DEPARTMENT OF RECREATION AND SPORT MANAGEMENT … · 3 OGSM Alignment (state which Objective, Goal...
Transcript of DEPARTMENT OF RECREATION AND SPORT MANAGEMENT … · 3 OGSM Alignment (state which Objective, Goal...
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DEPARTMENT OF RECREATION AND SPORT MANAGEMENT
CORE CURRICULUM AND RECREATION THERAPY CONCENTRATION
ASSESSMENT REPORT
2018-2019
Respectfully submitted by
Syd Sklar
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2018-2019 Assessment Report: Core and Recreation Therapy Curricula
COAPRT Standard 7.0 Learning Outcomes
Department: Recreation and Sport Management
Contact Person(s): Syd Sklar
Introduction:
This assessment report merges two prescribed format/templates into one document. This document is a hybrid adaptation of the USF assessment reporting template and the recommended assessment template of the Council for Accreditation of Recreation, Parks and Tourism Related Professions (COAPRT). Assessment plan and results are presented in a tabular format which aligns program outcomes with specific course outcomes, learning activities (strategies), instruments/performance measures (methods), and performance levels (milestones/metrics). For each individual measurement, results, interpretations, and action steps are also presented.
Core Curriculum and RT Concentration Program Outcomes Assessed This Year:
1. Demonstrate the ability to effectively communicate orally about recreation, sport and tourism issues. (COAPRT 7.03)
2. Demonstrate the ability effectively prepare written materials that address recreation, sport and tourism issues. (COAPRT 7.03)
3. Apply knowledge of the interrelationships between park and outdoor recreation management, leisure behavior, and principles of environmental stewardship. (COAPRT 7.03)
4. Demonstrate the ability to apply critical reasoning skills to leadership, problem-solving and ethical decision-making processes related to policies, procedures and professional issues. (COAPRT 7.03)
5. Demonstrate knowledge of the recreation, sport and tourism professions’ scope and practices and the historical, scientific, and philosophical foundations of these professions. (COAPRT 7.01)
6. Demonstrate ability to plan, implement, and evaluate recreation, sport and tourism encounters for target experiential and learning outcomes among diverse clientele, settings, cultures and contexts. (COAPRT 7.02)
7. Demonstrate ability to understand and apply principles and procedures of management and administration, marketing and public relations, finance, and human resources management in organizations that provide recreation, sport and tourism experiences. (COAPRT 7.03)
8. Demonstrate through a comprehensive internship the ability to use diverse, structured ways of thinking to solve problems related to different facets of professional practice, engage in advocacy, and stimulate innovations. (COAPRT 7.04)
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● OGSM Alignment (state which Objective, Goal or Strategy this outcome connects to in your division, college or departmental OGSM; see 3-
year assessment plan):
All program outcomes listed above are aligned with RSM Objective 1: Secure and maintain a favorable accreditation review by the Council
on Accreditation of Parks, Recreation, and Tourism Related Programs.
● Strategies/Activities/Courses (can include those listed in the OGSM and others you employ; see department/program/curriculum map
included in your 3-year assessment plan):
Strategies for assessment including learning activities and respective courses in which they occur, are identified in the assessment report
tables below. The RSM assessment plan for the future includes a curriculum map/matrix liking specific learning activities to
program outcomes.
● Methods of assessment including instruments, responsible people and timing of data collection (can include information from OGSM
Milestones/Metrics as well as other measures in your 3-year assessment plan):
See tables below.
Note regarding COAPRT Standards 7.01.02, 7.02.02, 7.03.02, 7.04.02. These standards are each identical and read as follows:
The program shall demonstrate that quality assessment measures were used to assess learning outcomes associated with this standard.
As evidence of compliance is not easily adapted to the assessment matrix provided below, evidence is provided at this point in the report.
Evidence of compliance:
The measure used for course embedded assessments was the RSM Portfolio Assessment Rubric. The rubric was designed and normed by
full-time faculty in collaboration with the former University Assessment Coordinator, Pam Steinke. Face validity was assured
through discussion and comparison of a sample of artifacts, and respective results of faculty assessment of these artifacts.
Additionally100% reliability was found among faculty assessment results throughout the norming process. Validity of the
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Portfolio Assessment Rubric scale was further confirmed through review and discussion by the full-time faculty during
assessment planning meetings.
As course-embedded assessments, learning activities and measures were administered at appropriate points within each respective
course. These assessment tools were developed for assessment of student learning outcomes only. They are used to assess student
achievement and to inform decisions regarding the academic program. They are not used for any other purpose.
● Results and interpretations:
See tables below.
● Improvements planned (include assessments of improvements in 3-year plan):
See tables below
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Part 1: Direct Measures of Program Outcomes Measured This Year
1.1 Core Curriculum Learning Outcomes
Assessment Plan Assessment Report
Program Outcome
Measured This Year
Course-Specific
Learning Outcome
Evidence of
Learning
Opportunity
Instrument/
Performanc
e Measures,
Responsible
Person
Date of
Collection
Performanc
e Levels/
Metrics
Results and
Interpretations
:
Percentage of
students who
achieved target
Recommendations,
Action Steps &
Evidence of
Programmatic
Decisions
1. Demonstrate the ability to effectively communicate orally about recreation, sport and tourism issues. (COAPRT 7.03)
Investigate a variety
of professional
opportunities in the
recreation and leisure
industry in public,
nonprofit, and
commercial
organizations.
RSTM 100 - Issues & Interview Presentation
Presentation
Rubric
Monu - Fall
2018
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018 75% (N = 16) Target met
Fall 2018 3 of the 4 students who did not meet the target struggled with college rigor and is no longer at the University. 1 of the 4 students who did not meet the target was cut off half way due to time. Currently, hold up signs with 1min left and 30 seconds left. No changes are recommended.
Investigate a variety
of professional
opportunities in the
recreation and leisure
industry in public,
nonprofit, and
RSTM 100 - Issues
& Interview
Presentation
Presentation
Rubric
Gabriel -
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Spring 2019: 88.9% (N=9) Target Met
Spring 2019 Of the nine students in the course, six of them accomplished this assignment with an A. Two students who had lower, but passign grades struggled with adequate amounts of
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commercial
organizations.
content in their presentation. In the future this could be remedied with additional examples of the expectations associated with this assignment.
2. Demonstrate the ability to effectively prepare written materials that address recreation, sport and tourism issues. (COAPRT 7.03)
Develop a position
paper on a current
professional issue or
trend.
RSTM 422-
Professional
Advocacy
Manuscript
Portfolio
Rubric
Sklar
Fall 2018
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018
100% (N=7)
Target met
Spring 2019
80% (N=5)
Target met
This is a long-standing
assignment which has
demonstrated its
effectiveness over time.
No changes are
recommended.
3. Apply knowledge of the interrelationships between park and outdoor recreation management, leisure behavior, and principles of environmental stewardship. (COAPRT 7.03)
Compare and contrast outdoor recreation at the local, state, and federal level.
Develop an understanding of the integration of outdoor recreation into various recreation career fields.
RSTM 323 -
Outdoor
Integration
Research Paper
Paper Rubric
Gabriel
Fall 2018
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018
95.8% (N=24)
Target Met
After two years of
utilizing this as a final
assignment that
summarizes all lessons
from the semester, I
have found students
have become much
more engaged in the
application of the
material into a real
world career and
environmental setting.
No changes
recommended.
4. Demonstrate the ability to apply critical reasoning skills to leadership,
Students will be able
to identify trends and
issues in the
profession related to
RSTM 350 -
SWOT Analysis
SWOT Rubric
Gabriel
75% of
students will
achieve a
rating of 2
Spring 2019
95.2% (N=21)
Students excelled at the
strengths and
weaknesses sections of
the assignment, easily
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problem-solving and ethical decision-making processes related to policies, procedures and professional issues. (COAPRT 7.03)
developing strategies
of population growth
for economic
development and
addressing social
problems such as
youth crime,
unemployment,
environmental stress
and cost of health
care.
Spring 2019 (i.e. meets
expectations)
Target Met identifying those in
regards to a local
business. However
additional effort should
be placed on the
explanation of
Opportunities and
Threats as those two
areas were not as well
defined by the students
in the assignment.
5. Demonstrate knowledge of the recreation and sport management professions’ scope and practices and the historical, scientific, and philosophical foundations of these professions. (COAPRT 7.01a)
Identify current
trends and issues
associated with
professionalism in
recreation and leisure
RSTM 100 - Career in Recreation Research Paper
Career
Research
Paper Rubric
Monu - Fall
2018
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018 75% (N = 16) Target met
All students who did not meet the target struggled with college rigor and is no longer at the University. No changes are
recommended.
Identify current
trends and issues
associated with
professionalism in
recreation and leisure
RSTM 100 - Career in Recreation Research Paper
Career
Research
Paper Rubric
Gabriel -
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Spring 2019 88.9% (N=9) Target Met
All students who did not meet the target struggled with college rigor and is no longer at the University. No changes are
recommended.
Demonstrate knowledge of the recreation and sport management professions’
Explain
organizational
policies, procedures,
and training practices
RSTM 299 - Inclusion Processes Paper
Inclusion Process Paper Rubric Monu - Spring 2019
75% of
students will
achieve a
rating of 2
Fall 2018 80% (N = 15) Target met
For this paper students completed a detailed outline, a peer-review, rough draft and final draft. No changes are recommended.
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scope and practices and the historical, scientific, and philosophical foundations of these professions. (COAPRT 7.01b)
that support inclusive
service delivery.
(i.e. meets
expectations)
Demonstrate knowledge of the recreation and sport management professions’ scope and practices and the historical, scientific, and philosophical foundations of these professions. (COAPRT 7.01c)
Articulate a
professional
philosophy based on
the existing body of
knowledge.
RSTM 422
Professional
philosophy paper.
Portfolio
Rubric
Sklar
Fall 2018
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018-
57% (N=7)
Target not met
Spring 2019-
40% (N=5)
Target not met
In both semesters,
nearly half of the
students did not meet
expectations on the
paper. Incorporating a
complete rough draft
and feedback process
may help to promote
more effective writing.
Build-in more time to
allow this feedback.
6. Demonstrate ability to plan, implement, and evaluate recreation, sport and tourism encounters for target experiential and learning outcomes among diverse clientele, settings, cultures and contexts. (COAPRT 7.02)
Demonstrate the
ability to facilitate
recreation and leisure
experiences for
diverse clientele,
settings, cultures, and
contexts.
RSTM 211 - Delivery
Program Delivery Rubric
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018 - 61% (N = 13) Target not met
All 5 of the students who did not meet the target struggled with college rigor and is no longer at the University. No changes are recommended.
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7. Demonstrate ability to understand and apply principles and procedures of management and administration, marketing and public relations, finance, and human resources management in organizations that provide recreation, sport and tourism experiences. (COAPRT 7.03)
Demonstrate use of
professional
communication to
plan, develop, write,
and present a risk
management plan
that is organized and
follows logical
reasoning as well as
uses appropriate
technical writing
skills and writing
style.
RSTM 325 -
Risk Management
Plan
Risk
Management
Plan Rubric
Selep
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Spring 2019
82% (N=22)
Target Met
For this paper students completed a two part rough draft and final draft and presentation. No changes are recommended.
Demonstrate ability to understand and apply principles and procedures of management and administration, marketing and public relations, finance, and human resources management in organizations that provide recreation, sport and tourism experiences. (COAPRT 7.03)
Students will be able
to combine the
elements of the
marketing mix and
develop marketing
strategies to achieve
marketing objectives.
RSTM 350 -
Marketing
Marketing
Plan Rubric
Gabriel
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Spring 2019
95.2% (N=21)
Target Met
Students were engaged
in the process which
was the summation of
all the individual parts
of the marketing design
process. No changes
are recommended.
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8. Demonstrate through a comprehensive internship the ability to use diverse, structured ways of thinking to solve problems related to different facets of professional practice, engage in advocacy, and stimulate innovations. (COAPRT 7.04)
Each student, by the end
of the semester, will be
able to demonstrate
entry-level professional
competencies.
RSTM 498
Final portfolio
submission
Portfolio
Rubric
Sklar
Fall 2018
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Fall 2018 and
Spring 2019
combined.
100% (N=1)
Student prepared
excellent portfolio
demonstrating entry-
level professional
competencies. No
changes recommended.
Each student, by the end
of the semester, will be
able to demonstrate
entry-level professional
competencies.
RSTM 498
Final portfolio
submission
Portfolio
Rubric
Monu
Spring 2019
Summer
2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations)
Spring 2019 and
Summer 2019
combined.
100% (N=7)
All students prepared
portfolios
demonstrating entry-
level professional
competencies. No
changes recommended.
1.2 Recreation Therapy Concentration Learning Outcomes
The following assessment data reports on targeted learning outcomes in the Recreation Therapy
(RT) concentration. Students in the RT concentration are included in the assessment of all Core
Curriculum learning outcomes (above) and concentration learning outcomes addressing RT
competencies (below). Assessment of the RT concentration specifically addresses COAPRT
Outcomes 7.01, 7.02, 7.03, and 7.04, as detailed in the COAPRT Guidelines for Learning Outcomes
for Therapeutic Recreation Education (www.nrpa.org/certification/accreditation/coaprt/coaprt-
standards/).
NOTE: Course with outcomes scheduled for assessment in 2018-2019 were not offered
during the assessed academic year. Only RSTM 210 was offered. Therefore only outcomes
assessed in RSTM 210 are reported for the 2018-2019 assessment report.
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Assessment Plan Assessment Report
Program Outcome
Measured This Year
COAPRT
Learning
Outcome
Guideline for
TR Education
Course-
Specific
Learning
Outcome
Evidence of
Learning
Opportunity
Instrument
/
Performanc
e Measures,
Responsibl
e Person
Date of
Collection
Performanc
e Levels/
Metrics
Results and
Interpretation
s:
Percentage of
students who
achieved
target
Recommendation
s,
Action Steps &
Evidence of
Programmatic
Decisions
5. 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.
(COAPRT 7.01)
7.01a-Nature
and scope of
the profession
Explain the
various roles
and settings in
which
therapeutic
recreation
professionals
work.
Demonstrate
awareness of
CTRS job roles
and
responsibilitie
s in various
settings.
RSTM 210-
Foundations
of RT
Professional
site visit
reflection
Portfolio
Rubric
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations
)
91% (N=11)
Target met
No change
recommended.
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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. (COAPRT 7.01)
7.01b-
Techniques
and processes
Demonstrate
knowledge of a
specific
intervention
technique and
resources for
evidence-
based practice.
RSTM 210-
Foundations
of RT
Intervention
technique
paper
Portfolio
Rubric
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations
)
100% (N=11)
Target met.
No change
recommended.
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
7.01c-History,
philosophy,
theory and
science.
Communicate
the impact of
attitudes on
the delivery of
services to
individuals
with illness
and
disabilities.
RSTM 210-
Foundations
of RT
Popular film
review
Portfolio
Rubric
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations
)
100% (N=11)
Target met
No changes
recommended.
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history, theory, science, and philosophy. (COAPRT 7.01)
6. 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.
(COAPRT 7.02)
7.02a-
Outcomes:
Assessment
Courses
assessing this
outcome were
not offered.
NA NA NA NA NA
Students
graduating from
the program shall
demonstrate the
ability to assess,
plan, implement,
document, and
evaluate
therapeutic
recreation services
that facilitate
7.02b-
Outcomes:
Planning
Courses
assessing this
outcome were
not offered.
NA NA NA NA NA
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targeted outcomes,
and that embrace
personal and
cultural dimensions
of diversity.
(COAPRT 7.02)
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.
(COAPRT 7.02)
7.02c-
Outcomes:
Implement
Courses
assessing this
outcome were
not offered.
NA NA NA NA NA
Students
graduating from
the program shall
demonstrate the
ability to assess,
plan, implement,
document, and
evaluate
therapeutic
7.02d-
Outcomes:
Document
Courses
assessing this
outcome were
not offered.
NA NA NA NA NA
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recreation services
that facilitate
targeted outcomes,
and that embrace
personal and
cultural dimensions
of diversity.
(COAPRT 7.02)
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. (COAPRT 7.02)
7.02d-
Outcomes:
Evaluate
Courses
assessing this
outcome were
not offered.
NA NA NA NA NA
7. Students
graduating from
the program shall
be able to
demonstrate entry-
level knowledge
about
management/
administration of
7.03-
Adminstration
& Management
Courses
assessing this
outcome were
not offered.
NA NA NA NA NA
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therapeutic
recreation services.
(COAPRT 7.03)
8. Students
graduating from
the program shall
demonstrate the
sustained ability to
apply the
therapeutic
recreation process,
use diverse,
structured ways of
thinking to solve
problems related to
different facets of
professional
practice, engage in
advocacy, and
stimulate
innovation.
(COAPRT 7.04)
7.04-
Internship
Each student,
by the end of
the semester,
will be able to
demonstrate
entry-level
professional
competencies.
RSTM 498
Final portfolio
submission
Portfolio
Rubric
Sklar
Spring 2019
75% of
students will
achieve a
rating of 2
(i.e. meets
expectations
)
Fall 2018 and
Spring 2019
combined.
100% (N=2)
Both students
prepared excellent
portfolios
demonstrating
entry-level
professional
competencies. No
changes
recommended.
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Part 2: Indirect Measures
2.1 Alumni Survey 2017
The following are the results of the most recent alumni survey, collected from 2017 graduates.
2017 BA Recreation & Sport Management Graduates
(n = 2 / 10 surveyed = 20% response)
Please indicate how strongly you agree or disagree with the
following statements:
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
I am satisfied with the quality of academic advising I received from
my RSM advisor.
50% 50% 0% 0% 0%
I am satisfied with the quality of career guidance I received from
my RSM advisor.
50% 0% 50% 0% 0%
I was able to find a position in my chosen career within six months
of graduation.
50% 50% 0% 0% 0%
I would recommend the USF RSM program to others. 50% 0% 50% 0% 0%
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Please rate the statements on how well the RSM program prepared
you for an entry-level job as a leisure services professional. The
RSM program prepared me to:
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
Effectively communicate orally about professional issues. 50% 50% 0% 0% 0%
Effectively prepare written materials that address professional
issues.
50% 50% 0% 0% 0%
Apply knowledge of the interrelationships between park and
outdoor recreation management, leisure behavior, and principles
of environmental stewardship.
50% 50% 0% 0% 0%
Apply critical reasoning skills to leadership, problem-solving and
ethical decision-making processes related to policies, procedures
and professional issues.
50% 50% 0% 0% 0%
Demonstrate foundational knowledge of the profession, including
scope and practices of the profession, and historical, scientific, and
philosophical foundations.
50% 0% 50% 0% 0%
Plan, implement, and evaluate recreation, sport and tourism
encounters for target experiential and learning outcomes among
diverse clientele, settings, cultures and contexts.
50% 50% 0% 0% 0%
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Apply principles and procedures of management and
administration, marketing and public relations, finance, and
human resources management.
50% 50% 0% 0% 0%
Please indicate how strongly you agree or disagree with each of
the statements.
Strongly
Agree
Agree Neutral Disagree Strongly
Disagree
My internship prepared me to use diverse, structured ways of
thinking to solve problems related to different facets of
professional practice, engage in advocacy, and stimulate
innovations.
50% 50% 0% 0% 0%
Overall, the RSM program prepared me for an entry-level job in my
chosen career.
50% 0% 50% 0% 0%
Comments:
The thing that I was most unhappy with was that there was no interventions course.
Interpretation of Results:
Given a 20% return rate in which N=2, we are reluctant to make inferences based on the results.
The comment indicating a student’s dissatisfaction that “there was no interventions course” is
somewhat perplexing. The course RSTM 333-Principles and Practices of Intervention is a
graduation requirement for students in the Recreation Therapy Concentration.
Recommendations, action steps, and evidence of programmatic decisions:
No specific action steps are recommended due to the lack of sufficient data.
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2.2 Portfolio External Evaluations
Students are required to obtain an external evaluation of their electronic professional
portfolios by a professional in the field, as approved by faculty. The evaluator may not be a
USF employee. The following is a summary of external evaluation results collected during
Fall Semester, 2019.
External reviewer ratings of portfolio format, design, content and overall entry-level candidacy.
N=7
Format and Design Exceeds
3 Demonstrates
2
Partially Demonstrates
1
Not Present
0 1. Format and design
portrays the student in a professional manner.
3 4
2. Website design, content, and navigation is logically organized
3 4
3. Website is easily navigated.
3 4
4. Links are operable.
3 3 1
5. Utilizes legible and consistent typefaces.
4 3
6. Demonstrates appropriate and professional use of language, correct terminology, grammar,
1 5 1
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punctuation, and general writing conventions.
Portfolio Content Exceeds
3 Demonstrates
2
Partially Demonstrates
1
Not Present
0
7. Contains a professional headshot, welcome message, brief statement of career goal(s) and brief professional philosophy statement. (n=8)
3 4
8. Includes a professional-grade resume.
3 4
9. Demonstrates knowledge of professional foundations (i.e. nature and scope of the profession, techniques and processes used, and foundation in history, science, and philosophy). (COAPRT 7.01)
3 4
10. Demonstrates knowledge of program design, implementation, and evaluation methods. (COAPRT 7.02)
3 4
11. Demonstrates knowledge of management and administrative principles and practices.
3 3
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(COAPRT 7.03)
12. Highlights selected work/artifacts in a prominent and effective manner.
2 4 1
13. Highlighted work is relevant and appropriate. 1 5 1
Overall Impressions
Exceeds 3
Demonstrates 2
Partially Demonstrates
1
Not Present
0 14. Based on your impression of this portfolio, how would you rank this student’s potential candidacy for an entry-level professional position within his or her area of interest? (COAPRT 7.01, 7.02, 7.03)
2 4 1
Aggregate external reviewer comments
Format and Design Strengths:
Easy to access and all links worked
Format and design of files uploaded such as the powerpoint presentation, program planning, risk
management, and assessment demonstrate professionalism and are easy to read for the general
public.
Format is easy to follow. The design is simple and logical.
I would recommend creating a Linkdin page and start making real life connections with people.
Very streamlined and consistent design. Easy to navigate and no unnecessary or distracting
design elements.
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The format and design is very professional and easy to navigate, which is attractive to potential
employers.
Format and Design Suggestions:
Set up fine to me
More detail on work experience. GPA from st francis should be on portfolio.
Consider adding a few candid photos of you presenting at the conferences and/or volunteering
It might help to have space for a short narrative on how inserted projects demonstrate certain
skills. I didn’t see space for that.
Find Linkdin pages that you find interesting and start to put information in there to start making
connections.
Student-manager repeats in work experience and St. Francis repeats in education. Remove one
to clean it up.
There are some grammatical errors on the profile page. The artifacts on the portfolio page were
for the most part written with proper grammar, but the profile page is the first thing that a
potential employer would see.
Content Strengths:
Resume was great! Had great examples of projects. Very well done.
Good start. It has a plan to it. Easy to read
The work featured in the e-portfolio show the student’s commitment to therapeutic recreation
both in the academic and community setting which demonstrates the students ability to apply
the knowledge acquired in the classroom directly in the field.
Project submitted demonstrates skills in all (6) areas specified on profile page.
Content that is there is good. Needs to upload more documents or links to show me what he is
about.
Some very good research papers. I especially like the evidence-based management and
coaching negligence papers.
The artifacts that are selected are excellent.
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24
Content Suggestions:
Could not open resume on website
More details in work area. Make sure format the same if have GPA for both schools. Courses-
add more here with details about courses
The opening statement is vague “I have the desire to reach my highest potential” consider
including photos of special events or other related pictures for viewers to see you in action
More projects should be included showing the same skill areas. Narrative should be included
somewhere to make it clear to the reviewer how each project ties together or is associated with
said skills. Should include a philosophy statement in the introduction.
Find links from NFHS, IHSA, or other coaching/AD websites to help create your personal
philosophy about athletics and the impact on student-athletes.
No real suggestions here.
On the profile page I would add more of a description for your previous work experience. I
believe that student gained much more experience in those positions than his description of the
positions suggest. Again, that is the first page that a potential employer would see. The
portfolio and artifacts in it make for a strong candidate. The budget, revenue, and risk
management plan are particularly well done. I had a hard time downloading the resume as well.
I would suggest adding the resume to the area that the other artifacts are located in.
Overall Impressions:
High.
As it stands the portfolio is average. Would be hard to select nothing
The content shared in this portfolio show the students commitment to excellence in the field of
recreation, specially related to the students contribution in her published work on the outdoors,
horseback riding, and by working with individuals with varying abilities. The presentation and
tools featured in the e-portfolio show the student’s knowledge of industry standards (ie LNT,
risk management plan, program implementation, NSCD assessment) which would serve in the
students best interest when being considered for a position in recreation.
This portfolio makes it easy for a future employer to gauge whether this student would be a
promising candidate.
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25
I think it looks good and the formatted template is good but could be condensed. That is why I
offer the suggestion of using Linkdin.
Portfolio shows him to be an extremely strong candidate for an entry level position in sport
management.
After __ cleans up his profile page I believe that he will be very hire-able. He just needs to
correct the grammatical mistakes, make the resume easier to view, and expand on the
descriptions of his previous work experience.
Additional Comments:
Nice work
Really caught my eye when I reviewed it. Have to details, example, reward some of
the sentences, you have to stand out
Sharing your personal story of therapeutic horseback riding is a great thing to include
in your introduction. It shows the viewers how recreation is specifically meaningful
to your quality of life great job uploading a different background photo as it makes
your profile stand out! Your work both on campus and in the community show you
are passionate about what you do!
All pieces are here. What would strengthen the portfolio is the addition of more
projects and testimonials from others. I didn’t see space to add testimonials or
references?
I met with __ and went through this with him. He will work on becoming more
familiar with uploading links and documents to make it better.
I am looking forward to having ___ as an intern. I will be sure to have him work on
some projects that he can include in his portfolio to further strengthen the portfolio
and show some “real-world” experience.
Interpretation of Results:
This assignment is a formative external evaluation which provides feedback to students in the
development of their portfolios. The professionals appear to have given good critical feedback to
support student improvement of the portfolio. Despite the comments reflecting shortcomings in
the presentation of portfolios, professionals rated 6 of 7 students, or 85%, as either demonstrating
or exceeding entry-level competencies.
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26
Recommendations, action steps, and evidence of programmatic decisions:
The results of this formative assignment suggest the program overall is largely meeting the goal to
prepare students for entry-level positions in the field. For students who are falling short at this
point in the program, they are gaining valuable feedback which can serve as a “wakeup call” to
help them understand and adjust to professional expectations before they go on the job market.
This particular assignment seems to be working effectively, and does not seem in need of any
specific changes. These results are similar to results reflected in the 2017-2018 analysis.
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27
2. 3 NCTRC Exam Results
(Attached Next Page)
Interpretation of Results:
Student pass rates decreased by 11% (N=14) from the scores reported in 2018. Because of
the small sample size, this drop was likely accounted for by one or two candidates. The
current pass rate is 11 points below the national average. As indicated last year, the exam
report suggests the most salient areas where students can improve performance were
Foundational Knowledge, Assessment Process, Administration of TR/RT Service, and
Advancement of the Profession.
Recommendations, action steps, and evidence of programmatic decisions:
NCTRC is requiring six TR/RT courses by 2022 for students to meet eligibility
requirements. A new course was proposed and approved, and will be launched spring of
the current academic year. In the process of developing a new course, a review of the RT
curriculum was conducted with last year’s assessment results in mind. Minor adjustments
in curriculum requirements were made to incorporate the new course. The new course is
designed to primarily address diagnostic groupings, a major component of Foundational
Knowledge.
The areas of Administration and Advancement of the Profession fall under RT Program
Outcome 7 (COAPRT Outcome 7.03). We will continue to monitor this outcome for
deficiencies. In RSTM 405, rigor will be added to the Ethics Case Study, and a newly
available publication will be employed in relation to this outcome. Additionally, we plan to
explore adding a project centered around advancement of the profession with a potential
connection to National Recreation Therapy Month which occurs annually in February.
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National Council for Therapeutic Recreation Certification N C T R C
School Reports February 2019 This report contains data from the NCTRC examination delivered during the 2016, 2017, and 2018 testing windows. The report summarizes the total and content area test performances of candidates who indicated on their NCTRC registration forms that they are graduates of your institution with degrees in Therapeutic Recreation; the school sample consists of all candidates with valid scores from your institution. National comparison data is also provided for all candidates who tested during the testing windows. School reports have been produced only for institutions with 10 or more NCTRC candidates. The scaled scores for the NCTRC examination range from 20 to 95, with the scaled passing score equal to 55. Failing candidates receive a score report with a scaled score between 20 and 54 and their pass/fail status. Passing candidates only receive notification that they passed the examination. The Total Score Information area of your school report includes the sample size (N), the mean (i.e. arithmetic average) of the NCTRC scaled
scores, the pass rate (% Pass), and the failure rate (% Fail) for the students included in your school sample. For comparison purposes, the same information is provided for the national sample. Both your school and the national samples include all candidates tested within the testing windows. Performances in the content areas mentioned above are provided in the Diagnostic Scaled Score Information area of the report on the attached page. The six content areas that comprised the NCTRC examination are: (1) Foundational Knowledge, (2) Assessment Process, (3) Documentation, (4) Implementation, (5) Administration of TR/RT Service, and (6) Advancement of the Profession. Diagnostic scaled scores of either 1 or 2 are calculated for each student from your school for each content area. The diagnostic score levels are defined as follows:
1. Performance is below the level of minimum competence. 2. Performance is at or above the level of minimum competence.
The Diagnostic Scaled Score Information report section provides the following statistics for the content areas:
Of the total number of students in your school sample, the count (N) and percent (%) is presented at each
diagnostic score level for each of the content areas. Below the dotted line, the percentage of the test (% of
Test) covered by each content area is provided. The mean of the diagnostic scores (Mean) is presented, as
is the standard deviation (Std. Dev.); the latter is a measure of variability, the extent to which individuals differ
in their test performance. The median (Median) is the point that divides the score distribution into two equal parts so that 50 percent of the scores are above and 50 percent of the scores are below the median point. Content areas where the mean and the median are below 1.5 could be considered to be areas of weakness. This is a suggested interpretation since a positive subscore message of 2 can be said to extend down to 1.5 on the real number scale. The content area diagnostics are only reported to failing candidates, and their primary purpose is to urge failing candidates to study the indicated areas. These diagnostics form only one portion of an evaluative tool and information additional to these scores is recommended for school program evaluation. The use of these diagnostic content area scores without additional information is cautioned.
-
Prometric
National Council for Therapeutic Recreation Certification
Testing Period: 2016 - 2018
Comprehensive School Report
49 UNIVERSITY OF ST. FRANCIS
Total Score Information
N
Mean
% Pass
% Fail
Diagnostic
Score
(Scaled)
N % N % N % N % N % N %
1 7 50.0 6 42.9 3 21.4 2 14.3 5 35.7 7 50.0
2 7 50.0 8 57.1 11 78.6 12 85.7 9 64.3 7 50.0
% of Test 20 19 18 26 10 7
Mean 1.50 1.57 1.79 1.86 1.64 1.50
Std. Dev. 0.50 0.49 0.41 0.35 0.48 0.50
Median 1.500 1.625 1.864 1.917 1.722 1.500
(Scaled)
1. Performance is below the level of minimum competency.
2. Performance is at or above the minimum acceptable competency level.
71.4 82.3
Diagnostic Score
Description
28.6 17.7
Foundational
Knowledge
Assessment
ProcessDocumentaton
Administration of
TR/RT Service
Diagnostic Scaled Score Information
School National
14 5,390
ImplementationAdvancement of
the Profession
68.79 71.03
-
National Council for Therapeutic Recreation Certification N C T R C
School Reports February 2019 This report contains data from the NCTRC examination delivered during the 2016, 2017, and 2018 testing windows. The report summarizes the total and content area test performances of candidates who indicated on their NCTRC registration forms that they are graduates of your institution with degrees in Therapeutic Recreation; the school sample consists of first-time candidates with valid scores from your institution. National comparison data is also provided for first-time candidates who tested during the testing windows. School reports have been produced only for institutions with 10 or more NCTRC first-time candidates. The scaled scores for the NCTRC examination range from 20 to 95, with the scaled passing score equal to 55. Failing candidates receive a score report with a scaled score between 20 and 54 and their pass/fail status. Passing candidates only receive notification that they passed the examination. The Total Score Information area of your school report includes the sample size (N), the mean (i.e. arithmetic average) of the NCTRC scaled
scores, the pass rate (% Pass), and the failure rate (% Fail) for the students included in your school sample. For comparison purposes, the same information is provided for the national sample. Both your school and the national samples include first-time candidates tested within the testing windows. Performances in the content areas mentioned above are provided in the Diagnostic Scaled Score Information area of the report on the attached page. The six content areas that comprised the NCTRC examination are: (1) Foundational Knowledge, (2) Assessment Process, (3) Documentation, (4) Implementation, (5) Administration of TR/RT Service, and (6) Advancement of the Profession. Diagnostic scaled scores of either 1 or 2 are calculated for each student from your school for each content area. The diagnostic score levels are defined as follows:
1. Performance is below the level of minimum competence. 2. Performance is at or above the level of minimum competence.
The Diagnostic Scaled Score Information report section provides the following statistics for the content areas:
Of the total number of students in your school sample, the count (N) and percent (%) is presented at each
diagnostic score level for each of the content areas. Below the dotted line, the percentage of the test (% of
Test) covered by each content area is provided. The mean of the diagnostic scores (Mean) is presented, as
is the standard deviation (Std. Dev.); the latter is a measure of variability, the extent to which individuals differ
in their test performance. The median (Median) is the point that divides the score distribution into two equal parts so that 50 percent of the scores are above and 50 percent of the scores are below the median point. Content areas where the mean and the median are below 1.5 could be considered to be areas of weakness. This is a suggested interpretation since a positive subscore message of 2 can be said to extend down to 1.5 on the real number scale. The content area diagnostics are only reported to failing candidates, and their primary purpose is to urge failing candidates to study the indicated areas. These diagnostics form only one portion of an evaluative tool and information additional to these scores is recommended for school program evaluation. The use of these diagnostic content area scores without additional information is cautioned.
-
Prometric
National Council for Therapeutic Recreation Certification
Testing Period: 2016 - 2018
First-Time Candidate School Report
49 UNIVERSITY OF ST. FRANCIS
Total Score Information
N
Mean
% Pass
% Fail
Diagnostic
Score
(Scaled)
N % N % N % N % N % N %
1 5 45.5 4 36.4 2 18.2 2 18.2 3 27.3 5 45.5
2 6 54.5 7 63.6 9 81.8 9 81.8 8 72.7 6 54.5
% of Test 20 19 18 26 10 7
Mean 1.55 1.64 1.82 1.82 1.73 1.55
Std. Dev. 0.50 0.48 0.39 0.39 0.45 0.50
Median 1.583 1.714 1.889 1.889 1.813 1.583
(Scaled)
1. Performance is below the level of minimum competency.
2. Performance is at or above the minimum acceptable competency level.
72.7 87.2
Diagnostic Score
Description
27.3 12.8
Foundational
Knowledge
Assessment
ProcessDocumentaton
Administration of
TR/RT Service
Diagnostic Scaled Score Information
School National
11 4,417
ImplementationAdvancement of
the Profession
73.27 73.23
report letter_2019.pdfNational Council for Therapeutic Recreation Certification
report letter_2019_1st.pdfNational Council for Therapeutic Recreation Certification