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Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee]
University of Wisconsin - Milwaukee Department of Occupational Science and Technology 1 Certificate in Therapeutic Recreation Program THERREC 203 Therapeutic Recreation (TR) Process (3 credits) Fall 2013
Instructors: Patricia Thomas, CTRS (Lead instructor) Megan Francavilglia, CTRS
Telephone: (414) 229-2507 (414) 229-5100 (OST Dept Office fax)
E-mail: [email protected] or [email protected]
Office Location: Enderis Hall 935
Office Hours: By appointment via telephone or face to face
Carroll University contact: Ms. Lynn Peterson, MEd, I (ASCP) SI, QCYM Office Location: Maxon Hall 206A Carroll University Telephone: 262-524-7281 E-mail: [email protected] Office Hours: By appointment
Readings: 1. Shank, J., Coyle, C., (2002) Therapeutic Recreation in Health Promotion and Rehabilitation, State College, PA: Venture Publishing.
2. Stumbo, N. & Peterson, C. A. & (2009) Therapeutic Recreation Program Design Principles and Procedures 5th edition San Francisco, CA: Pearson Education. (4th edition also acceptable)
3. Additional readings will be posted to the D2L site
Course Descriptions Students will explore the current and future practice of therapeutic recreation, the values and underpinning of practice, and the inter-relationships between therapeutic recreation professionals, other health care and human service professionals. Prereq: None.
Learning Outcomes Upon completion of this course, it is expected that students will be able to:
1 Demonstrate knowledge of the human cultures, social sciences and humanities through understanding of the helping/therapeutic relationship with persons served.
2 Demonstrate an understanding of the theories, values and concepts of therapeutic recreation.
1 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee]
3 Demonstrate an understanding of the psychological and sociological foundations of therapeutic recreation. 2
4 Demonstrate an understanding of the therapeutic recreation content, services and process and the significance of the helping relationship in therapeutic recreation.
5 Demonstrate an understanding of the therapeutic recreation service delivery models with emphasis on the Leisure Ability Model.
6 Demonstrate an understanding of the role of activity based interventions.
7 Demonstrate the application of the therapeutic recreation service delivery models in relation to diverse community/clinical health and human services.
8 Demonstrate an understanding of the societal attitudes towards illnesses, disability and social issues along with the person’s involvement in leisure.
Need for Accommodations If you need accommodations in order to meet any of the requirements of this course, please contact the instructor as soon as possible. Students will be allowed to complete course requirements that are missed because of a religious observance.
Sexual Harassment Sexual harassment is reprehensible and will not be tolerated by the University. It subverts the mission of the University and threatens the careers, educational experience, and well being of students, faculty, and staff. The University will not tolerate behavior between or among members of the University community which creates an unacceptable working environment.
Course Schedule Please note for the purposes of this course the week starts on a Sunday and ends on the following Sunday. Most assignments are due on Sunday 11:59 PM Central Time (or “D2L time”).
Course Policies All policies governing University course proceedings including student actions shall be followed. Policies regarding course assignments, grading, and participation that are mentioned in this syllabus shall be enforced as described.
A. All assignments are to be word-processed (except where noted). A 10-12 point font should be used. Your name and appropriate identifying information (e.g. date, the name of the course, instructor name) should appear on the top of the first page of the assignment. Assignments will ONLY be accepted in Microsoft Word or rich text format (.RTF), except where noted.
B. There are high expectations for this introductory course. Student should focus on what is presented (content) as well as how it is presented (process). Present your ideas effectively by using appropriate terminology and concentrating on grammar, spelling, sentence, and paragraph construction. Points will be deducted for assignments that do not present professionally.
C. Keep copies of all your work (hard drive, flash drive, CD, etc.). Student assignments occasionally get misplaced, technology errors occur or grades do not get recorded. It is your responsibility to document your work. Maintaining copies of all your assignments is the best way to do this. I would strongly encourage students to create their initial and response postings in a
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Word document then copy and past them to the discussion boards. This will allow you to check for spelling, grammar, and sentence structure errors and provide you a copy of your work. 3
D. Plagiarism. Each student is expected to do his or her own work for all course assignments. Any student found cheating, plagiarizing a written assignment, or falsifying a course requirement will receive a failing grade for the assignment and/or be referred for University disciplinary action. One key way to prevent the perception of plagiarism is to cite the references used in assignments. Please review the information in the introductory module on College of Health Sciences (CHS) Honor Code, and APA references found in the content section of the D2L course site.
E. Exam policies. There will be one midterm quiz and one final exam in this class. The quiz and exam format will include mainly true/false and multiple choice questions. It is expected you will do your own work for the quizzes/exams.
F. Participation. Class participation is extremely important for this course. It is commonly demonstrated through online assignments. Please see the assignment section of the course syllabus of the Activities section for each module for details on assignment expectations and due dates. It is extremely important for students to stay active in the course for the entire semester.
G. Late assignments. Late assignments will not automatically be accepted. It is always best to contact the instructor PRIOR to any issues with deadlines so a plan may be designed. Most assignments are due on Sunday 11:59 PM Central Time (or “D2L time”). Please see the Assignments section in the course syllabus, the Activities section in each course module or the Course schedule for specific assignment due dates. Late assignments will result in point deductions. One point for each day will be deducted up to 7 days. After 7 days, it is the discretion of the lead instructor if the assignment will be accepted. In most cases, late discussion board participation will NOT be accepted.
H. Credit hour policy. UWM policy has established a credit hour policy. This document identifies the time students need to invest in the course to be successful. A general rule is 1 credit hour = 3 hours of work per week. This 3 credit course requires 9+ hours per week. For this 16 week course students should anticipate devoting no less than 144 hours of time over the entire semester reviewing course content, completing the readings and assignments and exams.
Assignments
Module One – Online Orientation 1 week module
This module is similar to the first day of a face to face class. You are expected to become familiar with the D2L course site and the various components of the course. It is especially important to explore the Content, Discussion Boards, and Links section of the course. The 1 quick assignment for this module is:
1. Desire to Learn Scavenger Hunt (5 points) – Students are expected to use this first week of the course to become familiar with the learner management system or Desire to Learn (D2L). You are required to complete a short scavenger hunt to show awareness and skill in accessing the course announcements, the content section, discussion boards, links, quizzes, the drop box and grades
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Due date: Completed scavenger hunt worksheets are due to the correct Drop Box the end of Week 1, Sunday 9/08. 4
Summary of Module One Assignments - Week 1
Module Description Points Due Date 1 Scavenger Hunt 5 9/8 End of Week 1 Total Points 5
Module Two – Course Orientation 1 week module
This module is also similar to the first day of a face to face class. However, this week I would like you to focus on what are the expectations for the course. You are to read the course syllabus and tentative course schedule. This is also a good time to organize the due dates for the various assignments throughout the semester. The 2 assignments for this module are:
1. Icebreaker Introduction (10 points) – The basis of this course is that recreation activities can be a very powerful tool to help individuals increase their awareness of critical topics, learn, and ideally change behaviors. As such, for this “getting to know you” assignment, students are expected to introduce him/herself to the class in a fun, recreational, humorous fashion. Creativity is encouraged. Your introduction may include a post directly to the Course Lounge Discussion Board, or an attachment. You may be as creative as you wish. You may use Microsoft PowerPoint (Ppt), Publisher, or Word or any other program all other students may access. If you do not have Microsoft Word you must save your documents in rich text format (.rtf) for all to open. Instructors have provided examples for this assignment posted in the Course Lounge discussion board.
Due Date: Initial postings are due in the discussion board Week 2, Thursday 9/12.
2. Icebreaker response postings (5 points each = 15 points) - In addition to your initial posting you are required to read ALL and respond to 3 other student’s introductory postings. Specifically you are required to post: a.) About one of your favorite introductions by a classmate and why. Your post may be in a conversational manner and be 1-2 paragraphs in length. b.) About one of the more surprising introductions by a classmate and why. Again your post may be in a conversational manner and be 1-2 paragraphs in length. c.) About one of the postings you have learned something about and why. Again, the post should be 1-2 paragraphs in length.
You must use the underlined category in your subject heading and in the body of your response.
Due date: Postings are due by the end of Week 2, Sunday 9/15.
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Summary of Module Two Assignments - Week 2 5 Module Description Points Due Date 2 Icebreaker Introduction 10 9/12 Thursday Week 2 2 Response to peers x3 (5 points each) 15 9/16 End of Week 2 Total Points 25
Module Three – Foundations of TR Practice 2 week module
This 2 week module begins to introduce some basic concepts of Therapeutic Recreation practice. You are required to complete 3 assignments during this time period. The extra credit opportunity is introduced here but not due until the end of the semester.
1. Recreation as an Intervention (10 points each or 20 points total) - The intent of this assignment is to increase your awareness of the effectiveness of recreation as a “means to an ends.” Therapeutic Recreation professionals are not unique in using recreation or leisure as a way to effect behavior change. Recreation (fun, humor) is used by many professions (education, marketing, healthcare, etc.) to make a point, teach and change behavior. For this assignment you are asked to explore the use of computer games as a means to an end to educate others. You are required to play a minimum of 2 of the games listed below and post your reflections to the Recreation as an Intervention discussion board. Your posting should be approximately 2-3 paragraphs in length for EACH game and include content addressing
1. Title of games you played
2. Brief reflection on each of the games Who is the target audience (child, adolescent, adult)?
What is the topic of the game? Purpose? Provide a brief description of the game.
Do you feel the game was effective? Why/why not.
3. Application of the games Would you recommend this game to others? Whom? Can you see the game being played in any healthcare, educational, community setting? Think about the various settings where TR and/or other professionals may work. Can the game be played by individuals with physical impairments or psychological disorders? How may you modify the game for persons with disabilities? Please list disability in your posting.
4. Do you recommend any additional resources about the game that you found helpful? The resources may be other sections of the online website.
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Please select a minimum of 2 games from the list below: 6
Bullying Round Up available at www.bam.gov/sub_yourlife/yourlife_bullyroundup.html# This game is about the very current topic of bullying
Finding Zoe available at www.metrac.org/replay/en/index.html This game is about relationships
Killer Flu available at www.clinical-virology.org/killerflu/killerflu.html This game is about how the flue is spread
Look Out! Alcohol at http://www.lookoutalcohol.co.uk/welcome.html This game is about alcohol awareness for children.
Love Bugs Battle at http://www.likeitis.org.au/lovebugsbattle/ This game is about unprotected sex
Match a Muscle at http://www.anatomyarcade.com/games/matchingGames/MatchAMuscle/matchAMuscle.html This game helps you to learn the various muscles in the human body. You may have click through some advertisements prior to the start of the game.
Posornot available at www.posornot.com/posornot/?t=2c26bba9c69a70766b518f90051ca5eb This game addresses assumptions and stereotypes of HIV/Aids
Re-mission available at www.re-mission.net/secure/download.php?src=member_welcome This game is about cancer. Note: you must download this program to play
Self Esteem Games available at selfesteemgames.mcgill.ca/games/sematrix.htm There are multiple games at this site to help you build positive habits of thoughts that lead to self esteem. The games are not designed to assess self esteem.
The Incredible Adventures of the Amazing Food Detective available at https://healthy.kaiserpermanente.org/static/health/en-us/landing_pages/afd/index.htm This game is about nutrition.
Note: Additional games may be added to the list. Be sure to review the M2 Overview, Readings, and Activities for the complete list.
Due Date: Initial reflection postings are due by the end of Week 3, Sunday 9/22.
2. Response postings (5 points each total 15 points) - In addition to your initial posting you are required to read all postings and respond to 3 other student’s postings. Specifically you are required to post: a.) A minimum of 1 comment on which posting is the most intriguing or different than your thinking b.) A minimum of 1 comment should address a posting you agree with and why c.) A minimum of 1 comment should address a posting which you found useful
All responses should include the underlined words in the title and the content of your postings.
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Due Date: Response postings are due at the end of Week 4, Sunday 9/29. 7 3. Person Centered Terminology (20 points) - This assignment is intended to help you understand language does matter. Students are asked to locate an article or story on disability in a popular magazine, website, blog, song or video (no research or scholarly articles) and post a critique on the use of person first terminology. The post should be equivalent to a 1 page narrative paper and include: 1. Title and author of the article, story, song, video, etc.
2. A summary of the article, story, song, video, etc.
3. Comments about the message being sent and the general tone of the article with the insensitive language being used
4. 2-3 examples of areas where improvement is needed in the writing or tone in the article. State the incorrect and then correct phraseology to use
5. The source of your article using correct APA end of text reference format
Due Date: Postings are due to the PC Discussion Board at the end of Week 4, Sunday 9/29.
4. Extra credit (5 points total) – You have likely heard people obsess about Pinterest so you're curious about what it is and how to use it. To create the extra credit, the directions are below. It is split into two parts: Part A is for individuals who are comfortable and familiar with Pinterest and Part B is directed toward new Pinterest users or individuals who need a refresher.
What is Pinterest? Pinterest is a highly visual virtual pinboard site that lets you "pin" or collect images from the Web. You create boards to help you categorize your images and add descriptions to remind you why you bookmarked them in the first place. Most of these images— or pins—link back to the original website they appeared on so you can easily access them later.
PART A (CURRENT USERS)
1. Once you have an account, email Megan at [email protected] with your Pinterest user name. I will then invite you to the UWM therapeutic recreation group board. You will not be able to post on the UWM board unless you are invited. Make sure to send me your user name.
2. You can create a board or pin to a pre-existing board.
3. Pin 3 different items that relate to Therapeutic Recreating. There is an open interpretation of what you feel belongs on the board or create an appropriate board. Make sure to the pin belongs in the appropriate board.
4. Once you have pinned 3 items, send Megan ([email protected]) and email letting me know you have completed the extra credit.
PART B (NEW USERS)
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1. Join Pinterest Visit pinterest.com and click Join Pinterest. It will ask you to join by connecting with Facebook or 8 Twitter, but a third option lets you sign up using your email address. I suggest signing up with your email, that way it does not access your Facebook/Twitter info and post all of your Pinterest activity onto your Facebook page for all to see.
2. Follow some boards Once you have an account there are 2 things to do. 1. Select 5 boards that you find fascinating (the boards will pop up automatically). 2. Once you have an account, email Megan at [email protected] with your Pinterest user name. I will then invite you to the UWM therapeutic recreation group board. You will not be able to post on the UWM board unless you are invited. Make sure to send me your user name.
3. Verify Your Account After selecting some boards you'll receive an email confirmation. Click the confirmation in your email.
4. Create your own boards (Optional—you can use this for personal use, not required for extra credit) You need to build boards in order to collect and organize items you're interested in. To do so, click Your Boards in the upper right-hand drop-down menu, and then click Create a Board.
5. Start pinning Congratulations on making it this far, now you're ready to get pinning! You can peruse the pins of people you follow on your home feed (the home page that comes up when you log in) or search more specifically by selecting a category from the drop-down menu in the upper left-hand corner of the screen next to the search bar. You will probably have to search something specific. When you see an image you want to pin, simply hover over it and click the red Pin It button that appears in the upper left-hand corner. You'll be asked to designate it to one of your boards and add a description- PIN IT TO THE UWM TR GROUP.
Resource - Video on how to re-pin a pin http://www.youtube.com/watch?v=6wSBuvY_xlI
If you are unable to find a pin you like, you can upload your own pins. Say you have a picture of an awesome dinner you concocted or a great computer mod you built; visit the Your Pins page and click the plus button that says "Add a pin." Here you can upload your image, pick its board, and add a description. Others can then re-pin your image.
6. To Earn the Extra Credit 1. Pin 3 different items that relate to Therapeutic Recreation. There is an open interpretation of what you feel belongs on the board. Make sure to the pin belongs in the appropriate board or create an appropriate board. 2. Once you have pinned 3 items, send Megan ([email protected]) and email letting me know you have completed the extra credit.
Due Date: End of Week 14 or Sunday 12/8.
Summary of Module Three Assignments - Week 3-4
Module Description Points Due Date
8 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee]
3 Recreation as an Intervention (each reflection 10 20 9/22 9 points) End of Week 3 3 Response to peers x3 (5 points each) 15 9/29 End of Week 4 3 Person Centered Terminology (20 points) 20 9/29 End of Week 4 3 Extra Credit (5 points) ___ 12/8 End of Week 14 Total Points 55
Module Four– Recreation Therapy/Therapeutic Recreation 3 week module
This 3 week module now gets into what the TR profession is all about. You are required to complete 2 assignments during this time period.
1. What is TR? Powerpoint (Ppt) (15 points total) - The intent of this assignment is for you to develop your own personal definition of therapeutic recreation. You will be required to define what therapeutic recreation is using no more than 4-5 Powerpoint (Ppt) slides. The Ppt slide show should include: . Title page – your name, course title, number and your presentation title . Your personal definition of TR . A minimum of 2 or more benefits of TR . A minimum of 1 picture or clip art that visually supports your written definition. . A minimum of one reference (course readings, professional organizations, RT blog, research article, etc.) citation using correct APA format
Some of the Ppt slide shows may be used as part of the display for the TR Certificate Program during a future UWM Open House. An example of a presentation used in past years is posted on the D2L course site under the Content section of the orientation module.
Due Date: End of Week 5, Sunday 10/6.
2. Midterm Quiz (50 points total) - The intent of this assignment is to evaluate your comprehension of the material presented during the first 7 weeks of the course. The midterm quiz may consist of true/false and multiple choice questions. The quiz will be administered using the Quiz section of D2L. Additional details of the quiz will be available on D2L. See Module 4 Activities for the details. A study guide will be provided to assist you in your preparation for the quiz. Please note there is no assignment due during Week 6 to allow you sufficient time to work through the study guide.
Due Date: End of Week 7, Sunday 10/20.
Summary of Module Four Assignments - Week 5-7
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Module Description Points Due Date 10 4 What is TR Ppt? 15 10/6 End of Week 5 4 Midterm Quiz 50 10/20 End of Week 7 Total Points 65
Module Five – TR Process 4 week module
This 4 week module requires much reading on the TR process of assessment-planning- implementation-evaluation or what is commonly referred to as the APIE process. It is hoped students will take the time to thoroughly read all the assigned chapters. The information will be included in the comprehensive final exam. The 4 assignments for this time period are
1. Self Assessment (20 points total) – The intent of this assignment is to allow the student to become exposed to the assessment process. You are required to:
. Complete the Free Time Boredom assessment (found in Module Five Course Content as a PDF) . Determine the scores for EACH section and your total score and draw some conclusions . Determine a general plan of action to improve your free time use (possibly for Winter Break?)
Additional information is available on this assignment on the D2L course site under Module 5
Due Date: End of Week 8, Sunday 10/27.
2. Activity Analysis (20 points) - The intent of this assignment is to help you to start to understand the planning process and develop skills in how to adapt an activity to meet the unique needs of the individuals you may serve. Understanding the physical, cognitive, social, emotional and administrative components of an activity will help you modify the activity as needed. You will be required to select billiards, Uno or softball and analyze all the components of the activity using a worksheet similar to the form on pages 210-212 of Therapeutic Recreation Program Design Principles and Procedures book. The information for the activity analysis will be useful in future discussions. The form is available in Module 5 Content to download and complete. Additional instructions for the assignment will also be available in Module 5 content.
Due Date: End of Week 9, Sunday 11/3.
3. TR in the Community (20 points initial post) – The intent of this assignment is to help you to understand the implementation component of the TR process in a community setting. TR services are also provided in clinical settings such as hospitals, nursing homes, residential treatment, psychiatric settings and more. This assignment will focus on TR in a community setting. You are asked to select 1 question from the list provided in D2L Module 5 Content and post a response in the discussion board. The expectations for this discussion board are higher
10 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee] than past discussions. Your initial response should be equivalent to a 1 page paper. Additional information on the expectations of the response will be included in the Module 5 Activities. 11 Students must complete this assignment in order to complete the response postings. Failure to complete the initial posting will result in a total score of 0 for the entire discussion board or assignment 3 and 4.
Due Date: End of Week 10, Sunday 11/10.
4. TR in the Community Response postings (10 points each response total 30 points) - In addition to your initial posting you are required to read all postings and respond to three other student’s postings. Specifically you are required to post: a.) A minimum of one comment on a posting you found most compelling and why. b.) A minimum of one comment on a posting you found helpful and helped you to clarify or further understand a concept. c.) A minimum of one comment on a posting that got you thinking on how you may apply the information in your current or future profession.
All responses should include the underlined words in the title or the content of your postings. NOTE – THIS RESPONSE POSTING HAS HIGHER EXPECTATIONS AND POINTS AWARDED THAN PAST RESPONSE POSTINGS. Each posting may be in a conversational manner and should be approximately 2 - 4 paragraphs in length. Your response must demonstrate understanding of the original response and the course readings. You may demonstrate this by restating a component of the original answer to the question, citing a quotation from the readings or articulating how the response relates to a professional experience and then expanding on your thoughts. Students will not be allowed to complete the response postings if the initial posting (See 3 above) is not completed. A score of 0 will be awarded for both assignments 3 and 4.
Due Date: End of Week 11, Sunday 11/17.
Summary of Module Five Assignments - Week 8-11
Module Description Points Due Date
5 Self Assessment 20 10/27 End of Week 8 5 Activity Analysis 20 11/3 End of Week 9 5 TR in the community discussion board 20 11/10 End of Week 10 5 Response postings x3 (10 pts each) 30 11/17 End of Week 11 Total Points 90
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Module Six – Application of TR 3 week module 12
This 3 week module also requires much reading. It is hoped students will continue to take the time to thoroughly read all the assigned and recommended readings. The information is critical to all future courses in the TR Certificate Program. The 2 assignments in this module require you to demonstrate that you are synthesizing all the information. The optional extra credit is also due this module.
1. Case Study Discussions (Initial post - 30 points) – The intent of this assignment is for the student to apply the information learned to real life case scenarios. There will be 3 case studies: pediatrics, young adult and elderly. Approximately 10 individuals will be able to participate in each case discussion. This number may be adjusted during the course based on class enrollment. The initial postings will require answering case study questions. Details about the case study questions are found in Module Six Overview, Readings and Activities. Students must complete this assignment in order to complete the response postings. Failure to complete the initial posting will result in a total score of 0 for the entire discussion board assignment for this module.
Due Date: End of Week 13, Sunday 12/1.
2. Case Study Response Postings (10 points each for total 30 points) – Similar to the discussion board in the last module, students are required to read all the case study postings and select three other student’s postings to address. Specifically you are required to post: a.) A minimum of one comment on a student who’s posting is compelling b.) A minimum of one comment on a student who’s posting helped you to clarify or further understand a concept c.) A minimum of one comment on a student who’s posting got you thinking
All responses should include the underlined words in the title or the content of your postings. The response postings should be similar in length and quality of content as the past module. Each posting may be in a conversational manner and should be approximately 2 - 4 paragraphs in length. Your response must demonstrate understanding of the original response and the course readings. You may demonstrate this by restating a component of the original answer to the question, citing a quotation from the readings or articulating how the response relates to a professional experience and then expanding on your thoughts. Students will not be allowed to complete the response postings if the initial posting is not completed. A score of 0 will be awarded for both assignments.
Due Date: End of Week 14, Sunday 12/8.
3. Extra credit (5 points) See content in Module 3.
Due Date: End of Week 14, Sunday 12/8.
Summary of Module Six Assignments - Week 12-14
Module Description Points Due Date
6 Case Study Discussion Board 30 12/1 End of
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Week 13 6 Response to peers x3 (10 points each) 30 12/8 13 End of Week 14 3 Extra Credit 5 12/8 End of Week 14 Total Points 60+
Module 7 – Course Wrap Up 1 week module
This final module requires you to demonstrate comprehension of the course material through a final exam and evaluation of the course. The 2 assignments for this final module are
1. Comprehensive Final Exam (100 points total) - The intent of this assignment is to evaluate your comprehension of the material presented during the prior weeks of the course. Emphasis will be placed on the content presented during the last 8 weeks of the course however key concepts from the first part of the semester will be included. The final exam will consist of true/false and multiple choice questions. The final exam will be available through the Quiz section of D2L. A study guide and additional information about the final exam format will be available in D2L Module Seven.
Due Date: End of Week 15, Sunday 12/15.
2. Course evaluation (0 points) – Course evaluations are important to me and the Occupational Science and Technology Department. Your time and attention to completing this final task for the course is appreciated. Students will receive an email notification indicating how to complete the course evaluation. Students are asked to complete the anonymous survey to help improve this course. Keep in mind the evaluations are anonymous and content will not be looked at until after grades are posted.
Due Date: Tentatively End of Week 15, Sunday 12/15.
Summary of Module Seven Assignments - Week 15
Module Description Points Due Date
7 Comprehensive Final Exam 100 12/15 End of Week 15 7 Course Evaluation 0 12/15 End of Week 15 Total Points 100
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Point Distribution by Module 14 Module Points Approx % 1 5 1
2 25 9
3 55 9
4 65 20
5 90 21
6 60 13
7 100 27
Total 400 100
Note: The majority of points are in Modules 4-7. It is strongly suggested you stay actively involved in the entire course for successful completion of this course. Failure to complete assignments as scheduled will result in point loss.
Grading Scale Used for Final Grades
Grade Range Approx. Point range Grade A range 360-400 94-100 A 90-93 A-
B range 359-320 87-89 B+ 83-86 B 80-82 B-
C range 329-280 77-79 C+ 73-76 C 70-72 C-
D range 279-237 67-69 D+ 63-66 D 60-62 D-
Failing 236 or below 59 or below F
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THERREC 203 15 Therapeutic Recreation (TR) Process Tentative Course Schedule* Fall 2013
DATE MODULE READINGS ASSIGNMENTS Please check D2L Please check D2L Module Content - Readings for Module Content - Activities for most up to date information most up to date information Week 1 Online Course Content Complete D2L Scavenger Hunt 9/1 – 9/8 Orientation Module 1 Online Learning Due: Sunday, 9/8 Orientation
Week 2 Course Course Content Icebreaker introduction posting 9/8 – 9/15 Orientation Module 2 Course Orientation Due: Thursday, 9/12 specifically Overview, Readings, Assignments, Syllabus, Course Schedule Read all & respond to 3 classmates Due: Sunday, 9/15 Book Readings Shank/Coyle - p.54 Table 4.1
Anthology Readings UWM TR Certificate Program Information Week 3 - 4 3 Book Readings 9/15 – 9/29 Foundations of Shank/Coyle - C 1 Contemporary Post reflections on recreation as a TR Practice Issues in Health and Human means to an end Services, Due: Sunday, 9/22 C 2 Changing Concepts within Health and Human Service Systems Read all & respond to 3 and classmates C 3 Using a Client-System Due: Sunday, 9/29 Perspective to guide Practice Person First Terminology Critique Due: Sunday, 9/29 D2L Lecture Notes M3 Person Centered Terminology M3 ICF M3 Theories Behind Practice M3 TR Practice Models
Week 5 - 7 4 Book Readings What is TR PPT? 9/29 – 10/20 Defining RT/TR Shank/Coyle - C 4 Defining TR Due: Sunday, 10/6 Please note: Clinical Practice and C 5 Patty will be Understanding Theories that Guide away from Practice campus 9/29- Midterm Quiz 10/3 ATRA Stumbo/Peterson – C 2 Leisure Due: Sunday, 10/20 Conference) Ability Module
Anthology Readings Profiles in RT Consider a Career in TR What, Who, How of RT TR: Comprehensive Approach
D2L Lecture Notes M4 Defining RT and TR
15 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee]
Week 8 - 11 5 Week 8 (10/20 – 27) Free Time Boredom Assessment 10/20 – 11/17 TR Process Book Readings Due: Sunday, 10/27 Shank/Coyle C 7 Assessing Clients 16 Stumbo/Peterson C 10 Client Please note Assessment Patty will be off campus Anthology Readings attending Assessment Examples – ILRTA Free Time Boredom Conference CERT Physical Disability 10/ 27-10/30, CERT Psych WTRS SOAR conference VCUHS 11/6-7 and WMHI NCTRC BOD meeting 11/14 D2L Lecture Notes -11/18 M5 APIE Overview M5 Assessment
Week 9 ( 10/27-11/3) Activity Analysis Book Readings Due: Sunday, 11/3 Shank/Coyle C 8 Planning Interventions Stumbo/Peterson C5 Comprehensive Program Design, C6 Specific Program Design and Chapter 7 Activity Analysis
Anthology Readings Sample Planning Examples – Program Description Group Session Description
D2L Lecture Notes M5 Planning TR Community Discussion Board ______Due: Sunday, 11/10
Week 10 (11/3-11/10) Book Readings Stumbo/Peterson C 9 Treatment and Diagnostic Protocols Shank/Coyle C 12
Anthology Readings NSSRA website www.nssra.org/index.cfm
Milwaukee Recreation website www.milwaukeerecreation.net/
D2L Lecture Notes Read all & respond to 3 classmates M5 Implementation Due: Sunday, 11/17
Week 11 (11/10 – 11/17) Book Readings Stumbo/Peterson C11 Client Documentation and C12 Program and Client Evaluation
D2L Lecture Notes M5 Evaluation
16 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee]
Week 12 - 14 6 Book Readings 11/17 – 12/8 Application of Recommend review of above Week 12 - Thanksgiving Break TR readings for case studies 17
Anthology Readings RT Services for Quality of Life RT Services for SCI RT Services for Dementia Case Study initial questions Discussion Due: Sunday, 12/1 D2L Lecture Notes M6 Pediatric Case Study M6 Adult Case Study Read all & respond to 3 classmates M6 Elderly Case Study Due: Sunday, 12/8
Extra Credit Due: Sunday, 12/8
Week 15 7 Review M7 study guide, chapters Comprehensive Final Exam 12/8 – 12/15 Course and lecture notes listed above for Due: Sunday, 12/15 Wrap Up preparation of final exam Online course evaluation Due: TBA
*Assignment due dates and the pace of the course may be modified to meet the needs of the students. Please check the D2L course site module activities for the most current information on course assignments.
Have a great Winter Break!
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