for the learning outcome 7.02.02. This guideline was also used as a rubric for how well students addressed the guidelines. For their final project, students are also given a “Disability for a Day” assignment where they are required to participate in a recreation activity with a disability. Performance levels/metrics: What is the level of compliance by which the program agrees the standard has been met? (i.e. 80% of the students will get a score of 80% or higher on the assignment)

Diversity Movie Assignment: Fall 2015

Disability for a Day Project: Fall 2015

The diversity movie assignment that students completed helped illustrate cases of direct and indirect discrimination that occurs in our society. The disability for a day assignment exemplifies barriers that a person with a disability may face when participating in recreational activities. Afterwards, they can comment on what could be done to better accommodate persons with disabilities at that facility. The table provided in 7.02.02 is included as evidence of student achievement for the movie assignment and disability project.

Overall students did well with the movie assignment. The lower grades were a result of either a late submission, or no submission. The disability for a day project was well received by students. This project gave them the opportunity to have a personal account of the barriers people with disabilities face when recreating.

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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.

Syllabus from REC 361 has been provided as evidence for the learning outcome 7.03. In-depth discussion of diverse populations, including stereotypes, and direct and indirect discrimination were tackled. Planning for more inclusive recreation opportunities for diverse populations is also addressed.

In addition to the three assignments, test questions were designed to assess learning outcome 7.03. Test questions address barriers to recreation for diverse populations, difference between prejudice and discrimination, and the ADA definition of persons with disabilities.

Examination questions as well as in class assignments.

Performance levels/metrics: What is the level of compliance by which the program agrees the standard has been met? (i.e. 80% of the students will get a score of 80% or higher on the assignment)

The three assignments used for learning outcome 7.03 that students must complete cover a variety of issues with diversity in parks and recreation. The assignments aid students in understanding what prohibits diverse populations from participating in recreation, and how to address the recreational needs and wants of diverse populations. Furthermore, the assignments allow students to contemplate how they can improve the parks and recreation industry. See assignments as evidence of measures for learning outcome 7.03. Also, tables provided below are included as evidence of student achievement related to learning outcome 7.03.

Diversity Interview Assignment: Fall 2015

Score N F (59.99 or below) 0 D (60.00 to 69.99) 0 C (70.00 to 79.99) 0 B (80.00 to 89.99) 0 A (90.00 to 100) 29 Total 29 Average Score = 98.62 Diversity Movie Assignment: Fall 2015

Disability for a Day Project: Fall 2015

The purpose of the three assignments under 7.03 is to ensure students graduating from the Parks and Recreation Management program are prepared to address issues of diversity in the workplace and diversity issues recreational opportunities. Overall, students have performed well on the three assignments. However, the content of the course could be expanded by guest speakers from diverse background to offer their own personal experiences with stereotypes, discrimination, and constraints to recreation opportunities.

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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.

Since this is not an internship course, the section is non-applicable.

Performance levels/metrics: What is the level of compliance by which the program agrees the standard has been met? (i.e. 80% of the students will get a score of 80% or higher on the assignment) Assessment Results (7.04.03) Based on the performance levels/metrics set above, at the end of the semester, what were the results?

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