DEPARTMENT OF RECREATION AND SPORT MANAGEMENT … · 3 OGSM Alignment (state which Objective, Goal...

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

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


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


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)


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


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


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


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.

13

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

15

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.

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


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


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


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


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.

23

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.

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.

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.


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.

26


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.

27

2. 3 NCTRC Exam Results

(Attached Next Page)


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.


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.

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

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