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Department of Recreation, Parks, and Tourism

Undergraduate Program

Curriculum, Program, and Field Experience 2010-11 Assessment

“The department is extremely caring, kind, and nurtures education and personal growth…”

Prepared and submitted by:

Nina S. Roberts, Ph.D. Associate Professor

June 2011

Recreation, Parks, & Tourism Assessment Report, p. 2 of 75

San Francisco State University Inventory of Program Assessment Activities, 2010-2011

(SEE SUPPORTING DOCUMENTATION THAT FOLLOWS INCLUDING EVIDENCE PROVIDED OF ACHIEVING STUDENT LEARNING OUTCOMES)

Program: Recreation, Parks, & Tourism College: Health & Human Service Date: June 2011 Program Mission: To foster an innovative community among students, faculty, University, and the recreation, parks, and tourism professions through a foundation of quality education, service, and research. To this end the Department strives to prepare students for careers in the field of recreation, parks and tourism through a planned and systematic undergraduate curriculum leading to a Bachelor of Arts degree. Note 1: 2010-2011: This assessment includes a variety of NRPA Accreditation standards. This matrix consists of a few examples and is not all inclusive. Note 2: Objectives addressed at what level of instruction (column 2): I = Introduced; D = Developed; M = Mastered. Measurable Student learning outcomes

(SLOs) (Include all SLOs)

Place in curriculum where each outcome is

addressed (Indicate level of

instruction)

Academic year outcome was/will

be assessed (Provide for each

outcome)

Assessment/procedures Methods/strategies

(Provide for each SLO)

Summary of findings (What students do well & Where

improvements are needed)

Use of findings for

program improvement

(1) “Delivery Systems” Field Experiences Prior to Internship. All RPT majors will have completed and verified 800 hours of paid or volunteer pre-internship recreation fieldwork prior to enrolling in RPT680 and RPT690 (Senior Internship). (See also “Field Experiences” standard on p. 7)

Pre-Internship requirement documented in online Internship procedures http://recdept.sfsu.edu/internship.aspx (I) • This is addressed in RPT 200 where the 800 hours is discussed with students and through advisement. (D)

Our core classes and field experiences are assessed every academic year including this current cycle 2010-2011

Agency supervisor, for pre-internship, whether volunteer or paid, completes and signs a Verification Form validating student work and number of hours (see Appendix G)

• 83% of students indicated these experiences were either “good” or “excellent” (this is an 8.7% decrease from the previous assessment). • 14% noted these experiences were “average” which was improvement from 9% average rating in the past. • Written comment sample: “Exposed me to aspects of the profession that strengthened my knowledge and understanding of requirements were great.” • All students’ rated field experiences prior to internship highly with 59.2% being significantly helpful or rated preparation that helped students ‘very much’ (27%) in their prep for internship (Appendix C)

• The “C-” policy developed and implemented in 2009 will continue to help prevent students from advancing to the internship without adequate knowledge, skills & preparation. • Department will continue to update our list of potential sites that will provide the greatest quality experience.


Measurable Student learning outcomes

(SLOs)

(2) “Conceptual Foundations” RPT 200: Introduction to Recreation, Parks & Tourism – (sample) Explain difference among public, private, profit, and not-for-profit delivery systems that address leisure needs of the public, & explain how they work together Report on current career practices in 3 leisure services agencies and explore career opportunities. Describe and discuss 5 characteristics needed to be successful in the leisure services industry.


addressed

(a) Text used: “Leisure and Life Satisfaction: Foundational Perspectives (4th ed)”

• Play, recreation, leisure, & tourism: philosophical & historical perspectives; and quality of life (chpt 1-6, video: Running out of Time) (M) • Leisure services: delivery: non-profit, therapeutic , and commercial recreation; local, state, & federal government (chptrs 7-12, guest lectures, Videos) (D) • Leisure and diversity (chptr 15) (I) (b) Agency Visitation and Presentation Assignment


be assessed

This core class is assessed each semester it is offered. Agency Visit and Presentation (2010-11)


• Introduce students to a wide variety of recreation and leisure services agencies throughout the Bay Area by visiting different leisure service delivery agencies. • Each site visit allows students to network with professionals in the field to create future contacts, locate mentors for potential internships, or job placements. • Based on individual philosophy of leisure and future personal or career goals students identify a “common” theme to present to the class. • Students share what they have learned while visiting their individual agencies: • Class attendance and participation is monitored.



• Students gained understanding of a relationship between leisure and life satisfaction, historical and philosophical foundations of leisure behavior in the U.S., what people do to pursue leisure, what motivates them, what constraints prevent people from attaining satisfaction from leisure, as well as type of agencies providing leisure services to diverse populations through the text, additional readings addressing current issues in the field, lectures & class discussions. • Students worked together with peers on group project, participated in class discussions, and analyzed several case studies enabling them to further develop their problem solving, leadership, communication, and team-work skills. • Students did excellent job organizing their presentations and delivery of agency characteristics. • They did excellent job of sharing with their peers/colleagues their leadership interview results about career practices • Students connected with an agency to facilitate implementation of their 800 hours needed in the field prior to internship and subsequently graduation.

Use of findings for program improvement

• Develop more creative ways (e.g., group games) to test students’ understanding of class materials other than exams/quizzes. • Introduce leisure related international case studies to expose students to different philosophies & concepts of leisure & how these relate to needs of multicultural America. • Ensure points are added for every “important” component of any assignment that links with a learning objective. • Students need to improve on their future career goal vision based on what they learned from class content and agency visitations.



(SLOs)

(3) “Program and event planning” RPT 400: Programming in Recreation, Parks, & Tourism – (sample) a. Discuss the principles of programming. b. Apply principles of program planning to meet the needs of Community-based agencies in the Bay Area. c. Demonstrate different marketing methods to promote organization programs and special services. d. Explain the steps in the program planning process. e. Identify program formats, scope of activity areas, and planning techniques.


addressed

Text used: “Leisure Program Planning and Delivery” • Leisure program components and overview of program planning (Ch 1-5) (I) • Programming elements and process (Ch 5) (D) • Setting goals, objectives, and creating plans (Ch 8 & 9) (M); and assessing program needs (Ch 7) (D) •. Understanding your organization and community (Ch 6) (M) • Making operational decisions (Ch 10) and leading and supervising programs (Ch 11) (M) • Program monitoring- managing risk in leisure programs (Ch 12 & 13) (I) • Program evaluation (Ch 14 & 15). (D)


be assessed

This class is assessed each semester it is offered. For 2010-11, the key outcomes, methods, strategies and summary of findings are provided to meet the needs of the NRPA standard for program & event planning


• Program observations: Students observe 2 programs in the field, write a paper, & share their observations with peers/classmates. • Marketing project: Working in groups to design and create visual media project. • Program portfolio: Students work in teams to develop, implement, and evaluate a program (see Appendix H). • Lesson quizzes • Large group discussions • Attendance and participation in class is closely monitored and tracked.



• Students gained understanding of programming concepts and challenges through the text, lectures and class discussion. The quizzes were drawn directly from these learning processes – students demonstrated understanding through lesson quizzes. • Students demonstrated working with a variety of team members to produce a product or complete an assignment relative to program planning. • They listened to a variety of guest speakers and had an opportunity to engage and learn from them. • Completed a major Program Portfolio and worked well together in the process. • Students implemented a variety of evaluation techniques to assess personal and team effectiveness relative to program outcomes. _________________________________


• Continue to provide feedback on program portfolio assignment. •Allow more in class time for student teams to work on program portfolio components. • At least 15% of the Student’s need methods to motivate them to be in class on a regular basis. This is key given the comprehensive nature of the program portfolio assignment. • Incorporate assigned field trips to agency sites where “actual” program will be implemented.



(SLOs)

(4) “Administration and Management” RPT 500 – Organization & Administration Develop student knowledge and skills of management in recreation, parks, and tourism organizations in the following areas: management, HR, organization, fiscal and budget issues, ethics, decision making, & risk management/legal systems


addressed

Textbooks: a) “Managing recreation, parks & leisure services: An introduction” (Edginton, Hudson, Lankford & Larsen) b) “Common sense supervision” (Fulton) • Sectors, economy (Ch 1,2, & 4) (I) • Organizational vision and planning (Ch. 3 & 7)(D) • Decision-making and problem solving (Ch 8) (M) • Motivation (Ch. 6)-(I)• Ethics (Ch. 5) (D) • Employee evaluation (Ch 14) (D) • Marketing and collaboration (Ch 9 & 12) (M) * Human Resources (Ch 10) (D) • Legal issues and risk management (Ch. 13) (I)


be assessed

For 2010-2011, key outcomes, methods, strategies and summary of findings are provided to meet the needs of the NRPA standard for administration and management Key outcome for ’10-’11: Understanding the recruitment & hiring process for Recreation, Parks, & Tourism, organizations (businesses, agencies, NGOs, etc.).


RE: Recruitment/Hiring (a) Group - Create job announcement (Paper and experiential product) - Recruit individuals (Experience and web site) - Screen applications (Experience and feedback) - Make interview offers (Experience) - Conduct panel interviews (Experience) - Evaluate and select interviewee for the position, provide feedback to all interviewees (Experience) - Presentation on process (b) Individuals - Apply to jobs (cover letter and resume) - Be interviewed by a panel (Experience) - Reflect on the process (Paper) Other: • Daily Quiz (use of in-class clickers) based on readings. • Mid-term examination



• Almost all students took the process very seriously and learned a great deal from the experience. • They thoroughly reviewed and screened applications and conducted excellent interviews. • Reflection papers: Students stated the small social cues (e.g., formal application process, formal dress) made them take the process much more seriously than they originally thought they would. • One group of guys could have taken the process more seriously. A further refinement will be greater scrutiny of the questions developed by the panel for the interviews. One group did not have enough questions of substance developed.


• Intense educational experiences focus student attention at the end of the semester. • Key: Instructor needs to regularly check in with students at every point in the process so they do not fall too far behind. • Although 75% of the students can self-regulate, 22% need some hand-holding, and 3% will just try to skate by. • Instructor will develop system to ensure all students get the attention needed to succeed.



(SLOs)

(5) Legislative and Legal Systems In addition to several of our classes introducing students to this topic, RPT 300 Leadership - has a core lesson on risk management. • Identify and apply principles & practices of safety, emergency, and risk management and demonstrating the ability to develop a risk management plan to assure the health and safety of participants & staff in a recreation/leisure service delivery setting. • Explain regulatory agents and the processes involved in complying with professional, legal, and regulatory standards.


addressed

Textbook: “Leadership in leisure services: Making a difference (3rd ed.).” (Jordan) Risk management and safety (Ch. 11) – (I, D)


be assessed

Assessment for this class is completed on an annual basis and may vary depending on the instructor This was last assessed in 2011 and will occur again in spring 2012.


• Lecture based on text reading regarding core principles and terminology. Case examples provided and students engage in Q&A throughout class. • Case study assignment provided for advanced reading and to prepare students for their RM Plan. Students complete a series of questions relating to RM and safety about that scenario. Responses discussed in class, in small groups. Large group discussion follows. • Each student develops a Risk Management Plan for the program of their choice related to the health and safety of individuals and groups participating in recreation and leisure service programs and services. Guidelines provided and discussed. • RM principles are also included on the Final Exam



• Risk management is a complicated topic for many students. • They ask great questions during lecture. • The case study assignment is helpful and gets them thinking. • Students learn the terminology and understand the need to comprehend organizational policies and how all that fits into the local, state and/or federal legislation. • Students learn questions to ask employers regarding responsibilities as a leader in their program/organization.


• A different, more thorough case study needs to be found and incorporated to the class as advanced reading and prep for in-class discussion. • New guidelines need to be developed for the Risk Management Plan. Students submit final products that are often very different and many do not comply with the guidelines due to the complex nature of the task and the fact they’ve never done nor seen a RM Plan before. • Provide sample RM plans from other organizations and/or specific activities.



(SLOs)

(6) “Field Experiences” RPT 660: Seminar Current Professional Issues • Understand design of areas & facilities. • Comprehend roles, use of diverse leisure delivery systems and interrelationships in promoting community & economic development. RPT 680/690 Directed Field & Management Experience • This is a full-time, performance-based, experience working at a RPT agency. • Students complete at least 480 clock hours over a period of 12 weeks during the semester. Expected outcomes: • Apply classroom content in directed field experience.


addressed

(a) RPT 660 - Seminar in Current Professional Issues (3 units). Part of the culminating experience. Seniors are required to complete thisin the fall prior to their spring internship. (D) (b) RPT 680 Directed Field Experience, Internship in Recreation, Parks, & Tourism (6 units) (M) RPT 690 Directed Management Experience in Recreation, Parks, & Tourism (6 units) (M) Note: RPT 680 and 690 are also both part of the B.S. degree culminating experience. (M)


be assessed

a) 660 seminar is assessed each fall and will include more in depth analysis with this current 2010-2011report (b) RPT 680 and 690 are both assessed during each spring semester. For 2010-2011 key outcomes, methods, strategies and summary of findings are also provided to meet the needs of the NRPA standard for both Field Experiences and Delivery Systems.


• (a) Electronic Portfolio: Students are evaluated as to their level of readiness for a career in their specific area of interest. During the semester students submitted selected portions of their e-Folio for review and comment by the instructor. A 9-item Rubric is used to measure student learning and achievement of outcomes three times throughout the semester • (b) Mid-Semester Eval: Completed by the Agency Supervisor and reviewed with the intern and faculty supervisor. This assesses student performance (to that point) and assists them in completing a development plan to improve their deficiencies for the remainder of the semester. • Final Intern Evaluation: Completed by Agency Supervisor and reviewed with intern and faculty supervisor. This provides feedback and direction for future professional development.


improvements are needed) Strengths • Students can articulate each accreditation standard and its connection with the profession. • Although not a department requirement until fall 2011, the majority of students had an electronic portfolio with artifacts representing accreditation standards • Students were better prepared for their internship due to the technical writing assignments (4000 words) linked to professional issues, professionalism, resumes, cover letters, and reflection exercises with accreditation standards Needed Improvements • Having every foundation RPT course assign an artifact representing each of the identified 2013 accreditation standards - this is complete and will be assessed in fall 2011. • Better connection between RPT 550 master plan assignment, RPT 660 technical writing, and internship project requirement - instructors for both classes will consult and create intentional assignments linking the courses and internship project requirement and will be assessed in fall 2011.


• Strengthen applicability and relevancy of writing assignments. • Strengthen students’ ability to articulate connection between accreditation standards and professional competencies. • Strengthen assessment rubric of electronic portfolios to allow for self-evaluation as well as peer and faculty feedback • Search for more opportunities and new ways to connect students with potential quality internship sites.



(SLOs)

(680/690 – cont’d) • Reflect and discuss applicability of academic coursework and previous/current work experience to a career in the leisure service profession • Demonstrate competencies required for an entry-level position within the RPT profession. • Identify, explain, and discuss various professional issues in the recreation, parks, tourism and leisure service industry, broadly. .


addressed

• Bi-weekly reports • Project updates • Meetings and evaluations with supervisor and Intern instructor.


be assessed

RPT 680 and 690 are both assessed during each spring semester.


• Major Project & Poster Presentation: Guidelines are provided to assist students with proper & professional presentation of their posters relating to their major project. • Students are provided a grade as well as verbal feedback regarding their ability to adhere to these guidelines. (Appendix F) • Student & Supervisor End of Semester Written Survey • Our student survey – slightly modified in 2006-2007 (see Appendix B “Graduating Senior Survey”).


improvements are needed) Strengths • All assessments demonstrated significant application of academic coursework with internship experience. • All assessments demonstrated significant competency building during internship experience. • Internship projects demonstrated significant reflection and application of knowledge, skill, ability, and experience. Needed Improvements • Provide internship agencies with a competency checklist to assure that all interns are exposed and demonstrating ALL competencies - to be implemented and assessed in spring 2012 • Develop new instruments to assess the new 2013 accreditation standards • Some students had difficulty completing internship projects - will be lengthening internship by two weeks beginning spring 2012 • Strengthen writing component of final project to satisfy culminating experience requirements of Academic Senate Policy S10-255.


• Evaluate efficiency and effectiveness of project presentation format (poster vs. other) • Extend number of hours to include an internship agency orientation - will be implemented in spring 2012 • Starting Spring 2012 the RPT 680, Directed Field Experience in RPT will remain at 6 units yet RPT 690 Directed Management Experience in RPT will be 9 units for a total of 15 F-T units changing our degree from a B.A. to a B.S. (45 to 48 units) • In preparation for compliance with the new 2013 NRPA Standards, we will be modifying both the student survey and internship supervisor survey.

END END END END END END


Recreation, Parks, and Tourism Department Undergraduate Assessment

Academic Year 2010-11

TABLE OF CONTENTS FOR SUPPORTING DOCUMENTATION

PAGE Introduction……………………………………………………………………………..… 10 NRPA Accreditation Standards………………….…………………………….…. 10 Annual Student Survey……………………………………………………...……. 11 Other Measures…………………………………………………………….……... 12 What’s Working, What Must Occur to Make Improvements: Summary from Faculty….. 14 Graduating Senior Survey – Overview…………………….……………………..……….. 15

APPENDICES

APPENDIX A: Agency Internship Information & Grading Procedures………………..… 16 APPENDIX B: Graduating senior survey……………………………………………….… 22 APPENDIX C: Graduating senior survey – Results……………………………….…..….. 27 APPENDIX D: Intern Supervisor Survey………………………………………….…..….. 46

APPENDIX E: Intern Supervisor Survey – Results.………………………………............ 49 APPENDIX F: RPT 680/690 – Sample Assignments …………………………………….. 57 (Internship Project, Major Project Poster Presentation, Bi-Weekly Reports) APPENDIX G: Sample Forms–800 hrs Verification Form, Interview Notes………………. 64 APPENDIX H: Program planning & Design - Major Group Project guidelines and

instructions (RPT 400 sample assignment - Portfolio)…………………….. 67 APPENDIX I: Leadership in RPT - Risk Management Plan (RPT 300 sample)………….. 70 APPENDIX J: Technology Report (RPT 225 major assignment)….………………….……. 72


INTRODUCTION

The Recreation, Parks, and Tourism (RPT) Department celebrated our 60-year anniversary in 2006 and we are up for our 20-year accreditation review by the National Recreation and Park Association (NRPA) Council on Accreditation for Parks, Recreation, and Tourism (COAPRT) in fall 2011. Furthermore, our program is consistent with both the goals and mission of the University and the recreation, park resources, tourism, and leisure services profession. Given our increased depth of analyses and reporting, we have been commended during the last several years and our requirement for this report has been waived on two occasions. First, upon completing our undergraduate assessment for 2006-2007, the following comments were received by Linda Buckley, Associate Vice President of Academic Planning and Educational Effectiveness, based on her review:

“The report you have submitted is incredibly detailed and complete and reflects a fully mature assessment cycle for your program. Moreover, the results indicate that you have curricula and pedagogy that are working well… The level of assessment carried out in your program is a model for others and exceeds the University’s requirements.”

Similarly, following our ’08-’09 reporting process, Dr. Buckley again noted the following:

“As usual, the report you have submitted is incredibly detailed and complete and reflects a fully mature assessment cycle for your programs. The level of assessment carried out in the department is a model for others and, as such, I have sent it to several other departments who have asked for exemplary cases….”

These memos praised our department and this work to the extent that we were not required to report on the assessment for either ’07-’08 or ’09-’10. Hence, this current report represents an update on our overall standing within CHHS as well. NRPA Accreditation Standards

In maintaining our successful standing with NRPA and upholding accreditation standards, we have an up-to-date assessment process, including evaluation and results compatible with their principles and values, and consistent with the expectations of SF State.

The NRPA Council on Accreditation for Parks, Recreation, Tourism (COAPRT)—and related professions—is the governing body for standards in our field. The 2004 COAPRT standards have been revised yet remain in effect through 2013. The new 2013 standards are mandatory for all academic accreditation visits taking place after 10/1/12. Until then, academic programs will have the option of complying with either the 2004 or 2013 standards. In the past, we have incorporated one of the 2004 professional competency standard sections of NRPA as part of our overall comprehensive assessment report submitted to the university. As this is our last report using the “old” NRPA standards, the process this year included evaluating students on multiple competencies instead of just one section. For example, we surveyed students on: conceptual foundations, program and event planning, administration and management, legal/liability aspects, and field experiences. Key factors and components measured related to overall knowledge gained and importance to the students’ job/career:


In general, information gained through these annual assessments has provided the department with substantial input on curricular and other program matters considered in making appropriate revisions and improvements. Furthermore, each year we document our curricular development and improvements being made using the NRPA standards under review for the university-wide assessment process. Up until the new standards were put into effect, NRPA has built their accreditation process around seven core standards:

NRPA ACADEMIC ACCREDITATION: http://nrpa.org/coa

Starting with the fall of 2011, our department will follow the new outcomes standards and assessment guidelines. It is our intent to remain in compliance to qualify for accreditation in the future. Subsequently, our next site visit will occur in the spring of 2012. One of our national strengths, as noted and commended by the NRPA Accreditation Council Chair, is our requirement of pre-internship experience reflected as follows: The Council would like to commend San Francisco State University Recreation Department for the commitment to practical experiences incorporated in the course content and through the required 800 hours in community-based practicum.”

Annual Student Survey

Our department conducts an annual survey of graduating recreation majors (see Appendix B) as well as agency supervisors of these students (interns) (Appendix D). The students are asked to respond to a broad survey including items related to the following: 1) Student evaluation rating usefulness/learning of specific courses they had taken during their undergraduate program; 2) What they liked best about the RPT department overall; 3) What they liked best about their concentration/career emphasis within the department; 4) What changes they recommend for our department and/or their concentration; 5) Overall evaluation/rating of the RPT curriculum (based on their experience); 6) Overall evaluation of department instruction; 7) Overall evaluation of RPT advising; 8) Overall evaluation of field experiences that occurred within classes prior to their internship; 9) Level of preparedness students experienced in their classes preparing them for the internship; 10) Overall evaluation of their internship; 11) Extent the internship prepared them for a job/career in their area of emphasis and/or interest in the recreation and parks profession; and 12) To what degree their internship experience was important in their ability to do their job and succeed in this profession.

• Conceptual Foundations • Leisure Services Profession • Delivery Systems • Program and Event Planning • Administration/Management • Legal Aspects • Field Experiences


Other Measures The RPT department continues to engage our faculty, lecturers and advisory council in developing new strategies, long-range plans, and ways to continue strengthening our undergraduate program. Hence, there are numerous other measures of success besides the aforementioned surveys. For example the RPT department prides itself on assessing student learning and progress and knows that we are reaching our objectives through the following examples:

1) Curriculum: In fall 2009, we moved a 3-unit senior capstone course (RPT 660-Seminar in Current Professional Issues) from the students’ last spring semester to the fall semester before the final Internship. The reason for this switch was based on several recommendations (e.g., alumni, advisory board, and faculty). For instance, it was indicated the course content in RPT 660 (cover letters, resumes, workplace issues, ethics, and other topics related to professionalism) was more appropriate before the internship rather than during the internship (as in the past). In addition, the course was identified, and subsequently approved, as the most appropriate course to satisfy the Graduate Writing Assessment Requirement (GWAR).

B.A. to B.S.: Moving the 3-unit RPT 660 course from spring to the preceding fall semester resulted in a 12-unit full-time (40 hours/week) internship, and with students not being allowed to take additional coursework during their culminating experience (internship), a significant number of students were left with a “3-unit deficit.” This created a need for students to: (a) enroll in 18 units during the prior semester, (b) enroll in 3 units during the summer, or (c) petition to enroll in three units during their internship. All three options do not facilitate graduation, but are necessary to reach the 120-unit graduation requirement.

Resolution: A change of degree designation from a 48-unit BA degree to a 51-unit BS degree was approved by the CSU Chancellor on May 15, 2011. 2) Community leaders spoke about technology, we listened: The need for students to learn various forms of technology was voiced by Agency directors (including representatives on our department Advisory Council), embraced and taken seriously by RPT faculty, and built into our curriculum as a 3.0 unit class. Offered for the first time in fall 2010, “RPT 225: Information Technology in Recreation, Parks and Tourism” is described as follows: “Development of knowledge and skills with information technology and communications in recreation, parks and tourism. Application of word processing, e-presentation, spreadsheet, digital image manipulation and specialized software used in the profession.” See Appendix J for major assignment guidelines and grading rubric. 3) End of semester course evaluations for teaching: Teaching effectiveness is the centerpiece of academic performance. Attributes of teaching effectiveness and excellence are measured in the student’s responses to statements provided on the department evaluation. The evaluation provides a feedback mechanism for student assessments of the learning-centered approaches of the instructor regarding support of active learning, the creation of user-friendly educational opportunities.


Sample Quotes from (Current) Student Surveys: “The teachers seemed very dedicated and passionate about their position and we appreciate all the time and energy they put into educating all of us.” “The work we did was real. We wrote programs and master plans that could be implemented by agencies….” “I like how every class has projects and practical experience that can be applied to work/real experience…” 4) Senior Intern Major Project and Poster Presentation: During the internship experience, each student completes a “major project.” This includes all phases from planning through implementation and evaluation. The poster presentation is a visual and graphic depiction of their project using visual images, written words, and whatever creative means possible. The goal is to distill their semester’s work into written language and graphic representations so that a “lay person” can understand what their major project was all about. They learn to present their work in a way that someone viewing this poster understands the project objectives, what it took to design and implement the project, and the overall results without verbal explanation. See Appendix F for Guidelines. 5) Agency Supervisors of Interns: All supervisors receive a basic orientation manual and have ongoing access to the Internship Coordinator and/or the faculty advisor. With the assistance and consultation of the agency supervisor, interns develop core learning outcomes for their internship experience consisting of 40 hours/week for 12 weeks (480 hours). Students establish SMART goals that are Specific, Measurable, Appropriate, Realistic, and Time relevant. Supervisors complete three key questionnaires for our Department to assist with our assessment processes: a] Mid-semester evaluation for student; b] End of semester evaluation for student; and c] Supervisor survey for our RPT Department. (See Appendix A for Supervisor introduction and overview.) 6) Agency Site Visit by RPT Faculty Supervisors: During the course of the internship, faculty supervisors make on-site visits at least three times throughout the semester. The purpose of these visits includes the following 1) Initial visit ensures the agency supervisor and the student are clear on goals/objectives of the internship program and clarify any questions; 2) Focus on the mid-term evaluation of the student and their experience, etc; and 3) The last/3rd visit relates to the final evaluation of the student and overall assessment of the internship experience. Additional visits occur on an as needed basis.


What’s Working & What Must Occur to Make Improvements: Summary from Faculty

WHAT’S WORKING AND WHAT WE’RE DOING WELL . . .

• We explored and researched the option of offering a “B.S.” vs. a “B.A.” (i.e., requirements, credibility, perception, implications, units) and have been successful in this approval and the transition will not pose a problem for students.

• Non-Profit/Youth Development Certificate Program has been completed and approved. • Our students are receiving top notch content from a uniquely qualified and diverse faculty. Our

curriculum is on the cutting-edge across country. • The new C- policy continues to help prevent students from advancing to the internship without

adequate knowledge, skills and preparation. • The newest RPT 225 class has filled a gap in information technology tools and skills between

what our students have and what the industry has been asking us for. For this first year, we’re seeing positive results. Three of our faculty are writing a report based on a brief questionnaire completed by 65 students in the class to measure learning outcomes and determined needs/changes for future.

• Policies and procedures for the Internship program had been outdated for a while and over the years have been reevaluated and revamped for greater organization and increased rigor.

• We have an approved GWAR class (RPT 660), and we began to integrate the GWAR-related work into the new class syllabus and assignments.

• We have developed a Teaching Effectiveness Enhancement program for faculty. • Faculty have written and submitted our undergraduate accreditation self study report

WHAT WE’LL PLAN TO MAKE IMPROVEMENTS ON . . .

• Given new NRPA Standards, we will be revising our Senior Intern exit survey. Also, questions 10 and 11 are seemingly a bit redundant and students are rating/ranking and making comments about these two in very similar ways. They need greater clarity or omission of redundancy.

• We will consider establishing a new baseline assessment. In addition, the CA Parks & Recreation Society has a well established set of professional competencies that are worth looking at even though they are focused on community leisure services.

• Create a greater balance the workload of the RPT 660 and 550 instructors and internship coordination. New directions and greater synchronization will be planned between these courses.

• We must continue to work on getting the students to understand the importance of proper grammar, punctuation, and overall improvement of their basic writing conventions. A new “Writing Guidelines” booklet is in progress for Department use and will be applicable for both undergraduates and graduate students.

• The department will host an accreditation team site visit in spring 2012 and we will make appropriate changes based on the reviewer report.

QUESTIONS TO PONDER FOR CONSIDERATION INCLUDE . . .

• Does having a Community Service Learning component (RPT 410) significantly increase

learning (knowledge acquisition and application) compared to other core courses? Should there be a minimum volunteer component in TR agency requirement?

• Is there is still a demand for a Leisure and Wellness elective to be taught? • Should we place tougher G.P.A. restrictions on students interested in changing to become a RPT

major? • How should the department position itself and our classes in the new G.E. program?


Graduating Senior Survey 2011 OVERVIEW

Introduction This survey is distributed to all recreation majors that are graduating seniors who are completing their internship prior to obtaining their bachelor’s degree. Forty-nine (49) surveys were returned for analysis out of 5 student majors completing their internship. This is a 30 item survey (see Appendix B) that encompasses their opinion of usefulness of specific courses they had taken, and knowledge gained during their entire undergraduate program. As in the past, we also want to know what they liked best about the department overall and about their concentration. Changes that students recommend for our department and/or their concentration are reviewed carefully as well as their overall evaluation/rating of the RPT curriculum based on their experience. We also like to know what they think about the overall instruction and advising they received during their experience in our department. Throughout their undergraduate program, field experiences (pre-internship) are a valuable component of their studies; we inquire about satisfaction and learning. Determining level of preparedness students experience in their classes, gearing them up for the internship, is an important culminating facet we ask about. Towards the end of their program we also need to know about their overall evaluation of their internship and to what extent the internship prepared them for a job/career in their area of emphasis and/or interest in the recreation, parks, and tourism profession. Similarly, it helps our department, and the university, to know whether students’ believe their internship experience was “important”. When students were asked the question “WHAT DID YOU LIKE BEST ABOUT THE DEPARTMENT OVERALL? Three sample student responses include:

• The enthusiasm of the instructors and the way the major makes you love life. • The work we did was real. We wrote programs and master plans that could

actually be implemented by the agencies. • The professors! All of them were passionate, well-educated and amazing.

RESULTS:

A summary of findings can be found in the

“Inventory of Program Assessment Activities” matrix that in the beginning of this report and specific survey results can

be found in Appendix C.

Faculty and lecturers


APPENDIX A Agency Supervisor / Internship Orientation (p. 17)

Grading Procedures (p. 20)


San Francisco State University Department of Recreation, Parks, and Tourism (RPT)

Spring 2011

Agency Supervisor Internship Information

PART I

The faculty in the Department of Recreation, Parks, and Tourism at San Francisco State University thank you for sharing your professional knowledge and experience with our Recreation, Parks, and Tourism interns. You and your agency are important partners in this capstone educational experience for our students. To assist you in making this 12-week internship successful, consider the following information, tips, and suggestions to help you get off to a great start. University/Faculty Partnership Consider the internship experience as a partnership among and between the Intern, the university, you, and your agency. Faculty is available to help make the internship a successful experience, so be sure to contact us at anytime. Phone numbers and email addresses for the Department and Faculty Advisors are:

RPT Department Office 415-338-2030 [email protected] RPT Department Office Fax 415-338-0543 Pavlina Latkova 415-338-7577 [email protected] Nina Roberts 415-338-7576 [email protected] Erik Rosegard, Internship Coordinator 415-405-0911 [email protected] Asuncion Suren 415-338-7575 [email protected] Patrick Tierney 415-338-1531 [email protected] Jane Utsumi 415-271-4151 [email protected] Jackson Wilson 415-338-1487 [email protected] Aiko Yoshino 812-340-0842 [email protected]

The Internship Contract The internship agreement, although not legally binding, contains the internship objectives, roles, and responsibilities for the Intern, the agency, and the university. Take a minute to review these responsibilities with your Intern so that each of you understands the general expectations for this new experience. The Internship Coordinator will cover the contract expectations with your Intern during the fall semester prior to the internship and during an Internship Orientation held the Friday before the start of the internship. Internship Learning Outcomes and Clear Expectations One of the first requirements of internship is for the Intern to establish, with your assistance and consultation, his/her learning outcomes for the internship experience (40 hours/week for 12 weeks = 480 hours). Be sure to help the Intern establish SMART (Specific, Measurable, Appropriate, Realistic, Time period) learning outcomes that can be completed during the 12-week internship. These learning outcomes are submitted to the Intern's Faculty Advisor with the first two-week report; this will be discussed with the student during their Orientation.


Semester Schedule Take time during the first week of internship to design a 12-week schedule that ensures that the Intern's goals will be met. Be sure the schedule includes opportunities for the Intern to learn about the entire organization as well as to focus on specific programs or projects. Opportunities for the Intern to meet and work with other professionals, attend board, committee or commission meetings, observe programs and services, and develop and implement a semester-long major project are important aspects to consider when developing the semester schedule. This is considered a working document and may be adjusted throughout the semester as new opportunities develop. This schedule is due with the first report package. Note that Interns will be required to attend an all-day seminar on Friday, March 18th from 9-5pm at SF State. Spring Break In accordance with the regular University semester schedule, interns are eligible to take Spring Break. (See semester schedule for actual dates). Depending on the programs and needs of the agency, it may be beneficial for the internship to continue through Spring Break. If that is the case, and both the supervisor and Intern agree to the proposed schedule change, the internship will conclude one week earlier at the end of the semester. In addition, if agreed upon between you and the Intern, you may choose to negotiate the completion of the 480-hour requirement using a different timeline within the dates stated on the contract. These potential schedule changes are to be taken into consideration when planning the 12-week schedule and are to be included on the final schedule submitted to the Faculty Advisor. Initial On-Site Visit During the first two weeks of the internship, the Faculty Advisor will schedule an appointment to visit you and the Intern at your agency. The purpose of this visit is to answer any questions you may have, and review the Intern’s learning outcomes, midterm and final Intern evaluations, semester schedule, and major project. Each Faculty Advisor will schedule these appointments with you at a convenient time. As a partner in this internship experience, the Faculty Advisor is available to support you and the Intern throughout this internship experience. Feel free to contact them at any time during the semester as needed. Two-Week Objectives Every two weeks, the Intern must develop specific objectives that are consistent with his/her internship learning outcomes and that can be accomplished during the subsequent two weeks. These objectives are designed to assist the Intern in planning and developing their work plan for the 2-week period. The Intern's objectives must relate to his/her internship goals, and should be SMART (Specific, Measurable, Appropriate, Realistic, and have a 2-week Time period). The Intern will be talking with you about these objectives and will follow-up with you each week to determine the degree to which these objectives were met. Your guidance in assisting the Intern to develop realistic objectives and work plans throughout the internship are key to a successful internship experience. These objectives must be turned in by the Intern to their Faculty Advisor as part of each report package. Regular Meetings One of the most important aspects of a successful internship is regular 2-way communication between the agency supervisor and the Intern. We recommend setting up a weekly meeting with the Intern to talk about the internship experience, to discuss progress


on the internship learning outcomes and objectives, and to determine if expectations are being met. Sometimes interns are reluctant to "disturb" agency supervisors who are often busy, so remember to take the initiative to meet with the Intern on a regular basis. Agency Orientation and Introductions Take the time during the first week of internship to orient the Intern to your agency, staff, and others with whom the Intern will be working. This helps the Intern to feel a part of the organization and lets others in the organization know what the Intern's role and responsibilities will be for the semester. Workspace The Intern needs to have his/her own space that is quiet, comfortable, and conducive to work. We do not expect a big desk, leather chairs, and luxury office; however, a workable space with adequate supplies, storage, and access to a computer and/or related equipment is required. Resources and Information Throughout the internship, make sure the Intern knows about available resources within and outside of your agency. Take the Intern to meetings with you, introduce her/him to other professionals, and help the Intern to develop networking skills. Reports Every two weeks, the Intern is expected to submit a narrative report to his/her Faculty Advisor, which includes a discussion about the internship experience for the past two weeks and reflection on the issues and challenges currently being addressed by the Intern and the agency. This narrative gives the Intern the opportunity to practice business-writing skills, reflect on experiences, and report internship experience progress to the Faculty Advisor. These reports can be shared with you for feedback, but they must be the Intern's work. These reports are due with other required documents (see internship calendar). We ask that the Intern be given time to work on reports during the regular workweek. Major Project(s) Each Intern is required to complete a major project(s), which is of value to both the agency and the Intern. During the first two weeks, discuss possible projects with the Intern. The major project(s) is/are designed to give the Intern an opportunity to work independently (in consultation with you) on the creation of a new program, a service manual, a fundraising campaign, implementation of an existing program, or some other project(s) of significance for your organization. It is intended that the identified project(s) development be completed within the 12-week internship, so consider this when selecting a project(s). The Intern will need to submit a project proposal to the Faculty Advisor early in the semester. Evaluations There will be two evaluations during the 12-week internship: a mid-semester evaluation and a final evaluation at the end of the semester. See calendar for dates. Copies of the evaluation forms are included in this orientation packet. You, the Intern, and the Faculty Liaison are involved in this process. As the mid-tern evaluation is designed to provide the Intern with significant and thoughtful feedback on their progress to date, please allow enough time in your schedule to complete the written evaluation prior to your meeting with the Faculty Advisor. During your meeting, the Faculty Advisor will guide a discussion of the Intern’s progress and assist in developing a course of action for the remainder of the


internship. The final evaluation is designed to recap the mid-term evaluation and provide a final summative report of their performance. Grading (Credit/No Credit) The attached grading information sheet will help you to determine a final grade (Credit/No Credit) for the Intern at the end of the semester. You can also confer with the Faculty Advisor if you would like additional information about the grading procedures. A Final Thought We hope this semester will be as exciting and positive an experience for you as it will be for the interns. Be sure to challenge the Intern to try new things, to take risks, and to learn as much as possible. Thank you again for your willingness to be a partner in this important educational experience. We appreciate your time and expertise, and look forward to working with you throughout the semester.

Grading Procedures Part II

The internship experience provides the intern with an opportunity to apply theoretical and classroom knowledge and experience in a professional setting. As a result, the evaluation (grading) criteria and standards for this experience are equivalent to standards applied to an entry-level professional position. In addition, the evaluation criteria and standards are based on expectations that the intern demonstrates use of theoretical knowledge in that setting.

Grading Criteria RPT 660 Completion of assignments in a timely and professional manner, as specified

by the RPT Department; quality participation in seminar discussions and activities; attending seminar as scheduled and coming ton time w/a professional attitude.

RPT 680 Grade based on Faculty Supervisor’s evaluation of the intern’s educational

performance.

a) 1/3 of grade based on timely completion, professional manner of work, and substantive content of weekly reports.

b) 1/3 of grade based on acceptable completion of final project c) 1/3 of grade based on Faculty Supervisor’s observation and

evaluation of the intern’s professional and academic performance, based on but not limited to the intern’s internship goals.

RPT 690 Grade based on agency supervisor’s evaluation of the intern’s professional performance throughout the 12- weeks. The grade posted at the bottom of the final evaluation will be posted as an official grade for the intern and will be incorporated into the intern’s overall GPA.


Grade Definitions A = Performance has been of the highest level, showing sustained excellence in

meeting course (internships) requirements. B = Performance has been good, though not of the highest level. C = Performance had been adequate satisfactory meeting the course (internships)

requirements. D = Performance has been less than adequate. E = Performance has been less than adequate. F = Performance has been such that course requirements have not been met.

All written work submitted should demonstrate the intern’s professional skills and competence. Grading will be based on:

• Content: Extent to which intern demonstrates knowledge of the subject matter and addresses the assignment.

• Literacy: Extent to which the intern’s work is well written including proper spelling, grammar, sentence structure; proofreading, use of non-sexist language.

• Clarity: Extent to which the intern’s work is understandable and thoughts are expressed in a clear manner.

• Organization: Extent to which paper is focused and organized in a logical, coherent manner.


APPENDIX B GRADUATING SENIOR SURVEY

Instrument


Department of Recreation, Parks, and Tourism GRADUATING SENIOR SURVEY – May 2011

________________________________________________________________________________________

Thank you for taking the time to complete this survey. Your experience and feedback are important to us! Please return this to Dr. Nina Roberts by Friday 5/13 (before graduation on May 21st is required)

Section I 1. When you entered the RPT Department at SFSU to work on your current degree, at what level did you

enter? (select one): Freshman Transfer student (Level: ___________) Change of major at SFSU Other: Please indicate:______________________ 2. What is your area of emphasis in RPT (select all that apply): ___ Outdoors/Parks ___ Commercial/Resort Management ___ Non-profit/Community

___ Other: Please specify ______________________________ 3. Evaluate the RPT courses listed below based on a scale of 1 to 5. Circle the number that best represents

your assessment of the course. Scale: 1=Very poor; not useful; did not learn much TO 5=Excellent; most useful; learned a lot

Required RPT Core Courses

Rating Scale RPT 200 Introduction to Recreation-LS 1 2 3 4 5 RPT 260/390 Leisure Travel and Tourism 1 2 3 4 5 RPT 300 Leisure Leadership 1 2 3 4 5RPT 380 Developmental Play Processes 1 2 3 4 5RPT 400 Theory of Program Planning 1 2 3 4 5RPT 410 Foundations of Therapeutic Recreation 1 2 3 4 5RPT 500 Organization of Recreation –LS 1 2 3 4 5RPT 520 Park and Outdoor Leisure 1 2 3 4 5RPT 550 Planning and Evaluation of Recreation-LS 1 2 3 4 5RPT 660 Seminar in Current Professional Issues 1 2 3 4 5RPT 680/690 Directed Field/Management Experience 1 2 3 4 5

Selected Elective RPT Courses Rating Scale RPT 230 Growth Through Adventure 1 2 3 4 5RPT 330 Arts and Crafts for Leisure 1 2 3 4 5RPT 340 Conference, Event Planning and Management 1 2 3 4 5RPT 370 Introduction to Nonprofit Administration 1 2 3 4 5RPT 430 Ecology of Outdoor Recreation 1 2 3 4 5RPT 440 Urban Recreation 1 2 3 4 5RPT 445 Recreation Therapy and the Expressive Arts 1 2 3 4 5RPT 460 Destination Recreation Resorts 1 2 3 4 5RPT 470 Care Break 1 2 3 4 5RPT 540 Administration of Private Recreation Enterprises 1 2 3 4 5RPT 570 Developing and Managing Resources for Nonprofits 1 2 3 4 5RPT 605 Ecotourism: Theories and Practices 1 2 3 4 5RPT 640 Recreational Use of Nat’l Parks & Protected Areas 1 2 3 4 5 RPT 650 Facilitating Leisure Wellness 1 2 3 4 5 RPT 670 Advanced Conference, Event Planning & Mgmt 1 2 3 4 5


Section II 4. What did you like BEST about the RPT department overall? 5. What did you like BEST about your “area of emphasis” in the RPT Department? 6. What two changes do you recommend for the RPT Department and/or your area of emphasis?

Section III. On the next series of questions, please circle the number that best applies to your experience with the RPT Department overall. Your comments are also welcome and encouraged.

7. What is your overall evaluation of the curriculum/courses? (example: content)

Poor Average Excellent 1 2 3 4 5 Comments: 8. What is your overall evaluation of the instructor approach and delivery of course materials and lectures?

Poor Average Excellent 1 2 3 4 5 Comments:

9. What is your overall evaluation of the advising?

Poor Average Excellent 1 2 3 4 5 Comments: 10. What is your overall evaluation of the field experience requirements you had in your classes prior to

your internship? (For example: RPT 260, 340, 370, 380, 410, 440, 445, 460, 500, 540, 550, and 570)

Poor Average Excellent

1 2 3 4 5 Comments:


11. To what extent have these prior classes and field experiences prepared you for your internship experience?

Not at All Moderately Significantly 1 2 3 4 5 Comments: 12. Overall, what is your evaluation of the onsite internship and department seminar?

Poor Average Excellent 1 2 3 4 5 Comments:

13. To what extent did your internship experience prepare you for a job in your area of emphasis and/or interest in recreation, parks and tourism as a career?

Not at All Moderately Significantly 1 2 3 4 5 Comments: 14. To what extent has your internship experience been important in developing your skills and abilities to

be successful in this profession? Not at All Moderately Significantly 1 2 3 4 5 Comments:

15. Are you currently working in the recreation, parks and tourism profession? Yes No

If yes, what organization/agency?______________________Title of your position?___________________

If no, do you plan to pursue a career in this field? Definitely Probably Maybe No

If no, please tell us why (check all that apply):

I plan to find a position in the field of: _________________________________________

I would like to go on to graduate school: Yes No Maybe I will take some time off and not work: Yes No Maybe I am not interested in the recreation field: Yes No Maybe


SECTION IV: Professional Competencies (from the National Recreation & Park Association)

In this section, please assess your experience in the RPT Department at SFSU in TWO WAYS: In the first column, tell us if you have gained knowledge in the NRPA professional competency areas listed. In the second column, tell us how important this knowledge is to your career in recreation, parks and tourism.

Rating Scale: 1= Strongly Disagree 2=Disagree 3=Agree 4= Strongly Agree or DK=Don’t Know

I gained the following core knowledge

This competency is important to my career

don’t SD D A SA know


1. The significance of play, recreation and leisure in contemporary society (conceptual foundation) 1 2 3 4 DK 1 2 3 4 DK

2. The importance of maintaining professional competence and the available resources for professions (profession)

1 2 3 4 DK

1 2 3 4 DK

3. The roles, interrelationships and use of diverse delivery systems addressing recreation, park resources, and leisure (delivery systems)

1 2 3 4 DK 1 2 3 4 DK

4. Ability to implement principles and procedures related to the selection and coordination of programs, events, and resources for individual, group, and community quality of life (program and event planning)

1 2 3 4 DK 1 2 3 4 DK

5. The fundamental principles and procedures of management (administration/management) 1 2 3 4 DK 1 2 3 4 DK

6. The principles and practices of safety, emergency, and risk management related to recreation, park resources and leisure services (legal aspects)

1 2 3 4 DK 1 2 3 4 DK

7. Internship, full-time continuing experience in one appropriate professional recreation organization/agency of at least 400 clock hours over an extended period of time, not less than 10 weeks. If an option is accredited, the internship must be directly related to such option (field experiences)

1 2 3 4 DK 1 2 3 4 DK

8. The significance of play, recreation, and leisure throughout the life span (conceptual foundations) 1 2 3 4 DK 1 2 3 4 DK

9. Current issues and trends in the profession (profession) 1 2 3 4 DK 1 2 3 4 DK

10. Inclusive practices as they apply to operating programs and services (delivery systems) 1 2 3 4 DK 1 2 3 4 DK

11. Ability to use various leadership techniques to enhance individual, group, and community experiences (program and event planning)

1 2 3 4 DK 1 2 3 4 DK

12. Ability to utilize the tools of professional communication (administration/management) 1 2 3 4 DK 1 2 3 4 DK

13. Legal foundations and the legislative process (legal aspects) 1 2 3 4 DK 1 2 3 4 DK

14. Formal field experience(s) of at least 800 total documented clock hours in appropriate professional recreation organizations/agencies prior to internship (field experience)

1 2 3 4 DK 1 2 3 4 DK


APPENDIX C Graduating Seniors – Survey Results


2010-2011 RPT Intern Survey Results (Graduating Seniors) (n=49 surveys returned out of 55 student majors)

Note: Since 2005, this is the most surveys returned from students. This can be accounted for the fact we set a new directive that students would not receive their grades until this survey was completed. Twenty (20) surveys were returned for the previous two assessment cycles (‘04-‘06), we did not have to complete an assessment for ‘07-’08, and 22 were returned in ’08-’09 ~ again, our assessment was waived for ’09-’10. A few comparisons are therefore included here from across the last several years with the exception of these two cycles.

1. Level / status entered to RPT Frequency Percent Freshman 5 10% Transfer student 25 51% Change major at SFSU 19 39% Total 49 100%

Current: Most students from this graduating class transferred from another college or university in their junior year (n= 22 reported “junior” year transfer). Three students transferred as a sophomore. Nineteen students changed their major from another discipline at SFSU to pursue a recreation degree; this is up from 6 change of major from two years ago.

2005-2011

Since 2005, during the previous year’s this assessment was completed, 7 students entered the department as freshmen, 4 transferred as a sophomore, 45 transferred as juniors, 2 as seniors, and 28 changed their major to RPT from another department while here at SFSU.

2. Concentration within RPT Frequency Percent Parks/Outdoor 15 31% Commercial/Resort Management 16 33% Non-profit Administration 11 23% Other1 6 14% Total 22 100%

1 Students checking “other” noted dual emphases: Community/Outdoor, Tourism/Event Planning, and Events/Non-Profit as their concentrations within the department. One student noted “TR”.


3. Students (n=49) are asked to evaluate the RPT courses on a scale of 1 to 5 where 5=Excellent, most useful, learned a lot to 1=Very poor, not useful, did not learn much:

Required / Core Courses Rating Scale (percents rounded up) 5 4 3 2 1

RPT 200 Intro to RPT Services (n=45) Mean: 3.9

9 (20%)

24 (53%)

11 (25%)

1 (2%)

0

* RPT 390 Leisure Travel and Tourism (n=47) Mean: 3.9

12 (26%)

21 (45%)

12 (25%)

1 (2%)

1 (2%)

RPT 300 Leadership (n=48) Mean: 3.9

14 (29%)

22 (46%)

8 (17%)

3 (6%)

1 (2%)

RPT 380 Developmental Play Processes (n=47) Mean: 4.3

19

(40%)

23

(49%)

5

(11%)

0

0

RPT 400 Theory Program Planning (n=48) Mean: 4.1

16 (33%)

22 (46%)

7 (15%)

3 (6%)

0

RPT 410 Foundations of Therapeutic Recreation (n=49) Mean: 3.8

11

(22%)

19

(39%)

15

(31%)

4

(8%)

0

* RPT 500 Organization of Recr. (n=49) Mean: 3.9

10 (21%)

26 (53%)

10 (20%)

3 (6%)

0

RPT 520 Parks/Outdoor Recreation (n=47) Mean: 3.7

10 (21%)

19 (40%)

14 (30%)

4 (9%)

0

* RPT 550 Planning & Evaluation (n=48) Mean: 4.3

22 (46%)

18 (38%)

6 (12%)

2 (4%)

0

RPT 660 Seminar in Current Professional Issues (n=47) Mean: 4.3

25

(53%)

13

(28%)

8

(17%)

1

(2%)

0

* RPT 680/690 Directed Field Exper (n=47) Mean: 4.7

35 (75%)

8 (17%)

4 (8%)

0

0

* Classes marked with an asterix signify the mean score has increased since the last 2008-09 survey. OVERVIEW: Regarding these required core classes, on a scale of 1 to 5 with 5 being “excellent” the average rating for all these classes (using precise scores) is 4.06. This is slightly below the average of 4.14 during the last assessment period in ‘08’09 (n=22). Prior to that, the averages were 4.06 in ’06-’07; 3.90 in ’05-’06 and 3.86 in 2004-05 ~ Ratings went up slightly this year from the last cycle for RPT390, RPT500, RPT550, and the Internship/Field Experience (680/690). Ratings stayed roughly the same for RPT380, 400, 410, and 660; scores went down slightly for RPT200, 300, 520. Last, there were 2 “poor” ratings this year versus ’08-’09 where there were no student ratings of “poor”.


(5) = Excellent to (1) = Poor ~ Note: There was a lot of missing/blank data for this section

Elective Courses Rating Scale (percents rounded up) 5 4 3 2 1

* RPT 230 Growth / Adventure (n=18) Mean: 4.6

11 (61%)

6 (33%)

1 (6%)

0 0

RPT 330 Arts & Crafts for Leisure (n=14) Mean: 3.8

2 (14%)

8 (57%)

4 (29%)

0

0

RPT 340 Conference & Event Planning (n=33) Mean: 3.4

3

(9%)

13

(40%)

12

(36%)

5

(15%)

0

RPT 370 Intro to Non-profit Admin. (n=3) Mean: 3.7

0

2 (67%)

1 (33%)

0

0

* RPT 430 Ecology of Outdoor Recr. (n=2) Mean: 4.5

1 (50%)

1 (50)

0

0

0

RPT 440 Urban Recreation & Parks (n=5) Mean: 4.4

2 (40%)

3 (60%)

0

0

0

RPT 445 Recr Therapy/Express Arts (n=9) Mean: 4.1

2 (22%)

6 (67%)

1 (11%)

0

0

* RPT 460 Destination Recr. Resorts (n=9 ) Mean: 4.5

4 (44%)

5 (56%)

0

0

0

RPT 470 Care Break (n=2) Mean: 3.0

0

1 (50%)

0

1 (50%)

0

RPT 540 Admin of Private Enterpr. (n= 5) Mean: 4.4

2 (40%)

3 (60%)

0

0

0

RPT 570 Developing/Managing Resources for Non-profits (n=4) Mean: 4.0

1

(25%)

2

(50%)

1

(25%)

0

0

* RPT 605 Ecotourism Theories/Prac. (n=18) Mean: 4.3

7 (39%)

9 (50%)

2 (11%)

0 0

RPT 640 Recr Use of Nat’l Parks (n= 4) Mean: 4.8

3 (75%)

1 (25%)

0

0

0

RPT 650 Leisure Wellness (n=1) Mean: 4.0

0 1 (100%)

0 0 0

RPT 670 Advanced Conf. Event Planning/Mgmt (n=7) Mean: 4.1

2 (29%)

4 (57%)

1 (14%)

0 0

* Classes marked with an asterix signify the mean score has increased over the 2008-09 survey. OVERVIEW: Regarding 15 elective classes, only a few graduating seniors completed this section making any analysis less substantive in terms of decisions. Furthermore, any change in Mean scores from prior years may be insignificant because the number of students responding this year varied/increased over the past.

Four (4) classes received a higher mean score than the assessment from two years ago include: RPT 230, 430, 460, and 605

Rating averages staying approximately the same since ’08-09 include: R440, 470, 640 Those with slightly lower mean scores from two years ago include: RPT 330, 340, 370,

445, 540, 570, 670


Section II: Sample Open-ended comments (unedited)

(Q4) What did you like BEST about the RPT Department overall?

The teachers seemed very dedicated and passionate about their position and we appreciate all the time and energy they put into educating all of us.

Strong efforts to improve learning outcomes and help students learn to the best of their abilities. We were told what changes would be made and became part of making changes. I constantly hear how other departments don’t understand and appreciate this process.

The professors were friendly, helpful and knowledgeable. The experiential learning opportunities throughout my coursework. The professors were all very helpful, available, personable. The field trips were awesome

& got me excited about Rec. (Thanks Pavlina & Flasher) The individual attention each professor takes with the students. It was hands on. I also appreciated how involved Erik Rosegard is as an undergrad

advisor – he always informed us of deadlines even if they did not have to do w/ the major.

How involved the professors and department were with students. I love how everything was hands on learning. The work we did was real. We wrote programs and master plans that could be

implemented by agencies. I like the closeness of all professors and students. I thought the classes gave us skills that

I actually use in the field and not just all theory. Suren and Nina’s classes were exceptional.

Having an internship was good practice for the future. Internship experience at hotel. The class work and the way that we were being taught. Combinational experiential learning and regular course curriculum. All professors set us

on the right path to success. It was not all desk work, more experience based. Some of the teachers were very helpful.

Invested in their students. I like the way the material was taught. More interactive. The friendly and supportive teachers and classmates. Leadership roles, diversity of instructors, management classes, program planning. Learning about program planning and implementation and evaluation, leadership roles

and management, technology. The diversity of backgrounds the instructors encompassed. It was great being exposed to

their direct experiences. The teachers. Everything I learned I applied in my internship. The enthusiasm of the instructors and the way the major makes you love life. The enthusiasm of each instructor and the passion they posses for their job. “Family” feel to the department, very small, great department! I loved getting to know

the teachers and students. Some professors seem to enjoy their job and courses. When they are into it, it makes the

courses more enjoyable. I like the internship idea. It would be nice to have a little more information to find something.

The department is extremely caring, kind, and nurtures education and personal growth.


I liked feeling taken care of throughout the budget cut years. The only classes I could get into were RPT because of Erik’s yellow slips.

The interactive classes. Teachers that are experienced in the field. I liked that all the professors worked hard to meet with students for all kinds of help.

I feel like it’s a close-knit department and the professors actually got to know us as individuals.

I best liked the diversity and widespread overall knowledge and experience that the staff taught and was able to relate to the criteria.

The professors! All of them were passionate, well-educated and amazing. What I enjoyed best was the internship, hands down. The exposure and experience I

gained was by far the most rewarding. What I liked best about the department was how they encouraged us.

I could be creative and there was a lot of group work, which was good and bad. I loved the choices in classes. Also loved the passion all professors had for recreation. The professors. All very helpful and committed to the students. Very interactive and hands-on. Professors and instructors were very helpful and

approachable. They are helpful and really care about the students. Close-knit students. Staff always available to talk to us. Classes are fun and useful. How professors and advisors were willing to meet with students. They really seemed to

care about students in their academic, professional, and personal development. Helping students with resumes, job interviews, scholarships, etc.

The preparing for the internship and vast knowledge of different aspects of RPT. I love this department. Before I changed my major, Erik helped me prepare for the major

change, made sure I was on the right track. (Q5) What did you like BEST about your concentration/emphasis in the RPT Dept?

GENERAL: I liked that there was a variety of choices that you can choose from. They were a diverse

set of courses for areas of emphasis courses. Universal application of material is important to me. Outdoor/commercial taught

practical application of business processes to the recreation field. The chance to apply classroom/textbook material to real life scenarios. The classes were interactive and focused. I got real life experience. They were flexible & worked with my busy schedule It focuses on working with people and making a positive impact on their lives. Relative to current practices. Everything was straight forward. I got to learn more about the industry that I was to be part of. Themes and learning criteria revolved around outdoor activities, which encouraged

profound learning experiences that could not have been discovered in the classroom. Electives provided some field experience. The classes were fun. It’s broad enough that you learn a little bit about everything. I liked learning about something I am truly interested in, like in a fun kind of way. All

the professors were flexible to each person’s learning style. I like the courses and the influence it now has on my job. The people/my class mates. I liked the fact that the people in my area of interests always

had the same goals as me.


COURSE/FIELD SPECIFIC:

Growth through Adventure class, it actually made me do a lot of self reflection that led to self growth.

Learning about event planning. Tourism. I love to travel and the area of study let me learn facts and current situations. Very event-focused, “learn by doing.” The internship with event planning. The best way to learn is through experience. The

event planning class did not necessarily provide experience of planning the vent. The internship was by far where I learned the most.

Learning about arts and crafts. More about nonprofit leadership. The opportunity to have operational field experience for college credit. Both making events and tourism practices. My overall job would want to do event that

travels. My area of emphasis was not specific but I loved learning about ecotourism, event

planning, and resort management. Dr. Tierney’s resort class – it made me really excited about tourism and resorts. I can apply my event management knowledge into any sector of recreation (for profit,

nonprofit, and public). What I enjoyed best about special events was the overreach gain in event logistics and

knowledge. Proved I wanted to stay in the nonprofit field. There were not enough classes on TR. I liked Dr. Suren’s classes the best. Growth through adventure. I tried new things that I may never have. Having classes such as RPT 605 and 390 were very different and I appreciated having

experiences such as having to volunteer for an event in 390. Urban Rec and TR classes.

(Q6) What changes do you recommend for the RPT Dept and/or your concentration? GENERAL SUGGESTIONS/DEPT:

I suggest more involvement w/ conferences & professional agencies. Promoting internships w/ peers such as the SFRPD internships.

Giving us more information after graduation; places to work. 1) Less volunteer hours. 2) Market the department more because it’s fabulous. More required meetings with advisor to make sure everyone is on track. 800 hours is too much for a student going to school full-time and working part-time. I advise more communication with professional development associations (MPI, ISESC,

and PCMA). Help finding internships in your emphasis. It was a little difficult for us to get into some classes because they were electives for

others, but were very good about getting majors in. Keep that up! More focus and for transfers, maybe introduce them more during a meeting. Didn’t feel

like I know what direction to take. Have more elective classes that directly apply to what each student is interested in.

Maybe classes harder, college was too easy. More emphasis focus – maybe volunteer opportunities required for the emphasis so we

have more field experience.


COURSE and INTERNSHIP SPECIFIC: Add a 2nd higher level computer technology class. The commercial Recreation emphasis courses don’t really apply to event planning; with

more students focusing on productions industry it would be beneficial to have classes that are more specific.

Network more with commercial & outdoor industries, expand our 60 mi radius, work with other colleges.

Remove Loretta Lower from the event planning classes. Offer more Tourism classes. Remove Loretta Lowe from the department. Loved everything else To have more real life assignments in other classes. More field trips with write-ups.

Students are engaged and must reflect. More field work in different areas of recreation. More field trips. More field trips. More on Hotel & Resort. More classes about tourism. Outdoor was my emphasis. I would have liked to take more field trips and wish we had

more guest speakers. I learned a lot from the one’s that did come to our class. I would recommend changing some of the courses into less group work and smaller

groups. Budgeting. A huge percent of the students (I am assuming) are events emphasis, yet

there are only 2 classes offered specifically for event planning?! More community/wellness classes. Another management class might be good. More about seniors and elders. More time to find internship – more direction – maybe

make it mandatory to start looking in spring of the year before the internship. Exploring new instructors for your event/commercial planning courses. Perhaps a

different instructor for 340 and 670 – having the same professor felt like taking a repetitive course.

More field trips to potential internship places. Reasonable size group work Make our learning more relevant to real world experience. Not do a strategic master

plan, do something more relevant to emphasis. More “eco” classes with Pavlina. Make on elective a choice for students and one elective a standard. Re-evaluate goals

and outcomes for RPT 230 – higher expectations on students. More emphasis classes. I would have liked the core courses to apply to my emphasis a

little more. The internship was the only relevant class to my emphasis. More active leadership classes that provide real experience in the field. Schools that

actually have an outdoor leadership major seem to have a much more robust, experiential curriculum.

More classes for outdoor rec! 1) Getting TR back! 2) Giving/getting places that you can get your 800 hours in. 3)

Internship outside of CA. Get a new professor for RPT 340, who actually has class and provides meaningful

lectures for students. Tell incoming transfer students to enroll in Segment III, non-major, or emphasis classes

first and not core classes. Have a Part II of RPT 225 class. 1) Combine 2 heavy classes: 550 – master plan and 660. Course-work is related. 2)

Have a revolving student portfolio by graduation. 1) Apply more event classes, one of which probably focused on event implementation. 2)

Private, commercial, or government-based event organizations.


7. Overall evaluation of RLS Curriculum/Course (Reminder – no assessment required ‘07-’08 & ’09-‘10) 2010-11 2008-2009 2006-2007 2005-2006 2004-2005

nbr percent nbr % nbr % nbr % nbr % Excellent 14 29 % 8 36% 4 20% 4 10% 2 10%

Good 31 63 % 12 55 13 65 14 70 10 50 Average 4 8 % 2 9 3 15 2 20 5 25

Below Average 2 10 Poor 1 5

Total: 49 100% 22 100% 20 100% 20 100% 20 100%(1) = Poor thru (5) = excellent Written Comments 2010-2011: • I was taught to rarely give 5’s. I like the addition of RPT 225. • Core coursework was challenging & engaging. Emphasis coursework could focus more on

practicality in work place. • I would have liked to learn more about play psychology. • The content is practical and helped me in my Internship. • I loved Suren and especially Nina’s projects because they were real world projects that

agencies used as input and hopefully implemented. • Considering my emphasis (events), the curriculum lacked in that department. There is so

much focus on outdoor/community. The curriculum though was improved by the passion and experience of most of the professors.

• I really feel it was well-rounded and I got a good general idea of what RPT encompasses and is all about.

• Not much applied to what I was interested in. • More group projects, less tests. • I feel that I was really challenged in most of my classes (except 410, 520, and 420). • Like how it’s gear toward certain subject. Wish we could have more choices. • I was prepared for the rec. field

“Core coursework was challenging & engaging. . .”


8. Overall evaluation of RPT Instruction (Teacher approach & delivery). (Reminder – no assessment required ‘07-’08 & ’09-‘10) 2010-11 2008-2009 2006-2007 2005-2006 2004-2005


Good 28 57 % 11 50 13 65 14 70 14 70 Average 3 37 % 1 5 3 15 3 15 3 15

Below Average 1 5 Poor

Total: 49 100% 22 100% 20 100% 20 100% 20 100% (1) = Poor thru (5) = excellent Again, as with the last question, we see a majority of students rating this factor as “good” and not “excellent” over the last several years. However, there have also been no rankings of either factor at “below average” since 2005. Written Comments (2010-2011): • Most are incredibly interactive and teach on multiple levels of learning. • My professors were amazing. Taking time to develop relationships w/ students was

important. • It was great that each instructor had such a different teaching style. The bad thing is that

when most classes only had one teacher. If you did not like the teach style there were no other options.

• Approachable instructors & passionate. • The teachers cared about what they taught and would help students out during office

hours. • All professors were very good at developing a community atmosphere in their classes. I

had more fun in classes here than at any other college. I also thought they did a good job of not making anything harder than it needed to be.

• I highly enjoyed 99% of my professors, especially a select few that I could feel were so invested and cared: Rosegard, Wilson, Latkova, and Utsumi.

• Each teacher had a different approach, but I learned from each of them. • Many of your professors are excellent (Jackson, Flasher, Rosegard and Roberts) made a

profound impact on my education. Your lecturers often lack teaching experience and clarity in delivering lectures.

• Some professors do not set student expectations; that reflects on the dynamics of the classroom.

• Dependent on each instructor, but overall they all tried to incorporate “exercises” into the lecture so we didn’t have to sit for hours.

• Great instructors and used material well, just too easy. • All very dedicated, made me definitely want to find a career in recreation. • I like how every class has projects and practical experience that can be applied to

work/real experience. • Some were more organized that others. I learn well from an organized instructor. • All were different, hard to comment on all. • Some a little more direct than others in what they want.


9. Overall evaluation of RPT advising (no assessment required ‘07-’08 & ’09-‘10) 2010-11 2008-2009 2006-2007 2005-2006 2004-2005


Good 12 24 % 16 27 7 39 9 45 7 35 Average 3 6 % 4 18 2 11 3 15 4 20

Below Average 1 5 -- -- 1 5 -- -- Poor -- -- -- -- -- -- 1 5

Total: 49 100% 22 100% 18 100% 20 100% 20 100% (1) = Poor thru (5) = excellent Written Comments (2010-2011): • I could have used more advising throughout the semester. • I was advised as a person, not a student. • Super helpful with getting classes, knowing what classes we needed and getting me

through the program in 4 semesters. • Advising is what allowed me to succeed. My only criticism was that I didn’t have enough

of it until I was in academic trouble. • Brilliant, Thanks Rosegard. Great, creative and always there for your students. • If I ever needed anything I could email, call, or show up and get advised on matters I

needed help with. • Dr. Rosegard always helped me out and made sure I got into all the classes I needed. I

appreciated this because I had counselors at my other colleges that gave me bad information that led me to take classes I didn’t need.

• Right path and extremely helpful in knowing what classes to take at what point. • Rosegard was more than wonderful. His passion and experience eludes me. He gives

advising like a small private school would. • Always there to help and clearly outlined what I needed to complete. • Dr. Rosegard deserves high accolades for his time and dedication given to each student

during the fall term prior to interning. His individual attention and concern for every student is found far and few in most public education systems for higher learning! He is much appreciated and if incentives were given, he’d deserve them all.

• Erik and Jane are both supportive and enthusiastic. • Erik Rosegard was a superb advisor. • All professors made themselves available and willing to help their RPT majors with any

issues regarding coursework or internships – very helpful. • Loved the personal attention to each student. • Always available – super helpful. • Whenever I needed help or advice, Rosegard was available. • Always felt welcome. Got help when needed. • Was advised on some wrong classes regarding Segment III, other than that, alright. • Have Academic Advisor from UAC come in for 660 for 1 or 2 days to do the graduate

evaluations. Hard to do with all coursework. • Always had check-ins and graduated on time! • A+++. Please continue to meet with students every semester and guide them with their

internships search.


QUESTIONS 10 – 14 THE FOLLOWING QUESTIONS RELATE MORE SPECIFICALLY TO THE

FULL TIME INTERNSHIP EXPERIENCE IN SOME CAPACITY: 10. Overall evaluation of field experience requirements prior to internship 2010-11 2008-2009 2006-2007 2005-2006 2004-2005

nbr percent nbr % nbr % nbr % nbr % Excellent/Significant 9 19 % 7 32% 5 28% 2 10% 4 20%

Good/Very Much 32 65 % 13 59 6 33 9 45 9 45 Average/Moderately 7 14 % 2 9 6 33 8 40 5 25

Below Avg/Somewhat 1 2 % 1 6 -- -- 2 10 Poor/Not at all -- -- -- -- 1 5 -- --

Total: 49 100% 22 100% 18 100% 20 100% 20 100%(1) = Poor thru (5) = excellent Note: In 2004-05 the scale used was “Excellent to Poor”. This was changed to a different scale for the next two academic years where we used: “Significantly” to “Not at all”. Then in 2008-09 we moved back to the Excellent to Poor Likert-type ranking because it made more sense for this item (and added a level of greater consistency with other questions as well.

Written comments regarding FIELD EXPERIENCE in prep for the Internship (2010-2011): Positive or Neutral • The master plan and program planning classes were invaluable. • Even though some field experience had nothing to do with my career, most all of it taught

me a new perspective on life (RPT 410) • Some courses had good field experiences others did not. • I enjoyed all of my classes, but was not able to apply most of my coursework to my

actual career choice. • Field experience requirements exposed me to aspects of the profession that strengthened

my knowledge and understanding. • Couldn’t think of a better line up! • Gave good experience!

Could Improve • I thought they could have been more intense. I feel that you learn just as much in the

field as you do in the classroom. • Didn’t learn much. • Sometimes too much is required for us. • Some were better than others. RPT 410 was not as valuable as I would have liked. • We should have to do more. • Would like to have learned about lesson planning and sports programming. • 800 hours was a bit excessive • For 410: I had to do 40 hours in a field I had no desire to work for. Honestly, it was a

bad experience! .


11. Rating of field experiences in classes regarding preparation for the internship experience (RE: field experiences with classes prior to the internship):

2010-11 2008-2009 2006-2007 2005-2006 2004-2005

nbr percent nbr % nbr % nbr % nbr % Excellent/Significant 13 27 % 7 32% 5 28% 2 10% 3 15%

Good/Very Much 19 39 % 7 32 10 55% 14 70 5 25 Average/Moderately 16 33 % 6 27 3 17% 4 20 7 35

Below Avg/Somewhat -- -- 2 9 3 15 Poor/Not at all 1 2 % 2 10

Total: 49 100% 22 100% 18 100 20 100 20 100%(1) = Poor thru (5) = excellent Note: For questions 10 and 11, students seem to have responded similarly and may not have a) understood the difference between each question or b) did not pay attention, really, to the differences. This is also evident in the written/open-ended comments made for each of these questions. Written Comments (2010-2011): Positive or Neutral • Application of learned materials reinforced call-back. • They gave me a solid foundation & understanding. • 400 and 550 helped me the most for my internship. • I would have been lost without either my class work or field work. • Most of the coursework is stationed around community/outdoor, therefore I could not apply it to where I chose my internship. Thought classes like 550, 500, etc were better at preparation tho’ so some were good. • My experience with RPT 410 helped assist a child with special needs at the Randall Museum’s spring camp. • I think hours required prepared us more. • 3 YMCA’s, 7 years helped prepare me well, in addition to the coursework. • Especially the 800 hours because I was advised to choose wisely. • I now can apply what I learned in the “real world.” Could Improve • More hands-on event planning is needed. • We really need some more commercial outdoor stuff


12. What is your overall evaluation of the Internship RPT 680 / 690? (Reminder – no assessment required ‘07-’08 & ’09-‘10) 2010-11 2008-2009 2006-2007 2005-2006 2004-2005


Good 22 45 % 11 50 5 27 7 35% 8 40 Average 13 27 % 2 9 2 11 5 25% 3 15

Below Average 1 2 % 1 5 1 6 -- -- 2 10 Poor -- -- -- -- -- -- -- -- --

Total: 49 100% 22 100% 18 100% 20 100% 20 00% (1) = Poor thru (5) = excellent Written Comments (2010-2011): Positive or Neutral (or combined comments) • It brought many items into focus. Clarification and application. • I felt like the value came from discussion with peers. A lot of it seemed like a waste of

time. • They were helpful; however, it forced me to get out of “work” mode. • It’s good to catch up with the professors and the students but its contents could be

innovated. • The internship is what makes the degree valuable. It tests you to see if you will sink or

swim in the real world. • On site internship was great. Seminars, not so great. • Onsite internship was outstanding. Department seminars weren’t as worthwhile. • It was nice to communicate with fellow interns. • Really enjoyed getting experience before being thrown into the “real world.” • Good way to meet a group and get guidelines and questions answered. • Great, supportive supervisors. • Very difficult to schedule but worth it for both student and supervisor. • Internship receptive and great! • More information needed for advisor. Could Improve • I did not communicate with my intern advisor at SF State very often – it felt like I was

not taking any classes but paying for tuition. • Just one long seminar class. Three of them get hard to schedule around an already busy

internship. • Department seminar could be shorter – not so much repetitive information.


13. Evaluation of internship experience in preparation for a job/career in area of emphasis and/or interest in recreation: 2010-11 2008-2009 2006-2007 2005-2006 2004-2005

nbr percent nbr % nbr % nbr % nbr % Significantly 29 59 % 8 36% 12 66% 8 40% 7 35%Very much 13 27 % 8 36 3 17 6 30% 9 45 Moderately 5 10 % 5 23 2 11 6 30% 2 10 Somewhat 1 2 % 1 5 1 6 -- -- 2 10 Not at all 1 2 % -- -- -- -- -- -- -- --

Total: 49 100% 22 100% 18 100% 20 100% 20 100%(1) = Not at All thru (5) = Significantly Note: This item includes a few sample comments from other years as well for comparative purposes. Written Comments (2010-2011):

• You can only learn as much as the structure provides. Get a good internship. • The internship was the most rewarding aspect of my education to date. • The networking alone sky rocketed my chances for a future job. • It was a great experience • My internship allowed me to network and I was able to get a job out of it. • Although class work prepared me, the internship really exposes me to what being a

Rec professional is really like. • My internship was amazing. I was given responsibility and I was taught a lot. • I have knowledge of things I would not have otherwise been into. • Great program. • It has been the most profound experience in my entire professional career. • It was a good learning experience. • Even though environment was difficult, I was able to learn a lot. • Internship at YMCA. Got a job at YMCA, well prepared. • Helped me find my strengths and weaknesses, and evaluate myself. • Made me know I want to stay in this field.

Written Comments (2008-09): Written Comments (2005-‘07):

• I have experience needed to move on to my career choice. • My confidence has increased in the

events industry. • I’m ready!!! • I work in non-profit for a long time

prior. • I’m hired!

• I learned more about what I can do by what skills I used.

• I did a lot of planning, implementing, and assessing the quality of programs. I learned how to work for someone I don’t get along with. My internship supervisor did not guide me a lot or teach as much I expected.

• I was able to gain first-hand experience in event planning with the internships contacts and experience.

• I feel I really needed to go out and get what I wanted out of the internship. I believe that’s how it will be when I land a job.


14. Importance of internship experience in student ability to do their job and/or succeed in this profession:

2010-11 2008-2009 2006-2007 2005-2006 2004-2005

nbr percent nbr % nbr % nbr % nbr % Significantly 29 59 % 10 32% 15 83% 8 40% 6 32%Very much 18 37 % 5 23 -- -- 6 30 7 37 Moderately 1 2 % 7 45 3 17 2 10 5 26 Somewhat 1 2 % -- -- -- -- 4 20 1 5 Not at all -- -- -- -- -- -- -- -- --

Total: 49 100% 22 100% 18 100% 20 100% 19 100%(1) = Not at All thru (5) = Significantly Written Comments (2010-2011):

• I believe I have developed many professional attributes throughout my internship.

• Networking and organization skills blossomed.

• My communication skills both verbally and written has improved along with my professionalism.

• I feel like I had the skills somewhere inside me, but the internship brought them out and developed them.

• School can’t prepare you the way hands-on experience can.

• I will apply the skills and knowledge I learned during my internship to any job I have in the future.

• I was able to be involved in leadership training and be exposed to meetings of all sorts.

• Had to hold meetings and get feedback on my approach and conduct.

• A lot more computer skills.

• Gave me a step up in getting a job.

• Feel like I’ve made the transition from a student to professional.


15. Multi-part question relating to students current work situation: (a) Are you currently working in the RPT field? ** 2010-11 2008-2009 2006-2007 2005-2006 TOTAL

nbr percent nbr % nbr % nbr % nbr %

YES 33 67% 8 36% 11 61% 11 55% 63 58% NO 16 33% 14 64% 7 39% 9 45% 46 42% Total: 49 100% 22 100% 18 100% 20 100% 109 100%

** No data available for 2004-2005 For 2011, students indicated they have the following titles at their current RPT job obtained following graduation this year (sample only):

• Recreation Program Leader III. (n=2) (Janet Pomeroy Center)

• Assistant Skating Director (YB Ice Skating Center)

• Recreation Leader I (n=2) II (n=2) and III (n=1) . SF Recreation/Parks Dept

• Open Space Technician (Mid-peninsula Open Space)

• Program Assistant (City of Danville) • Event Planner Assistant (Carrie Dove Catering)

• Recreation Leader (City of San Bruno) • Activity Director (Synergy) • Program Coordinator (DYF) • Office Administrator (YMCA) • Recreation Leader II (Daly City) • Supervisor (Sierra-at-Tahoe, Rental Shop) • Program Manager (Access DMC) • Private dining manger (RMS) • Banquets Captain (Hotel Adagio) • Director (My Gym) • Assistant Manager (Hotel Okra) • Event Coordinator Assistant (BR Cohn

Winery) • Sales Coordinator (Four Points) • Rec Leader (Highlands Rec Center)

Sample positions obtained post-graduation from previous years

For 2008-09, students indicated they have the following titles at their RPT job obtained following graduation:

• Pinole Senior village - volunteer • Community organizer • Director of recreation • Recreation leader (n=3)

Program Assistant - Youth Health Center • Swimming Pool manager For 2006-07, students indicated the following titles at their current RPT job, at the time as of their graduation from SF State:

• Area Director • Pioneer director • Volunteer coordinator • Program coordination • Ropes course facilitator • Sales Representative. • Swimming pool manager • Director of education/instructor • Office assistant/ Deckhand/Educator • (location) Ritz Carlton SF


(b) If “no” they are not currently working in the recreation field, we asked if they plan to pursue a job in this field (25 out of 49 students responded): 2010-11: Definitely = 19 (76%) Probably = 4 (16%) Maybe = 2 (8%) No = 0 2008-09: Definitely = 1 (8%) Probably = 7 (59%) Maybe = 3 (25%) No = 1 (8%) For the two year assessment cycle of 2005-2007: n=16 checked ‘no’

6 students said they definitely plan to pursue a job in recreation, parks, leisure 5 indicated “probably” 4 noted “maybe” and, 1 indicated “no”

(c) If not pursuing a job in the field (especially right away), students completing the

surveys expressed interested in pursuing graduate school as follows:

YES NO MAYBE 2010-2011: 7 0 0 2008-2009: 4 3 0 2005-2007 (2 yrs) 3 3 4

(d) Student interest in taking time off and not working or pursuing graduate studies at all, and subsequent interest in the recreation field as a career in general:

YES NO MAYBE 2010-2011: 3 5 0 2008-2009: 1 2 3 2006-2007 1 2 1 2005-2006 1 4 1

(e) If not planning to pursue a career in RPT, only 2 students indicated the following

positions/fields of interest instead (what field they plan to find a job in): 1. Event production 2. Gerontology


SECTION IV: Professional Competencies – NRPA 2010-2011. In this section, students were asked to rate their experience in the RPT Department in 2 ways:

In the first column, tell us if you have gained knowledge in the NRPA professional competency areas listed. In the second column, tell us how important this knowledge is to your career in recreation, parks and tourism.

Rating Scale: 1= Strongly Disagree 2=Disagree 3=Agree 4= Strongly Agree or DK=Don’t Know

I gained the following core knowledge

This competency is important to my career



1. The significance of play, recreation and leisure in contemporary society (conceptual foundation)

1 0 14 33 0 2% - 29% 69% --

0 2 16 29 0 - 4% 34% 62% -

2. The importance of maintaining professional competence and the available resources for professions (profession)

1 0 17 31 0 2% - 35% 63% --

1 0 8 39 0 2% - 17% 81% -

3. The roles, interrelationships and use of diverse delivery systems addressing recreation, park resources, and leisure (delivery systems)

0 3 18 27 0 - 6% 37% 57% --

1 1 11 34 0 2% 2% 23% 73% -

4. Ability to implement principles and procedures related to the selection and coordination of programs, events, and resources for individual, group, and community quality of life (program and event planning)

1 1 17 30 0 2% 2% 35% 61% --

0 1 10 37 0 - 2% 21% 77% -

5. The fundamental principles and procedures of management (administration/management)

1 2 21 25 0 2% 4% 43% 51% --

0 1 12 35 0 - 2% 25% 73% -

6. The principles and practices of safety, emergency, and risk management related to recreation, park resources and leisure services (legal aspects)

0 9 19 21 0 - 18% 39% 43% --

0 4 14 30 0 - 8% 29% 63% -

7. Internship, full-time continuing experience in one appropriate professional recreation organization/agency of at least 400 clock hours over an extended period of time, not less than 10 weeks. If an option is accredited, the internship must be directly related to such option (field experiences)

1 1 10 36 1 2% 2% 20% 74% 2%

0 1 8 37 2 - 2% 17% 77% 4%

8. The significance of play, recreation, and leisure throughout the life span (conceptual foundations)

1 0 16 32 0 2% - 33% 65% --

0 3 11 34 0 - 6% 23% 71% -

9. Current issues and trends in the profession (profession) 0 6 23 17 0 - 13% 50% 37% --

0 1 18 26 0 - 2% 40% 58% -

10. Inclusive practices as they apply to operating programs and services (delivery systems)

0 5 25 19 0 - 10% 51% 39% --

1 3 21 23 0 2% 6% 44% 48% -

11. Ability to use various leadership techniques to enhance individual, group, and community experiences (program and event planning)

0 3 19 27 0 - 6% 39% 55% --

0 1 12 35 0 - 2% 25% 73% -

12. Ability to utilize the tools of professional communication (administration/management)

0 3 18 27 0 - 6% 38% 56% --

0 1 7 38 0 - 2% 15% 83% -

13. Legal foundations and the legislative process (legal aspects) 2 13 23 11 0 4% 27% 47% 22% --

1 5 21 20 1 2% 10% 44% 42% 2%

14. Formal field experience(s) of at least 800 total documented clock hours in appropriate professional recreation organizations/agencies prior to internship (field experience)

2 1 12 33 1 4% 2% 25% 67% 2%

2 1 11 33 1 4% 2% 23% 69% 2%


APPENDIX D INTERN SUPERVISOR SURVEY

Instrument


San Francisco State University Department of Recreation, Parks, and Tourism INTERN SUPERVISOR SURVEY – May 2011

Thank you for supervising a student intern with the Recreation, Parks, and Tourism Department (RPT). We appreciate your time in completing this brief and important survey. Thanks for returning this by Friday, June 3rd Section I 1. For what type of agency do you work? (check one)

Public Non-profit For-profit / Private sector Other - please specify: ___________________________________________ 2. Have you previously supervised college Interns at SFSU? Yes No

If yes, how many:

Recreation, Parks, & Tourism Majors: ___________ Hospitality Management Majors: ___________ Recreation, Parks, & Tourism Minors: ___________

3. Was your Intern this spring (2009):

Full-time Recreation Recreation minor (half-time)

American Humanics Hospitality Management (half-time) Section II Based upon your experience working with an Intern this semester please

comment on the following: 4. a. What specific strengths and skills did the Intern bring to your agency? (examples):

b. What areas was the Intern lacking / skill deficits? (examples): 5. What are the overall strengths of the RPT internship program?

6. What is your overall evaluation of the RPT internship program? (circle one)

Poor Average Excellent 1 2 3 4 5

Recommended changes:


7. How well did the Intern successfully demonstrate the following professional competencies (based on recreation, parks, and tourism accreditation standards):

Rating Scale: 1= Strongly Disagree 2=Disagree 3=Agree 4= Strongly Agree or N/A = Does Not Apply

Students demonstrated knowledge in this area

SD D A SA N/A

1. The importance of maintaining professional competence and the available resources for professions. 1 2 3 4 N/A

2. Current issues and trends in the profession. 1 2 3 4 N/A

3. The roles, interrelationships and use of diverse delivery systems addressing recreation, park resources, and event planning.

1 2 3 4 N/A

4. The fundamental principles and procedures of administration and management.

1 2 3 4 N/A

5. Ability to use various leadership techniques to enhance individual, group, and community experiences.

1 2 3 4 N/A

6. Ability to implement principles and procedures related to the selection and coordination of programs, events, and resources for individual, group, and community quality of life.

1 2 3 4 N/A

7. The significance of providing programs, events, and services/resources to participants throughout the life span.

1 2 3 4 N/A

8. Ability to utilize the tools of professional communication. 1 2 3 4 N/A

9. Inclusive practices as they apply to operating programs and services. 1 2 3 4 N/A

10. Legal issues, the legislative process, and methods of compliance relating to the profession.

1 2 3 4 N/A

11. The principles and practices of safety, emergency, and risk management related to recreation, park resources and leisure services.

1 2 3 4 N/A

12. Ability to apply relevant technology to professional practice. 1 2 3 4 N/A

13. Principles and procedures of budgeting and financial management. 1 2 3 4 N/A

14. Understanding of customer service and customer satisfaction principles and best practices

1 2 3 4 N/A

Please return the completed survey and send it back by way of one of the following options: Mail, E-mail, or Fax your completed survey to:

Dr. Nina Roberts, SFSU/RPT 1600 Holloway Ave., HSS 307; San Francisco, CA 94132

Email: [email protected] or via Fax: 415-338-0543 Thanks very much for filling out this survey! Due: Friday, June 3rd

Your responses will remain confidential and anonymous


APPENDIX E Intern Supervisors – Survey Results


Intern Supervisor Results (n = 14 surveys returned)

Section I (Reminder – no assessment required ‘07-’08 & ’09-‘10) 1. For what type of agency do you work? (check one)

2010-11 “08-‘09 ‘06-’07 |’05-‘06 TOTAL nbr percent # nbr % # %

Public 8 57 % 5 1 3 17 30 % Non-Profit 6 43 5 8 4 23 40 % For-Profit 0 -- 6 5 2 13 23 %

Other 0 - 2 0 2 4 7 % Total: 14 100% 18 14 11 57 100%

Note: In the last four assessment periods regarding supervisor’s who responded to the survey, 17 are with Public agencies, 23 are with non-profit, 13 are with for-profit agencies, and 4 noted “other” types of organizations (i.e., Corporate recreation, Federal Govt, State of CA/State Parks)

2. Have you previously supervised college interns at SFSU? (RPT, HM or others): YES NO 2010-11 4 10 2008-09 7 11 Note for 2011: n=1 supervisor said previously supervised a Kinesiology student from SFSU 3. Intern status: Spring 2011 Spring 2009:

Full-time Recreation: 14 (100%) 12 (67%) Half-time Recreation: -- 2 (11%) American Humanics: -- 2 (11%) Half-time Hospitality Management: -- 2 (11%)

Section II 4a. Strengths and skills the intern brought to the agency:

• Self starter; a lot of excitement basic knowledge of organization • Great work ethic, dependability, team player, responsible, eager to learn mentality. • Organization, passion, willingness to work/learn. • Excellent computer skills; good writing, ability to research and create documents;

wonderful attitude; and professionalism. • Knowledge of special needs resources, experiences etc.


• Excellent research skills. She applied much of her knowledge from her classroom experience to projects here.

• Computer skills, survey making skills. • Self motivated, able to work independently, good communication skills, hard

workers, good with computers. • Enthusiasm, willingness to experience all aspects of our organization and ability to

work independently when needed were strong examples of her strengths. Additionally, she was willing to go above and beyond her outlined responsibilities. This pursuit for excellence is not only one of our organizational values, but also an important attribute to success in this field.

• My intern was great with direct verbal communication skills and hands-on work. He was never afraid to use the phone or talk to our coaches, team managers or referees. He was strong with collating t-shirts and schedules, doing site-visits with great attitude.

• High analytical capacity, strong technology skills, inquisitive and thoughtfulness; previous experience in service.

• The ability to be self sufficient and resourcefulness to work with staff in the field. Full knowledge of Microsoft office.

• A sense of willingness to learn & strong commitment • Skilled in multi-tasking, prioritizing, following up on all tasks assigned. Yoko was

very personable. Our staff enjoyed working with her. 4b. What areas was the Intern lacking / skill deficits? (examples):

• The intern wasn’t specifically lacking this but the program was lacking on supervising SFSU interns.

• Just experience • Experience with programming. • Continues to develop self-confidence; to be more independent and take more

initiative in work projects. • Experience, supervision • Just work experience in the nonprofit world. She caught on quickly. • Taking initiative, asking for a lot of direction. • Needed grammar and English language use of better ability to make corrections. • Prior to her internship, our intern had little experience facilitating classes, working

with youth in this way and lesson planning. Because of this lack of exposure, she had her work cut out for her to bring herself up to speed in this critical case. She quickly demonstrated, however, that her lack of experience was rivaled, as mentioned previously, by her willingness and desire to excel. With continued facilitation experience, I have no doubt that she will continue to grow in this area.

• My intern struggled greatly with his writing skills and attention to detail. This made the everyday tasks of writing e-mails very challenging and time-consuming for him. The lack of attention during his first number of weeks was also time consuming and a burden for the both of us.

• Sometimes attention to detail & independence, but was still great overall.


5. Strengths of the RPT internship program:

• Amazing staff • It was a great connection to SF State interns to gain their experience & requirements.

For us getting the extra help was awesome. • Motivated young professionals entering this great profession. • This is a wonderful opportunity for student to receive business experiences. Helps

them to discover their strengths and weaknesses in a gentler atmosphere with someone who is concerned and willing to support and guide them.

• I feel Napa Parks & Rec had a perfect match for our needs. I like the check in meetings with advisor.

• The program offers nonprofits an opportunity to work with students who are learning best practices in our business and also current knowledge.

• Intern supervisor was very professional. Intern was also great! • Gives students an excellent opportunity for experience and the field gives

organizations quality workers to help w/ short term projects. • Overall the program seems well organized and dedicated to offering students valuable

internship experiences. • Having another body in the office to really help with the workload was a tremendous

help! Especially when the intern can really take ownership of what’s presented to them.

• Engaged and committed support from the faculty towards the students. Check in and periodic meetings with the advisor and internship agency.

• Provided guidance to gain experience in the field with meaningful projects. • The fact it is full-time give us a chance to really work with and train the interns. Other

programs it is hard to do with only a few hours a week.

6a. Overall evaluation of the RPT Internship program (scale of 1 to 5) Each year majority of responses were “good” to “excellent” with only three “average” scores.

2010-11 “08-‘09 ‘06-’07 |’05-‘06 TOTAL nbr percent nbr nbr nbr # %

Excellent 9 64 % 7 7 8 31 58 % Good 4 29 % 9 4 3 20 37 %

Average 1 7 % 1 1 0 3 5 % Below Average 0 -- 0 0 0 0 --

Poor 0 -- 0 0 0 0 -- Total: 14 100% 17 12 11 54 100%


6b. Recommended Changes 2010-2011

Ensure the mentors/supervisors are offered tickets to the Interns presentation of their work projects. I would have loved to go to support my Intern.

There was some confusion regarding pre-internship/mid/and final check-ins with student and advisor. Perhaps a clear vision for the semester, setting dates ahead of time, etc. could help streamline this process.

I think the strength of the program is based on the intern that we receive. Some are going to be better prepared than others. I think they could probably use more support with their advisor however, I bet it’s up to the intern to reach out for it.

Require First Aid/CPR Loved the check-ins with the professor as well

7. We asked all Agency Supervisors the following question: “How well did the Intern successfully demonstrate the following professional competencies (based on recreation, parks, and tourism accreditation standards)”

Rating Scale: 1= Strongly Disagree 2=Disagree 3=Agree 4= Strongly Agree or N/A = Does Not Apply (1) The importance of maintaining professional competence and the available

resources to the profession:

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 11 21 % 12 67 %Agree 3 79 % 5 28 %

Disagree Strongly Disagree

Not Applicable 1 5 % Total: 14 100% 100%

(2) Current issues and trends in the profession:

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 5 36% 1 6 % Agree 8 57 14 77

Disagree -- -- 2 11 Strongly Disagree -- -- -- --

Not Applicable 1 7 1 6 Total: 14 100% 18 100%


(3) The roles, interrelationships and use of diverse delivery systems addressing recreation, park resources, and event planning:

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 7 50% 5 28% Agree 6 43 9 50

Disagree -- -- -- -- Strongly Disagree -- -- -- --


(4) The fundamental principles and procedures of administration and management:

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 8 57 % 3 11% Agree 5 36 12 66

Disagree -- 2 17 Strongly Disagree -- -- --


(5) Ability to use various leadership techniques to enhance individual, group, and community experiences:

2010-11 2008-2009 nbr percent nbr %


Disagree 2 14 1 6 Strongly Disagree -- --

Not Applicable 1 7 2 11 Total: 14 10)% 18 10)%

(6) Ability to implement principles and procedures related to the selection and coordination of programs, events, and resources for individual, group, and community quality of life:

2010-11 2008-2009

nbr percent nbr % Strongly Agree 6 43% 6 33%

Agree 7 50 9 50 Disagree -- -- -- --

Strongly Disagree -- -- -- -- Not Applicable 1 7 3 17

Total: 14 100% 18 100%


(7) The significance of providing programs, events, and services/resources to participants throughout the life span:

2010-11 2008-2009

nbr percent nbr % Strongly Agree 7 50% 8 44%

Agree 4 29 8 44 Disagree -- -- -- --

Strongly Disagree -- -- -- -- Not Applicable 3 21 2 12

Total: 14 100% 18 100% (8) Ability to utilize the tools of professional communication:

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 9 64% 9 50% Agree 4 29% 7 39

Disagree 1 7 2 11 Strongly Disagree -- -- -- --

Not Applicable -- -- -- -- Total: 14 100% 18 100%

(9) Inclusive practices as they apply to operating programs and services:

(10) Legal issues, the legislative process, and methods of compliance relating to the profession.

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 7 50% 5 28% Agree 3 21.5 11 61

Disagree 1 7 -- -- Strongly Disagree -- -- -- --

Not Applicable 3 21.5 2 11 Total: 14 100% 18 100%

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 2 14% -- -- Agree 3 22 4 22%

Disagree 1 7 3 17 Strongly Disagree -- -- 1 6



11. The principles and practices of safety, emergency, and risk management related to recreation, park resources and leisure services:

12. Ability to apply relevant technology to professional practice:

13. Principles and procedures of budgeting and financial management:

14. Understanding of customer service and satisfaction principles/best practices

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 5 36% 3 17% Agree 7 50 7 39%



2010-11 2008-2009 nbr percent nbr %



Not Applicable -- -- -- -- Total: 14 100% 18 100%

2010-11 2008-2009 nbr percent nbr %

Strongly Agree 3 21 2 11% Agree 3 21 8 44



2010-11 2008-2009 nbr percent nbr %

Strongly Agree 12 86% 13 72 Agree 2 14 3 16


Not Applicable -- -- 1 6 Total: 14 100% 18 100%


APPENDIX F Senior Internship Sample Assignments

RPT 680/690


Electronic Portfolio Review-Spr. 2011 Name _____

Section Comments Overall presentation

Home Page

Mission Statement and Reflection pages

Resume Section

Other sections

Supporting Documents to show skills

Content and writing

Grading Category Possible Points Grade Overall Organization, Presentation, Appearance

30

Mission Statement and Reflection Pages 10 Resume Section 20 Supportive documents to show skills 25 Content and Writing 15

TOTAL 100


Internship Project Assignment: Internship Project Point total: 200 points 50 points – Organization (initial assessment, outline, and planning 50 points – Implementation (revised plan, monitoring) 50 points – Evaluation (population, instrument, procedure, results) 50 points – Presentation (poster format, abstract, methodology, discussion) Due Date: Organization (Monday 2/28); Implementation (Monday 4/4);

Evaluation (Monday 5/2); Presentation (draft, Monday 5/9; final, Friday 5/20)

Description:

The purpose of this assignment is to provide an opportunity to apply and synthesize information from all your academic coursework and organize, implement, evaluate, and present a significant project for an agency within the recreation, parks, and tourism profession. The outcome of this assignment will be invaluable as you begin your career.

Requirements:

A. Schedule an appointment with your agency supervisor and brainstorm project ideas. B. Once a project is approved, begin developing the project by addressing each of the

following components in the following format: 1. Organize your paper using the five headings under each component (e.g.,

Description, Assessment, Justification, Resources, Outline). 2. Reflect on each heading of each component and ask yourself “why” three

times 3. Type a maximum of three, single-spaced pages with 1” margins for each

component (e.g., Organization, Implementation, Evaluation, Presentation). 4. Place the following information on the upper left hand corner of your paper

(no cover sheet): Full name (last name, first name) Example: Rosegard, Erik Agency Exploratorium Assignment title Project Organization Date submitted 2/28/2011

5. Review draft with agency supervisor and peers 6. Submit on due date and have FUN!

Project Components:

A. Organization 1. Description – explain background/history of the problem and/or gap to be

addressed. Provide a brief description of project including the ‘who,’ ‘what,’ ‘when,’ ‘where,’ and ‘how.’


2. Justification – explain the purpose (the ‘why’) of the project and the significance/benefits of the project to the agency. Type one goal (outcome) with a minimum of three SMART objectives.

3. Resources – identify the resources needed (budget, venue, supplies/materials, sponsors) and how to acquire them in order to accomplish the project.

4. Outline – create a detailed step-by-step progression of the project from start to end including a timeline. This should include both a chart and narrative.

B. Implementation 1. Pilot/Draft – explain the procedure of implementing a pilot/draft/pre-survey

or other means of assessing (pretesting) the project. 2. Issues – identify two (2) real and/or potential issues or problems that may

arise. 3. Monitoring – describe the mechanisms that will be in place to monitor the

project and to adapt to a situation and/or need to modify the product, service, or program.

4. Buy-in – describe marketing efforts, public outreach, and support based on project scope.

C. Evaluation 1. Population – describe the population (administrators, customers, employees)

that will be used to obtain feedback for an evaluation. 2. Instrument – describe the instrument (e.g., # of questions; time required to

take survey; format). 3. Procedure – identify the steps involved in carrying out the evaluation

(measuring whether the project met the stated objectives). 4. Analysis – explain how you will analyze and report the data collected

regarding the efficacy of the project. D. Presentation (use the following headings in your poster)

1. Abstract – 80 to 100 words summarizing project from organizing to evaluating

2. Introduction – brief description of the problem/gap at agency and how proposed project will address problem/gap (include benefits and significance)

3. Methodology – identify the steps (outlines) of implementing the project (include timeline)

4. Results – describe the results of your evaluation (was the project successful) 5. Discussion – based on the results, what are the implications and

recommendations for the agency Grading:

There are five headings (10 points for each heading) under each of the four components (50 points for each component) for a total of 200 points. Grading will be based on your ability to reflect and use critical thinking – NOT simply providing a summary (Please refer to the syllabus for a detailed explanation of the grading criteria). In addition, one (1) point will be deducted if you do not follow the above format (i.e., one single-spaced page and upper left hand corner information – name, agency, report #, and submission date).


Criteria Points Following Directions 1 Content and Development 3 Organization 3 Style and Conventions 3 Total: 10 Please refer to the syllabus for a detailed explanation of the grading criteria rubric.

Guidelines for Major Project Poster Presentation

As the final report for your major project you are asked to produce a poster board presentation that will be displayed at the Department Reception (Celebration) in May. Your agency supervisors, faculty, family, and friends will have an opportunity to view the results of your successful major project. The purpose of the poster is to present in creative visual, the planning, implementation, and evaluation of your major project using graphic images and written words (not too many words). You are distilling your semester’s work into graphic representations so that a layperson can understand what your major project was all about. Think of this as a way to present your project without speaking a word. You want to be sure that the reader understands what it took to design, implement, and evaluate the project and the resulting outcomes. Here are some general guidelines to follow for the presentation:

• Poster board should be the standard presentation (a three-paneled board with 48x36 dimensions). These are available at office and/or craft stores.

• The poster board can either be taped to the wall or preferably, set up on one of the tables at the Department convocation. You want your poster to be displayed in a way that people can circulate and look at it standing up.

• Your presentation should follow the project proposal guidelines and include a: o Title of project (include your name and the agency name with logo) o Abstract of the project – a 75 to 80 word summary of the following project

components: o Organization – steps involved in developing and planning the project

including: (a) objectives, (b) who, what, when, where, (c) o Implementation – how you implemented and monitored the project o Evaluation – how you evaluated the project o Results o Implications and Recommendations

• If your project is a manual or some other written project, you need to include a copy of the document as part of the display but not on the actual poster.


• With a poster, less is more, or the simpler your message the better. The design of the poster presentation is OPEN TO YOUR CREATIVE JUICES, since this is supposed to be an educational and communication piece that conveys the work you have accomplished – of course, in a professional manner.

• Use brief discussion elements with bullet points, graphics that display data (charts, tables, and other data displays), photographs, and other visual media.

• Be careful of jargon and acronyms without defining them. • Clear, catchy headings and great visual effects will help. • Be sure to include your name and student ID on the back of the poster.

Bi-weekly Reports Assignment: Bi-weekly Reports Point total: 150 Points (6 reports @ 25 points each) Due Date: Report #1 (Monday 2/21); Report #2 (Monday 3/7); Report #3 (Friday

3/21); Report #4 (Monday 4/11); Report #5 (Monday 4/25); Report #6 (Monday 5/09)

Description: The purpose of the bi-weekly reports is to allow you to explore, analyze, apply, and synthesize existing course content with personal experience. From conducting a self-assessment to reflecting on internship decision criteria, this series of reports provide insight into your values, and prepares you to enter the profession. The analysis and synthesis of information in your typed explanations and discussions will assist you in strengthening your ability to enter the field of recreation, parks, and tourism.

General Requirements:

A. Organize the paper in an easy to read type-written format (1” margins on all four sides). The paper is not to exceed one, single-spaced page (no cover sheet).

B. Place the following information on the upper left hand corner of your paper (no cover sheet): Example:

Full name (last name, first name): Rosegard, Erik Agency: Exploratorium

Chapter and assignment title: Bi-weekly Report #1 Date submitted 2/21/2011

C. Turn in completed assignment on above due date to faculty advisor D. As you reflect on your internship every two weeks, be sure to make connections

between your internship experience and what you have learned/read/discussed in/outside class, and ask yourself “why” three times.


E. Grading will be based on your ability to reflect and use critical thinking – NOT

simply providing a summary (Please refer to the syllabus for a detailed explanation of the grading criteria). In addition, two (2) points will be deducted if you do not follow the above format (i.e., one single-spaced page and upper left hand corner information – name, agency, report #, and submission date).

Bi-weekly Report Topics:

A. Report #1 - Learning Outcomes 1. Share, discuss, agree, and type five (5) learning outcomes that you will

accomplish by the end of the internship. 2. Type one (1) SMART objective for each learning outcome (a total of 5

objectives) that you will complete in two weeks and will assist you in accomplishing your learning outcomes. Note that this process will be repeated every two weeks until the learning outcomes are accomplished.

3. Identify AND type two (2) constraints that could prevent you from accomplishing your learning outcomes. Note that you are only identifying two constraints total.

4. Identify AND type two (2) strategies (one for each constraint) that will assist in negotiating the constraint AND explain how you will implement each strategy (approximately one paragraph for each strategy).

5. In summary, you are submitting with approval from your agency supervisor: • Five (5) learning outcomes • Five (5) objectives (one for each learning outcome). This step will be

repeated every two weeks • Two (2) constraints • Two (2) strategies to overcome the constraints (1 strategy for each

constraint) B. Report #2 – Internship Assessment

1. Type five (5) more SMART objectives that can be completed in two weeks (follow step 2 above).

2. Reflect on your internship to date. Identify two observations in the agency that interest you (e.g., agency environment, budgetary issues, staff morale, your own anxiety) and critically reflect on each observation.

C. Report #3 – Midterm Evaluation Reflection 1. Identify and reflect on three of the lower ranked competencies in your

midterm evaluation, and explain why you received the scores – be accountable and take personal responsibility for your part in the score.

2. Type five (5) more SMART objectives that can be completed in two weeks. Two (2) of the objectives should relate to the learning outcomes in Report #1, and three (3) objectives should relate to action steps needed to improve the identified low ranking competencies.

D. Reports #4 and #5 – 5 SMART objectives and Faculty Advisor and Intern Decision E. Report #6 – Agency Assessment (details will be handed out later)


APPENDIX G SAMPLE FORMS

- 800 Hours Verification Form (p. 65) - Internship Interview Notes Form (p. 66)


APPENDIX H

RPT 400 Program Planning

Group Project

(assignment sample)

Portfolio Guidelines and Instructions


SUREN’S CONSULTANTS OF RECREATION ENTHUSIASTS

PROGRAM PLANNING – RPT 400

Portfolio Assignment Guidelines Project Categories (Project Teams): 1. Application of Research Findings (Needs Assessment)

2. Program Plan (goals/outcome measures/action plan) 3. Marketing Materials 4. Evaluation Tool and Results 5. Packet Organization 6. Team Evaluation

Total Points: Category #1 20 points Category #2 35 points Category #3 15 points Category #4 30 points Category #5 10 points Category #6 15 points TOTAL 120 points Due Dates: Portfolio Packet (Tuesday – Sec. 01) due May 12, 2010 Assignment Guidelines

• Please refer to the SCORE project descriptions for team opportunities. • Develop a team action plan (in class assignment) with explicit detail on team direction and

individual tasks (due 3/1/11). • Program Proposals (15 to 20 pages) – The following steps must be included:

a. describe the population and their need for programs/services (from Needs Assessment). b. identify and report descriptive data about this population to further illustrate the need for programs/services. c. describe anticipated changes (address needs) by using outcomes measures. d. design a program/service using SMART goals and outcome-based, and/or process objectives, needed supplies/equipment, staff, space, and implementation steps. e. provide a program line-item expense budget (direct and indirect expenses). f. develop a marketing blitz such as a flyer, Google page, press release, social media and other. Describe where and to whom it will go, and at what time during the planning process. g. determine the best form of evaluation and develop a tool to address outcome measures. At

the end of the program implement evaluation tool and complete results using a simple Excel program. See the following website for your instructions on how to present basic evaluation findings. http://www.online-tech-tips.com/ms-office- tips/excel-average-median-mode-formulas/


About the Needs Assessment:

• We will spend time in class discussing the Needs Assessment process. You should think early on about reviewing “what a needs assessment is” by doing a Google search and reading your chapter ahead of time. Below are the requirements for this assignment.

a. Describe the target population and report descriptive data. b. What is the need or problem addressed in the literature? c. Describe what programs/services currently exist and what is a “gap” in

programs/services. d. Discuss the four procedures of a needs assessment. e. Cite work using an APA format (turn it in… draft due 3/08/11 by 5:00 pm).

Good APA website: http://recdept.csuchico.edu/recr/APAwrite.html About the Evaluation Tool and Results:

• Evaluation is an ongoing function whereby information (data) is gathered in order to assess the efficiency and effectiveness of programs and services. We will spend time in class discussing this important step in the program planning process. You will have an opportunity to develop a draft of the program evaluation tool (due 4/19/11). Again, it is wise that you think early on about the evaluation process and sample tools by doing a Google search and reading your chapters.

a. Purpose: Why evaluate? b. Audience: Who is the evaluation for? What questions do they want answered?

What will they do with the information? c. Process: How will the evaluation be conducted? d. Issues: What questions should the evaluation address? e. Resources: What resources are needed to conduct the evaluation? f. Evidence: What evidence should be collected? g. Data-gathering: How is the evidence to be collected? h. Analysis: How can the evidence be analyzed? i. Reporting: How can evaluation findings be reported?

Submission Process (Hard Copy and Electronic): Please submit the above required documents in an appropriate sized three-ring binder with dividers (do not use plastic cover sheets). Be sure to provide word processed and secured labels. Provide a table of contents, and a creative cover with program title and names of team members. Ensure 24lb bright white paper is used for your final program portfolio. Use 2.0 spaces for written content with 1 inch margins all around, print all marketing materials and cover sheet in color. Table of contents should correspond with subunits and page numbers (place page numbers at the bottom center of the page). Final submission must be both in hard copy and on a CD (affix a CD pocket to the three-ring binder, back inside cover).

Note: One week prior to submitting program portfolios teams will have an opportunity to address the class for suggestions and recommendations. This exercise will give teams an opportunity to fine tune program/service content prior to earning an overall team grade.


APPENDIX I

RPT 300 Leadership

(assignment sample)

Risk Management Plan


RPT 300: Leadership / Risk Management Plan: Guidelines You will work independently to design and develop a basic Risk Management Plan for the program of your choice. The 5-page Plan (7 pages max) will be due on Tuesday, April 28th. This is 50 points, 10% of your total grade. Writing tips and content guidelines are provided.

Your task is to come up with a program relating to recreation, parks, leisure services, or a tourism-related event. The Plan will relate to the health and safety of individuals and groups participating in your recreation, leisure, park, or tourism program/service. In addition to using proper risk management terms, the following general outline should be adhered to in planning to write your final paper: � Title Page: Include the name of your program, our course information, date. � 5-7 pages should include the following categories

Introduction: Brief statement about the type of program you are developing the Plan for.

Risk Management: Explain why risk management is important for your program and justify the value of an emergency action plan.

Components of the Plan: Include statements in your plan for how you would address the following (some of these may not be applicable; it depends on your program! These are examples):

Pre-trip orientation (what would you discuss/include?) Identify the potential risks and hazards of your

program/activity (i.e., risk assessment) Facility risks Participant safety policies (provide a few samples) Driver/vehicle safety issues to consider Training requirements or certifications of staff and/or

volunteers Monitoring/management of risks throughout the program Forms – What forms will you need participants to sign? Emergency evacuation strategy (what will you do… if …?!) Other aspects of risk management not included here?

Conclusions / final thoughts about strength of your Plan. � Include sample “Form” as an attachment/Appendix of your Plan.


APPENDIX J

RPT 225

Information Technology in Recreation, Parks and Tourism

(assignment sample)

Technology Report – In Partners


Technical Report (Partner Assignment) RPT 225 a. 75 Points b. Due 8:10AM 3/24/11 c. Description

a. Create a technical report of your survey results. WARNING! This is a major assignment and will take you lots of time to collect, analyze, and present your findings. You should be working consistently on this assignment until it is done.

d. Requirements a. Collect Data

i. At least 60 unique responses ii. If you are handing out paper copies of your survey

1. I would recommend printing up at least 70 copies. People might start to answer your survey, but never finish.

2. But make sure that there is a serial number for each survey (i.e., survey #1, survey #2), to help you keep track when you are entering data

iii. If you are collecting data using kwiksurveys 1. Make sure that the respondents fit your customer profile

b. Analyze the data i. Enter your results into a spreadsheet.

1. The column headings should be: a. Survey # b. Response to question 1 c. Response to question 2...

2. If it is possible to choose more than one response to a polychotomous item, then enter all of them separated by commas

a. For example if, in Question 4, you ask people what color they are wearing, they could be wearing many colors. If you options are Blue, Red, Green, and Magenta, then you will have column headings for each color (4B, 4R, 4G, 4M) and enter yes or no under each color.

ii. Make a copy of your original data so that you don’t lose it iii. Clean your data

1. For each column subtotal that column to make sure that you didn’t misspell the response

2. Double-check that you entered the data correctly iv. Analyze your results. Different response options require different

statistics. 1. Dichotomous

a. Statistics i. How many people answered the item

(count) ii. # and % of people that answered each

category (countif) b. Chart

i. Pie (pivot chart or insert: pie chart) 2. Polychotomous

a. Statistics


i. How many people answered the item (count)

ii. # and % of people that answered each category (countif)

b. Chart i. Multiple choice: Pie or column/bar ii. Multiple answer: Column or bar

3. Continuous number a. Statistics

i. How many people answered the item (count)

ii. Mean response (average) Mean is the new average

iii. Median response (median) iv. Maximum and minimum responses (max &

min) v. Most common response (mode)

b. Chart i. Bar or column

4. Open text a. Evaluate what the responses were, code them into

categories, and then treat them as polychotomous responses.

5. Contingent analysis a. You need to analyze the responses from at least

one item within the context of the response from a different item.

b. For example, if you asked about the respondents gender (male, female, other) and the outdoor activities that they participate in, then you could compare the rate of participation in different activities for women versus men. "80% of women respond that they went mountaineering at least once last semester, but only 20% of men reported doing so.”

c. Survey report i. Introduction

1. Description of the organization/ program 2. Research question(s) 3. Data collection

a. Who was your targeted customer group b. Did your customer group match who answered your

survey? c. How did you get these people to answer your

survey? d. Were there any issues when you collected the

data? ii. Results for each of your 10 survey items.

1. Each item should be on a different page 2. Each of these items should include

a. The item i. Question stem and response options


b. A table of the responses c. A chart or graph d. Analysis of the responses

i. Describe the results ii. Comparison to research you conducted iii. Interpretation of the results

iii. Conclusion 1. What does the total sum of responses say? 2. How do the responses compare to the research? 3. How would the results from the survey impact your

proposal for a start-up RPT organization? iv. Required formatting

1. Title page 2. Table of contents 3. Table of figures 4. Headings and subheadings 5. Citations using MS Word: Citations & Bibliography 6. Page #s 7. Footer

a. <Your Name>, RPT225 Spring 2011 Wilson 8. Captions for each table or chart/graph 9. Bibliography

v. Please also download your Excel Workbook of how you calculated the answers.

d. Grading rubric

[END REPORT]

Area ASSIGNMENT GRADING CRITERIA

A B C D

Introduction (10%)

Includes a seamless presentation of organization introduction, research question(s), and data collection procedures.

Above average introduction. Adequate introduction. Fails to provide an adequate introduction.

Analysis (40%)

Correctly analyzed data and reported it using tables of summary statistics, graphs/charts, and text. Conclusions flow from the data.

Some of the data was not properly analyzed and presented clearly.

Much of the data was not properly analyzed and presented clearly.

Most of the data was not properly analyzed and presented clearly.

Technical Requirements

(40%)

Includes a title page with title, name, and data. Properly uses APA format for in-text citations and bibliography. Includes proper use of headings and subheadings, page numbers, and page breaks.

A few minor errors. Consistent minor errors or some large errors.

Did not fulfill the technical requirements.

Mechanics (punctuation, spelling, etc.)

(10%)

No punctuation, spelling, or grammatical errors.

A few minor punctuation, spelling, or grammatical errors.

A major or consistently minor punctuation, spelling, or grammatical errors.

Major and consistent punctuation, spelling, or grammatical errors.

Department of Recreation, Parks, and Tourism - …air.sfsu.edu/sites/default/files/Recreation Parks...

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