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The University of Wisconsin-Milwaukee] 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 2 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee] 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 3 Carroll University Course – REC 203 [Online through the University of Wisconsin-Milwaukee] 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.
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