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Chair: Lynda Sperazza, PhD, CPRP Assessment Coordinator: Rehnuma Karim, PhD

2012-2013 Assessment Report School of Health and Human Performance Department: Recreation and Leisure Studies. Chair: Lynda Sperazza, PhD, CPRP Assessment Coordinator: Rehnuma Karim, PhD Date of Presentation: Oct 23, 2013.

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Chair: Lynda Sperazza, PhD, CPRP Assessment Coordinator: Rehnuma Karim, PhD

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  1. 2012-2013 Assessment ReportSchool of Health and Human PerformanceDepartment: Recreation and Leisure Studies Chair: Lynda Sperazza, PhD, CPRP Assessment Coordinator: Rehnuma Karim, PhD Date of Presentation: Oct 23, 2013

  2. Undergraduate Program Student Learning Outcomes ListCourse Alignment with PSLOs PLSO 1: Students graduating from the program shall be able to identify the foundations of the profession in history, science, and philosophy PLSO 6: Students graduating from the program shall be able to apply information on the basic facts, concepts, principles, and procedures of management/administration to their practical experience in parks, recreation, tourism and/or related professions.

  3. Graduate Program Student Learning Outcomes ListCourse Alignment with PSLOs PLSO 4: Students graduating from the program shall be able to apply programming concepts in recreation and leisure to design a comprehensive program.

  4. How was the assessment accomplished? Undergraduate & Graduate Program Assessment Tools Used: Measurement Criteria: Students scoring the following percentage were grouped into following criteria: 90-100=exceeds the benchmark, 80-89=meets the bench mark ; 70-79=approaching the bench mark and under 70 below =does not meet Quiz, Exams, Papers, Projects, Collaborative Assignments, Case Studies Measurement strategies: Analytic Grading Rubrics, Scores, Checklist 80% of the students in the class will achieve 80% or higher in all assignments meeting and exceeding the benchmark

  5. Assessment Plan to address PSLO 1: Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy

  6. Assessment Plan to address PSLO 1: Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy

  7. Assessment Plan to address PSLO 1: Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy

  8. PLSO 4: Students graduating from the program shall be able to apply programming concepts in recreation and leisure to design a comprehensive program.

  9. Assessment Data for Undergraduate Program Learning Outcome 1: • Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy. REL 302 REL 416 • (N=21) • (N=47) • CSLO 1: Students will be able to identify the significance of leisure and recreation in past and present societies. • CSLO 2: Students will be able to explain the philosophical and theoretical foundations of play, recreation, and leisure. • CSLO 1: Students will be able to identify the significance and formulation on vision, mission, and core value statements for non-profit organizations. • CSLO 2: Students will be able to explain the history and philosophical rationale of the existence of non-profit organizations.

  10. Assessment Data for Undergraduate Program Learning Outcome 1:Students graduating from the program shall be able to identify the foundation of the profession in history, science, and philosophy. REL 314 Online Instruction (N=18) CSLO 1: Students will identify historical milestones that have affected the tourism industry.

  11. Assessment Data for Undergraduate Program Learning Outcome 6: • Students graduating from the program shall be able to apply information on the basic facts, concepts, principles, and procedures of management/administration to their practical experience in parks, recreation, tourism • and/or related professions REL 403 Internship • CSLO 1: You will demonstrate the ability to effectively utilize tools of communication. • CSLO 2: You will demonstrate an understanding of the legal foundation of providing recreation & leisure services in the sector of your concentration. • CSLO 3: Demonstrate the ability to plan/implement best practices related to program/event planning. • CLSO 4: Demonstrate the ability to advertise, publicize, and promote programs/events (e.g. pricing, positioning, product, place, and public relations) (N = 19)

  12. Assessment Data for Graduate Program Learning Outcome 4: Students graduating from the program will be able to apply programming concepts in recreation and leisure to design a comprehensive program • REL 610 • N=4 (Not Significant) • CSLO 1: Apply programming concepts in recreation and leisure settings to create leisure experience through comprehensive program planning. • CSLO 2: Increase knowledge and skills associated with key program management functions (e.g., promotion, sponsorship, budget development, need assessment, logistics, risk management, program evaluation) required to implement a successful recreational program at various levels

  13. Interpretation of Assessment Data • REL 314: Online Method of Instruction • REL 403: RELInternship

  14. Data-driven decisions: “Closing the loop” REL 416 • Number of collaborative case studies and group quizzes could be increased to enhance learning experience among students • Students could be involved in developing test question on specific chapters that will motivate them to read assigned materials. • The Final group project will continue to be divided into sections throughout the semester allowing students to improve based on feedback. REL 302 • Students seemed to perform better through collaborative assignments. Number of collaborative assignments can be increased aiding student learning. • Tools for peer evaluation has been used to build a platform in which all team members were mutually accountable for their contribution. • Reflective assignment seemed to be an effective learning tool for this class as students showed commitment and enhanced knowledge l interpreting evidence/findings to the theories and concepts discussed in the class. • Minute Quizzes, game show format and in-class activities that requires daily reading on the assigned topics had to be strictly enforced for better performance in exams and tests.

  15. REL 314 Historical information in multiple format can be introduced to the online classes to aid visual learners. REL 403 • Report results from both initial proposal and revised assignment to measure the difference in performance. • Coordinate integrating e-portfolio, assignments such as resume, and other communication skills across core REL courses to maintain the continuity. Overall, as a part of strategic planning the department is currently undergoing a core curriculum review

  16. What resources were used or have been requested to close the loop? • Dr. Ruth Andes

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