Student Learning Assessment Program - Eastern … · Web viewSTUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM AY 201 4 - 2016 B.S. in Recreation Administration (Therapeutic Recreation

STUDENT LEARNING ASSESSMENT PROGRAMSUMMARY FORM AY 2014 - 2016

Degree andProgram Name:

Submitted By:

Please use size 10 font or larger.

PART ONE

What are the learning objectives?

How, where, and when are they assessed?

What are the expectations?

What are the results? Committee/ person responsible? How are results shared?

1.) Students graduating from the program shall demonstrate entry level knowledge of the nature and scope of the therapeutic recreation profession and its associated service delivery systems, and the foundations of the therapeutic recreation profession in history, theory, science and philosophy (NRPA 7.01 Standard, TR Sub-Area).

a.) REC 3000 (TR Models Paper)

b.) REC 4710 (TR Issues Paper)

c.) REC 3000 (SOP Reflection Assignment)

d.) REC 3000 (In-Service Presentation)

e.) REC 3000 (Professional Interview Paper)

f.) REC 2250 (ADA Analysis)

g.) REC 3360 (ICF Presentation)

h.) REC 3111 (Exam)i.) REC 1780 (Issues Paper)

100% of majors will meet performance standards (earn a “C” or 70% on project, assignment, and/or exam) or exceed standards (earn an “A” or “B” or 80% on project, assignment, and/or exam).

a.) REC 3000 (TR Models Paper) Fall 2014:

# Exceeding Expectations: 21# Meeting Expectations: 0# Did Not Meet Expectations: 1# Exempt: 0

b.) REC 4710 (TR Issues Paper) Spring 2015:


c.) REC 3000 (SOP Reflection Assignment) Fall 2014:


No change planned (one student who did not meet expectations did not complete paper).

Recently added course so the “N” is limited for this first assessment review. Thus, no change planned.

No change planned.

B.S. in Recreation Administration (Therapeutic Recreation Option)

Michael Mulvaney, Ph.D., CPRP

d.) REC 3000 (In-Service Presentation) Fall 2014:


e.) REC 3000 (Professional Interview Paper) Fall 2014:


f.) REC 2250 (ADA Analysis) Fall 2014 & 2015, Spring 2015:


g.) REC 3360 (ICF Presentation) Spring 2016:


h.) REC 3111 (Exam) Spring 2016:


No change planned.

No change planned.

ADA Analysis project was modified in Spring 2016 to encourage more student engagement. The new project is an ADA Scavenger Hunt. The ADA Scavenger Hunt will replace the ADA Analysis project.

No change planned.

No change planned.

a.) REC 1780 (Issues Paper) # Exceeding Expectations: 41# Meeting Expectations: 9# Did Not Meet Expectations: 0# Exempt: 0

No change planned.

2.) Students graduating from the program shall demonstrate the ability to assess, plan, implement, document and evaluate therapeutic recreation services that facilitate targeted outcomes, and that embrace personal and cultural dimensions of diversity. (NRPA 7.02 Standard, TR Sub-Area).

a.) REC 4355 (Commercial Assessments Review Paper)

b.) REC 3360 (Exam)c.) REC 3250 (Clinical

Program Plan Presentation)

d.) REC 3250 (G & O Evidence-Based Project)

e.) REC 3111 (TR Modalities Paper)

f.) REC 3111 (Client/Customer Leisure Product Development Project)

g.) REC 2250 (“Gym Rec” Experience/Participation)

h.) REC 3111 (Midterm Exam)


a.) REC 4355 (Commercial Assessments Review Paper) Spring 2015:


b.) REC 3360 (Exam) Spring 2016:


c.) REC 3250 (Clinical Program Plan Presentation) Fall 2015:


d.) REC 3250 (G & O Evidence- Based Project) Fall 2015:


e.) REC 3111 (TR Modalities Paper) Spring 2016:

# Exceeding Expectations: 22

No change planned.

No change planned.

No change planned.

No change planned.

No change planned.

# Meeting Expectations: 1# Did Not Meet Expectations: 1# Exempt: 0

f.) REC 3111 (Client/Customer Leisure Product Development Project) Spring 2016:


g.) REC 2250 (“Gym Rec” Participation)


h.) REC 3111 (Midterm Exam) Spring 2016:

# Exceeding Expectations: 19# Meeting Expectations: 3# Did Not Meet Expectations: 2

No change planned.

Consider modifying the “Gym Rec” program. In particular, instructor is considering having the students visit the area Group Homes to lead recreation programs vs. the current system where Group Home participants travel to EIU (McAfee Gym) for the weekly “Gym Rec” program. This new approach, according to the instructor, would allow for more diversity of programming and experiences for the students.

No change planned.

# Exempt: 03.) Students graduating

from the program shall demonstrate entry level knowledge about management/administration of therapeutic recreation services. (NRPA 7.03 Standard, TR Sub-Area).

a.) REC 4355 (Credentialing/Quality Assurance Issues Paper)

b.) REC 4355 (Quiz)c.) REC 3000 (Exam)d.) REC 2250 (Exam)


a.) REC 4355 (Credentialing/Quality Assurance Issues Paper) Spring 2015:


b.) REC 4355 (Quiz) Spring 2015: # Exceeding Expectations: 13# Meeting Expectations: 4# Did Not Meet Expectations: 3# Exempt: 0

c.) REC 3000 (Exam) Fall 2014: # Exceeding Expectations: 21# Meeting Expectations: 1# Did Not Meet Expectations: 0# Exempt: 0

d.) REC 2250 (Exam) Fall 2014 & 2015, Spring 2015 & 2016:


No change planned.

No change planned.

No change planned.

Primary issue w/students who did not meet expectations was attendance. Consider infusing a formalized attendance policy with this course.

4.) Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 560 clock hours and no fewer than 14 weeks, the ability to use diverse, structured ways of thinking to solve problems related to

a.) REC 4275 (Internship Final Performance Appraisal - TRIE)


a.) REC 4275 (Internship Performance Appraisal - TRIE) Summer 2014 & 2015, Fall 2014, & 2015, Spring 2015 & 2016:


No change planned.

different facets of professional practice, engage in advocacy, and stimulate innovation. (NRPA 7.04 Standard, TR Sub-Area).

5.) Students graduating from the program shall demonstrate the ability to question, examine, evaluate, and respond to problems or arguments related to the operations and strategic management/administration in therapeutic or related-recreation professions (EIU Critical Thinking Undergraduate Learning Goal).

a.) REC 1780 (Issues Paper)b.) REC 4830 (Ethics

Problem Assignment)c.) REC 4830 (Risk

Management Evaluation)


a.) REC 1780 (Issues Paper) Fall 2014 & 2015, Spring 2015:


b.) REC 4830 (Ethics Problem Assignment) Fall 2014 & Spring 2015:


c.) REC 4830 (Risk Management Evaluation) Fall 2014 & 2015, Spring 2015 & 2016:


No change planned.

ETHICSWill attempt panel discussion in attempt to improve basis for decisions.

RISKWill continue current practice and will include examples of past assignments on D2L.

6.) Students graduating from the program shall demonstrate the ability to comprehend and evaluate varied sources and write purposively and critically on topics related to the operations and strategic management/administration in therapeutic or related-recreation professions (EIU

a.) REC 1320 (Filmed Leadership Self-Evaluation Paper)

b.) REC 1780 (Leisure Philosophy Paper)

c.) REC 2290 (Individual Program Plan)

d.) REC 4274 (EIU Reflection Paper)

e.) REC 4740 (Research Report)

f.) REC 4830 (Paper on Recreation Topic)


a.) REC 1320 (Filmed Leadership Self-Evaluation Paper) Spring 2015 & 2016:


b.) REC 1780 (Leisure Philosophy Paper) Fall 2014 & Spring 2015:

# Exceeding Expectations: 39# Meeting Expectations: 0

No change planned.

No change planned.

Writing & Critical Reading Undergraduate Learning Goal).

# Did Not Meet Expectations: 0# Exempt: 1

c.) REC 2290 (Individual Program Plan) Spring 2016:


d.) REC 4274 (EIU Reflection Paper) Fall 2014 & Spring 2015:


e.) REC 4740 (Research Report) Fall 2014 7 2015, Spring 2015 & 2016:


The Individual Program Plan replaced the REC 2290 papers (1-3) assignment previously utilized to measure this objective due to the Individual Program Plan being a more comprehensive and valid assessment tool. Based on the assessment results, additional instruction & “hands-on” time will be devoted to assisting students with this project.

No change planned.

No change planned.

f.) REC 4830 (Paper on Recreation Topic) Fall 2014 & 2015, Spring 2015 & 2016:

# Exceeding Expectations:45# Meeting Expectations: 1# Did Not Meet Expectations:1# Exempt: 0

No change planned.

7.) Students graduating from the program shall demonstrate the ability to comprehend and evaluate varied sources and prepare and deliver presentations and other formal speaking activities related to the operations and strategic management/administration in therapeutic or related-recreation professions (EIU Speaking & Listening Undergraduate Learning Goal).

a.) REC 4600 (Facility Plan/Proposal Presentation)

b.) REC 4740 (Research Presentation)

c.) REC 4830 (Oral Management Presentation)


a.) REC 4600 (Facility Plan/Proposal Presentation) Fall 2014 & 2015:


b.) REC 4740 (Research Presentation) Fall 2014 & Spring 2015:


c.) REC 4830 (Oral Management Presentation) Fall 2014 & 2015, Spring 2015 & 2016:


No change planned.

No change planned.

No change planned.

No change planned.8.) Students graduating

from the program shall demonstrate the ability to produce, analyze, interpret, and evaluate quantitative material related to the operations

a.) REC 4740 (Exam II – Descriptive & Inferential Statistics)

100% of majors will meet performance standards (earn a “C” or 70% on project, assignment, and/or exam) or exceed standards (earn an

a.) REC 4740 (Exam II – Descriptive & Inferential Statistics) Fall 2014 & Spring 2015:

# Exceeding Expectations: 38# Meeting Expectations: 10

No change planned.

and strategic management/administration in therapeutic or related-recreation professions (EIU Quantitative Reasoning Undergraduate Learning Goal).

“A” or “B” or 80% on project, assignment, and/or exam).

# Did Not Meet Expectations: 7# Exempt: 0

9.) Students graduating from the program shall demonstrate the ability to be active, responsible citizens in diverse personal, professional, and civic contexts related to the operations and strategic management/administration in therapeutic or related-recreation professions (EIU Responsible Citizenship Undergraduate Learning Goal).

a.) REC 1320 (After School Planning Activity)

b.) REC 2250 (Gym Rec Participation/Leadership)

c.) REC 3551 (Fieldwork Performance Appraisal Professional Aptitude Measure)

d.) REC 4600 (Facility/Park Area Agency-Integrated Project)


a.) REC 1320 (After School Planning Activity) Spring 2015 & 2016:


b.) REC 2250 (Gym Rec Participation/Leadership) Fall 2015 & Spring 2016:


c.) REC 3551 (Fieldwork

No change planned.

The “Gym Rec” sessions of REC 2250 continue to serve as an excellent “hands-on” learning laboratory for students as they welcome individuals w/disabilities from area group homes to campus for student-led recreation programs and experiences. Student participation and leadership is evaluated and overall performance continues to be strong. No immediate plans to revise this assessment.

Performance Appraisal Professional Aptitude Measure) Summer 2014 & 2015, Fall 2014 & 215, & Spring 2015 & 2016:


d.) REC 4600 (Facility/Park Area Agency-Integrated Project) Fall 2014 & 2015:


No change planned.

No change planned.

(Continue objectives as needed. Cells will expand to accommodate your text.)

PART TWODescribe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

Arguably, the most significant accomplishment for the Department of Recreation Administration since the submission of our 2014 report was the granting of Accreditation by the National Recreation & Park Association’s Council on Accreditation of Parks, Recreation, and Tourism. In particular, a three (external) visitor team conducted an NRPA/COAPRT continuing Accreditation Visitation review of the undergraduate programs of the EIU REC Department during April of 2015. Among various observations in the written report, the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions provided the following commendations: “the Department has developed a comprehensive and effective outcomes assessment plan”; “the Department has outstanding practitioner involvement and effectively uses the information to inform policy and practice in the Department”, and; “the Department offers excellent academic advising”. Another indicator of the program’s quality, the Department was successfully re-accredited with no major concerns identified by the visitation team and formally recognized with a “Best of the Best” national award by the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions during the 2015 NRPA Congress (Las Vegas, NV).

As part of the COAPRT Accreditation and the CASA Director’s recommendations, the Department of Recreation Administration (TR Option) underwent some extensive changes. In particular, the fifteen learning objectives (see 2013-2014 Departmental Assessment Plan & Summary)

were reviewed. This review resulted in the fifteen learning objectives being consolidated/collapsed/reduced to nine learning objectives that more accurately represented the Department and its mission. In contrast to previous years, multiple measures were also developed/utilized to assess each of the objectives. Rubrics were also developed to assist faculty with these multiple measures (see Appendix for a few examples). These efforts were done in response to the CASA Director’s 2014 recommendations, improve the reliability and validity of the various measures, and to assist the Department in consistently collecting assessment data for each objective as several of the TR courses are only delivered once every two years. Additionally, efforts were made to infuse the university’s five undergraduate learning goals into the Department of Recreation Administration’s (TR Option) Assessment Plan as this alignment was partially absent in previous years (as noted by faculty and the CASA Director). This process also created an Assessment Plan that was consistent with the Department of Recreation Administration’s (Generalist) other Assessment Plan and created a more unified “look” for the Department and its programs.

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?

Initiated in 2012, bi-annual meetings were scheduled in January/February and May/June each year to review the assessment data from the previous semester(s). Guided by this plan for bi-annual assessment data review meetings, a full departmental review of Part I of this report occurred on May 19, 2015 (fall 2014 & spring 2015 data) and again on May 10, 2015. The intent of these meetings was to review the assessment instruments, processes, and student performance (i.e., results) for each of the learning objectives. During the meetings, data for each objective was presented to the department by the faculty assigned to the measurement of the particular objective (FYI – due to personnel turnover at the end of the fall 2015 semester, only two faculty met to discuss the spring 2016 data). Specifically, faculty discussed the objective, the assessment process, their established expectations, the actual performance (i.e., student results), and strategies for moving forward – objective revision, assessment issues, future changes, performance improvement ideas, etc. Notes were taken by the department’s assessment committee chair during the meeting. Following the faculty presentations for each objective, the notes (prepared by the assessment chair) were shared, reviewed, and discussed by the department. Based upon this discussion, a thematic analysis was employed by the department’s assessment committee to identify themes or priority areas. These themes are organized by each of the nine learning outcomes and are presented below:

Learning Objective #1: no significant issues emerged. Learning Objective #2: no significant issues emerged. Learning Objective #3: primary issue that emerged was dispositional behaviors by students. In particular,

attendance (or lack of) was identified as a concern area. Learning Objective #4: no significant issues emerged. Learning Objective #5: issues emerged – student writing ability compounding critical thinking skillset, consider

revising title of ethics assignment to “problem assignment”, demeanor of student. Learning Objective #6: issues emerged – group work pros and cons.

Learning Objective #7: issues emerged - attendance, opportunity to revise and resubmit multiple projects within the objective.

Learning Objective #8: issues emerged – limited time on task, not following instructions Learning Objective #9: issues emerged – possible adjustment of fieldwork percentage cut-off scores

Guided by these findings, it is the hope of the Department that the Assessment Committee will work towards the development of goals and a work plan toward achieving these goals during the 2016-2017 academic year.

APPENDIX A: A SAMPLE OF ASSESSMENT RUBRICS UTILIZED

APPENDIX B: 2014-2015 & 2015-2016 DEPARTMENT OF RECREATION ADMINISTRATION ASSESSMENT CALENDARS

2014-2015 Department of Recreation Administration Assessment Calendar

January 2014: Fully implement recently developed student exit survey

January – February 2014: Review & revise departmental learning objectives

August 2014 – September 2014: NRPA Accreditation Report draft completed and reviewed by department

September 2014 – October 2014: Critical thinking discussion - problem identification & strategy development

September – November 2014: Continued discussion of indirect measures of student learning (CTRS/CPRP exam data, exit survey, & student portfolio assessment)

October 2014- November 2014: Written communication discussion - problem identification & strategy development

November 2014: NRPA Accreditation Report submitted to COARPT

January 15, 2015: Fall assessment data due to Assessment Chair

January 2015: Review fall 2014 assessment data

January 2015 – February 2015: Discussion of student dispositional issues – problem identification & strategy development

March 2015 – April 2015: Discussion of “group work” projects – review current practices and formulate plan

April 2015: NRPA’s COARPT Accreditation Review Team visit to EIU

May 20, 2015: Spring assessment data due to Assessment Chair

May/June 2015: Review spring 2015 assessment data & formalize plan for 2015-2016

academic year

2015-2016 Department of Recreation Administration Assessment Calendar (Proposed)

August 2015: COAPRT Self-Study Report/Findings – Department response submitted

September 2015: COAPRT Accreditation Hearing

October 2015: Discuss COAPRT Accreditation Hearing findings & formulate response plan as needed

November – December 2015: Review TR Assessment Plan & formulate strategies as needed

January 1, 2015: Fall assessment data due to Assessment Chair

January 2016: Review fall 2015 assessment data

January - May 2016: Departmental discussion of student dispositional behaviors & formulation of policies/plans as needed

May 20, 2016: Spring assessment data due to Assessment Chair

May/June 2016: Review spring 2016 assessment data

Documents

Student Learning Assessment Program - Eastern … · Web viewSTUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM AY 201 4 - 2016 B.S. in Recreation Administration (Therapeutic Recreation