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					 Date Received


                           Spring 2009 Semester Assessment Report

 Directions: Please complete a form for each of the programs within your department. This
 form was designed to provide a format for assessment reporting and should not be used to limit
 the amount of information provided. Each box that is attached to each of the sections is designed
 to adjust to varying lengths. If you have any questions, please contact Dr. Bea Babbitt at x51506
 or via email at: bea.babbitt@unlv.edu.

 1. Program Information:
         Program Recreation and Sport Management
      Department Recreation and Sport Management
          College Hotel Administration
         Program Kurt A. Stahura, PhD
      Assessment
     Coordinator
   Semester Data Spring 2009
        Collected
           Report Kurt A. Stahura, PhD
    Submitted by
     Phone/email 895-1265 kurt.stahura@unlv.edu
  Date Submitted


 2. According to the Assessment Plan for this program, what were the planned assessments to be
 conducted during the 2009 Academic Year? You may want to copy and paste from this
 program’s assessment plan.

Which outcomes for       How did you measure     What results did you expect? If the
this program were        the outcomes?           students performed well what would
measured?                                        their performance look like, i.e.
                                                 percentages, means, or comparisons to
                                                 a national standard?
__4__outcomes out of a total of __16__ outcomes evaluated this semester.
9. Students will be     RLS 150 – Final          RLS 150 – 85 % (91%) of students
able to design, conduct Grade; Agency            received a Final Grade of “C” or
and interpret a         Reports; Reflection      higher. 85% (83%) of students
Recreation program      Papers; Midterm Exam; received an overall grade of “C” on
evaluation.             Final Exam (extra        Agency Reports. 75% (76%) of
                        credit was offered)      students received a grade of “C” or
                                                 higher on their Reflection
                                                 assignments. 75% (73%) of students
                                                 received a grade of “C” or higher on
                                                 their Midterm Exam Score. 75%
                                                 (73%) of students received a grade of
                                                 “C” or higher on their Final Exam.
                         RLS 310 –Exam I;          RLS 310 – FINAL GRADE - 85%
                         Final Exam; Proposal I;   (96%) of students will receive a Final
                         Lit Review; Method:       Grade of “C” or higher. FINAL
                         Final Proposal; Quiz I;   EXAM - 85% (70.2%) of students will
                         Quiz II; Quiz III; Quiz   receive 75% or higher on the final
                         IV; Final Grade           exam. PROPOSAL - 85% (93%) of
                                                   students will receive 75% or higher on
                                                   Research Question. 85% of students
                                                   will receive 75% or higher on Goals
                                                   and Objectives, (96%). 85% of the
                                                   students will receive “C” or better on
                                                   Literature Review (96%). 85% of the
                                                   students will receive a “C” or better on
                                                   Methods (91%). 85% of the students
                                                   will receive a “C” or better on Final
                                                   Proposal (96%). IN CLASS
                                                   ASSIGNMENTS - 85% of the
                                                   students will receive a “C” or better on
                                                   all In Class Assignments (89%).
                                                   SURVEY MONKEY - 85% of the
                                                   students will receive a “C” or better on
                                                   Survey Monkey Assignment (89%).


                         RLS 350 – Final           RLS 350 – 85% (100%) of students
                         Grade; Presentation,      will receive a Final Grade of “C” or
                         Article Analysis Paper;   higher. 85% (92%) of the students will
                         Midterm Examination;      receive a “C” or better on a
                         Final Examination         presentation. 85% (87%) of students
                         Extra credit was          will receive 75% or higher on Article
                         provided for additional   Analysis Paper. 85% of students will
                         assignments (Was this     receive 75% or higher on Midterm
                         taught in the spring?)    (82%) and Final Examinations (92%).


10. Students will be     RLS 310 –Exam I;          RLS 310 – FINAL GRADE - 85%
able to analyze and      Final Exam; Proposal I;   (96%) of students will receive a Final
utilize data for         Lit Review; Method:       Grade of “C” or higher. FINAL
decision-making          Final Proposal; Quiz I;   EXAM - 85% (70.2%) of students will
purposes in Recreation   Quiz II; Quiz III; Quiz   receive 75% or higher on the final
settings.                IV; Final Grade           exam. PROPOSAL - 85% (93%) of
                                                   students will receive 75% or higher on
                                                   Research Question. 85% of students
                                                   will receive 75% or higher on Goals
                                                   and Objectives, (96%). 85% of the
                                                   students will receive “C” or better on
                                                Literature Review (96%). 85% of the
                                                students will receive a “C” or better on
                                                Methods (91%). 85% of the students
                                                will receive a “C” or better on Final
                                                Proposal (96%). IN CLASS
                                                ASSIGNMENTS - 85% of the
                                                students will receive a “C” or better on
                                                all In Class Assignments (89%).
                                                SURVEY MONKEY - 85% of the
                                                students will receive a “C” or better on
                                                Survey Monkey Assignment (89%).

                        Professional Written
                        Communication
                        Skills:

                        RLS 100 – Final         RLS 100 - 75% of the students were
14. Students will       Grade; Leisure          expected to receive a “C” (75%) or
demonstrate             Notebook                better in the class and 75% were
professional written                            expected to receive a “C” or better on
and oral                                        the Leisure notebook (85% did)
communication skills.
                        RLS 150 – Final         RLS 150 – 85 % (91%) of students
                        Grade; Agency           received a Final Grade of “C” or
                        Reports; Reflection     higher. 85% (83%) of students
                        Papers; Midterm Exam;   received an overall grade of “C” on
                        Final Exam.             Agency Reports. 75% (76%) of
                                                students received a grade of “C” or
                                                higher on their Reflection
                                                assignments. 75% (73%) of students
                                                received a grade of “C” or higher on
                                                their Midterm Exam Score. 75%
                                                (73%) of students received a grade of
                                                “C” or higher on their Final Exam.

                        RLS 200 ─ Final         RLS 200 ─ 85% (78%) of students
                        Grade; Proposal,        will receive a Final Grade of “C” or
                        Activity, Reflection    higher. 85% (68%) of students will
                        Paper, Mid-term Exam,   receive 75% or higher on a proposal.
                        Final Exam Extract      85% (62%) will receive a “C” or
                        credit was offered.     higher on the leadership activity. 85%
                                                (68%) will receive a “C” or higher on
                                                a Reflection Paper. 85% (91%) or
                                                higher will receive a “C” or higher on
                                                the Mid-term Essay Examination. 85%
                                                (71%) or higher will receive a “C” or
                          higher on the Final essay examination.

                          RLS245x – 85% (75%) of students
RLS 245x ─ Final          will receive a Final Grade of “C” or
Grade; Mid-Term           higher. 85% of the students will
Examination; Paper;       receive a “C” or better on a paper
Final Examination         (75%). 85% of students will receive
                          75% or higher on Mid-Term (75%)
                          and Final Examinations (90%).

                          RLS 220 ─ 85% (94%) of the students
RLS 220 Final Grade;      will receive a “C” or better in the class
Cumulative Workbook       which will include 75% or a “C” or
                          better on an extensive writing
                          assignment (88%)

                          RLS 310 – FINAL GRADE - 85%
RLS 310 –Exam I;          (96%) of students will receive a Final
Final Exam; Proposal I;   Grade of “C” or higher. FINAL
Lit Review; Method:       EXAM - 85% (70.2%) of students will
Final Proposal; Quiz I;   receive 75% or higher on the final
Quiz II; Quiz III; Quiz   exam. PROPOSAL - 85% (93%) of
IV; Final Grade           students will receive 75% or higher on
                          Research Question. 85% of students
                          will receive 75% or higher on Goals
                          and Objectives, (96%). 85% of the
                          students will receive “C” or better on
                          Literature Review (96%). 85% of the
                          students will receive a “C” or better on
                          Methods (91%). 85% of the students
                          will receive a “C” or better on Final
                          Proposal (96%). IN CLASS
                          ASSIGNMENTS - 85% of the
                          students will receive a “C” or better on
                          all In Class Assignments (89%).
                          SURVEY MONKEY - 85% of the
                          students will receive a “C” or better on
                          Survey Monkey Assignment (89%).



                          Integrated into HMD 401. Please see
RLS 417 – Legal           the HMD assessment report for this
Aspect of Recreation      course.
                           RLS 460 –Final Grade;    RLS 460 – 85% (100%) of students
                           Resume                   will receive a Final Grade of “C” or
                                                    higher as a final grade. 85% of
                                                    students will receive 75% (100%) or
                                                    higher on Resume.


                           Professional Oral
                           Communication
                           Skills:

15. Students will          RLS 460 – Final          RLS 460 – 85% (100%) of students
demonstrate                Grade; Mock Interview    will receive a Final Grade of “C” or
appropriate                Reaction Paper; Final    higher. 85% (100%) of students will
professional behavior      Presentation             receive 75% or higher on Mock
in the Recreation field.                            Interview Reaction Paper. 85%
                                                    (100%) of students will receive 75%
                                                    or higher on Final Presentation.

                           RLS 461 – Final          RLS 461 – 85% (100%) of students
                           Grade; Internship Site   will receive a Final Grade of “C” or
                           Supervisor Evaluations   higher. 85% (100%) of students will
                                                    receive 75% or higher on Internship
                                                    Site Supervisor Evaluation.
 3. Results, conclusions, and discoveries. What are the results of the planned assessments listed
 above? What conclusions or discoveries were made from these results? Describe below or
 attach to the form.

Results, conclusions, and discoveries

Program Outcome #9
Students’ ability to design, conduct and interpret a Recreation program evaluation was
assessed primarily in RLS 310 which is offered only in the Fall. We provide exposure
to the process in RLS 150 as preparation for 310. In order to accomplish this program
outcome, we expected 75% of students in each class to achieve at a “C” level or higher
on individual assignments as well as Final Grades. Although we use 85% as a
barometer for most of our other classes, we use 75% in our 100 level courses with the
understanding that they arrive largely unprepared for the rigors of our program. This is
particularly the case with respect to writing intensive assignments.

RLS 150 - Introduction to Recreation and Leisure Services – It is imperative that
before one designs, conducts and interprets a recreation program one have the
necessary historical, sociological and psychological context in which this information
can be interpreted. This is also a course that stresses writing. This will be a recurring
theme throughout the curriculum. RLS 150 – 85 % (91%) of students received a Final
Grade of “C” or higher. 85% (83%) of students received an overall grade of “C” on
Agency Reports. 75% (76%) of students received a grade of “C” or higher on their
Reflection assignments. 75% (73%) of students received a grade of “C” or higher on
their Midterm Exam Score. 75% (73%) of students received a grade of “C” or higher
on their Final Exam. This evaluation unveils that our students are getting exposure to
evaluation on more than one occasion and they seem to be comfortable with the initial
exposure to the process. The instructor from RLS 150 and 310 have spoken to one
another and the necessary tools for success in 310 are provided in 150. This is
important and we are assessing this mosaic of information concept in other classes as
well.


RLS 310 is Evaluation in Recreation and Leisure Services. In this course, students are
challenged to familiarize themselves with the research/evaluation process. Student
assessments from RLS 310 indicate students have successfully made progress towards
achieving this program outcome although there were some bumps along the way.
This is suggested by the fact that (96%) of students received a Final Grade of “C” or
higher. (84.4%) of students will received a “C” or higher on Exam I. (70.2%) of
students received 75% or higher on the Final Exam. The final exam assessed the
students’ knowledge in the area of t-scores, z-scores and computational elements. This
introduction to simplistic statistical frameworks has always been a challenge. This
suggests that we may want to spend additional time on this component of the course.

(93%) of students received 75% or higher on the Research Question Assignment. 96%
of students received 75% or higher on the Goals and Objectives Assignment. 96% of
the students received “C” or better on a literature review assignment. 91% of the
students received a “C” or better on the methodology assignment and 96% received a
score of at least 75% or above. This is most encouraging because this is perhaps the
best indication of absorbing the significant components of the course.

85% of the students will receive a “C” or better on the In Class Assignments. Most
students (89%) received a grade of 75 or better on the final in class assignment totals.
Additionally, 89% of students received a grade of “C” or better on a survey
development assignment, which was the Survey Monkey Assignment.

Measures of students’ success in RLS 310 suggest that students are performing well
on written assignments when they are given an extended period of time to complete a
paper. The written components were completed by take home assignments.

As an aside many students suggested in many of our entry level courses that they were
not accustomed to taking written exams, rarely having done so during their secondary
preparation. As a result, many students are coming to UNLV and our Recreation
program in particular, with inadequate writing skills. As a result we are forced to
introduce general writing skills which takes up time that could be spent on Recreation
specific writings and analyses and computational skills. This time spent on writing is
sacrificing coursework that would provide a foundation with the depth and breadth
necessary to succeed in our more advanced recreation courses. We appear to be in the
midst of a vicious cycle of teaching writing skills at the expense of material.


Program Outcome #10


RLS 310 – It appears as if the students are developing the necessary skills to
successfully analyze data and utilize data for decision making purposes. The trend is
one of upward comfort with the concepts reflected in the improvement of scores over
the course of the semester. Newly incorporated was the lessons which included the
survey monkey which is a worthwhile contemporary tool that the students mastered at
nearly 90%.

RLS 350 - (Supervision in Recreation) In the course the students are expected to
complete the following assignments (Presentation, Article Analysis Paper; Midterm
Examination; Final Examination which will result in a final grade) – The article
analysis and the presentation are the two assignments that expose students to elements
of data that will, in turn, affect decision making in the future. The fact that (100%) of
students received a Final Grade of “C” or higher, over 90% (92%) of the students
received a “C” or better on a presentation. Over 85% (87%) of students received 75%
or higher on Article Analysis Paper appears to reinforce that students are comfortable
with data and the interpretation of data. The 310 course in the Fall is a course that
provides initial exposure to the literature, including data that is later utilized in RLS
350 as well as RLS 450.



Program Outcome #14:

Students’ ability to communicate in a professional manner through both written and
oral means was assessed in nine courses (RLS 100, RLS 150, RLS 200, RLS 220,
RLS 245x, RLS 417, RLS 450, RLS 460 and RLS 461 – not all taught in this
semester). As with Program Outcomes #9 and #10, this outcome will be accomplished
when 85% (with the exception of the 100 level class in which case we use 75% as a
barometer) of students in each course achieve at a “C” level or higher on individual
assignments as well as Final Grades.

RLS 100 (Social Psychology of Leisure Behavior) provides students with an
understanding of basic leisure theory and psychological, sociological and historical
perspectives on leisure behavior from a social psychological perspective. Students’
ability to communicate in a professional manner though written means was assessed in
RLS 100 through completed Leisure Notebooks and their Final Grades. A vast
majority (75%) achieved a Final Grade of “C” or better while 85% received C or
higher on their written Leisure Notebooks. Seventy-five percent was used as a
barometer in this class simply because most of the students were entering, first-year
students. As previously suggested many of these students lack the necessary tools,
particularly with respect to writing, that are necessary for successful completion of
many of the Recreation courses.

The number of students receiving a “C” or higher as their final grade (75%) was just
average but hit the bar that we set for this class. The high number (85%) of students
achieving a C or higher on the written Leisure Notebooks demonstrates that when
given time and resources, students are able to communicate in a professional manner
through written means. If they choose to continue taking Recreation classes they will
be held to higher standards and content and the skill associated with expression in
written form will be of quintessential importance.

RLS 150 Introduction to Recreation and Leisure Services – It is imperative that before
one designs, conducts and interprets a recreation program, one have the necessary
historical, sociological and psychological context in which this information can be
interpreted. This is also a course that stresses writing. This will be a recurring theme
throughout the curriculum. Using 75 % as the measure in this course RLS 150 – 85 %
(91%) of students received a Final Grade of “C” or higher. 85% (83%) of students
received an overall grade of “C” on Agency Reports. 75% (76%) of students received
a grade of “C” or higher on their Reflection assignments. 75% (73%) of students
received a grade of “C” or higher on their Midterm Exam Score. 75% (73%) of
students received a grade of “C” or higher on their Final Exam. This was a writing
intense course. The upward trend in the scores suggested that they were more
comfortable with the process by the end of the course. It is important that they
understand the importance of writing because – as suggested - they will be confronted
with the rigors of writing later in the curriculum.

RLS 200 (Leadership in Recreation) provides students with an understanding of
various leadership strategies and the abilities to implement these skills in leisure
service settings. Students’ written communication skills were assessed in RLS 200
through Essay Examinations and their Final Grades. One Hundred percent of the
students in RLS 200 achieved a Final Grade of “C” or higher and 100% of the students
achieved 75% or higher on their assignments – all of which require some form of
written and /or oral communication.

This suggests that students in RLS 200 have become comfortable with written
communication. This is particularly true when they are given time to complete a
writing assignment. The examination and the assignments allow for the students to
surround themselves with the necessary references to complete their tasks beyond the
confines of the classroom.

This course (Leadership in Recreation) has been taught in a variety of ways. Some
instructors have included leadership activities as part of the assessment. In this case
students may work individually or in groups to lead classmates through activities that
they planned, organized, lead, and evaluated in the form of a reflection paper in which
case they determined the strengths and weaknesses of their activities. This is an
important dynamic that emphasizes the fact that improvement in any program is
always necessary. It also raises questions surrounding the fact that dynamics that were
not planned or expected can arise at which point adjustments need to be made on a
spur of the moment. This semester the results yielded a mixed bag. We had hoped that
85% (78%) of students would receive a Final Grade of “C” or higher. This wasn’t the
case. We had also hoped that 85% (68%) of students would receive 75% or higher on
a proposal. This didn’t happen either. We had also hoped that 85% (62%) would
receive a “C” or higher on the leadership activity and would receive a “C” or higher
on a Reflection Paper (68%). They came up painfully short on both counts. The class
did meet expectations on the (91% over a “C”) Mid-term Essay Examination. Only
(71%) received a “C” or higher on the Final essay examination. Clearly this class
struggled. This is one of the first classes taken by our majors. It is also a
writing/presentation intensive course. This provides us with a baseline from which to
assess this cohort’s ability to achieve success in both areas.

RLS 220 (Leisure Services for Individuals with Disabilities) – 94% of the students
received a “C” or better in the class and 88% received a “C” or better on an extensive
writing assignment that spanned the duration of the semester. It appears as if students,
many of whom have been exposed to the demands in the RLS 100, 150, and 200
courses have acquired skills necessary for success in this course. Another possibility is
that this course may have a self-selecting group in that they are aware of the writing
demands and venture into the course based on their comfort with these expectations.

RLS 245x (Introduction to Sport Management) - 90% of the students received a
“C” or better in the class and only 75% (Mid-Term); 75% (Paper); and 75% (Final)
received a “C” or better on an extensive writing assignment suggests that many of the
students are intimidated or not prepared for skills associated with writing upon
entering campus. We had hoped that 85% would do “C” work or better. This is the
first writing intensive course that many of these students are taking. In addition, this is
a course that draws students from many disciplines. In some ways this is what we
would consider to be a “net” course whereby we hope to catch students for our quickly
developing sport management program. Extra credit was given and quite a few guest
speakers found their way into the classroom describing the wide array of opportnities
in the field. The speakers were well received.


RLS 350 (Supervision in Recreation) In the course the students are expected to
complete the following assignments (Presentation, Article Analysis Paper; Midterm
Examination; Final Examination, which will result in a final grade) –The fact that
(100%) of students received a Final Grade of “C” or higher, roughly 90% (92%) of the
students received a “C” or better on a presentation. Over 85% (87%) of students
received 75% or higher on Article Analysis Paper appears to reinforce that students
are comfortable with writing and speaking in front of a group.

RLS 417 (Legal Issues) Data were not available. A part-time instructor was used.


RLS 460 (Senior Seminar in Recreation and Leisure Studies) covers internship and
placement requirements, professionalization of the leisure field and principles of
professional and ethical conduct. Students’ ability to communicate professionally
through written work was assessed in RLS 460 based on their written Resume
assignment and their Final Grade. One purpose of RLS 460 is to assure that students
are prepared to enter their professional internships in the recreation and leisure
services field. All of the students in RLS 460 demonstrated proficiency (75% or higher
on their written resume and “C” or higher for their Final Grade) suggesting that RLS
students are able to communicate professionally through written means. This is a
valuable course in that it assures our students of having a solid foundation as far as job
procurement is concerned.

The course includes Mock Interviews and Presentations to help develop students’
ability to communicate orally in a professional manner. One hundred percent of the
students in RLS 460 achieved this outcome as each student achieved 75% or higher on
their Mock Interview and Final Presentation. Additionally, 100% of students in RLS
460 achieved a Final Grade of “C” or higher.

As this is the last course students take before beginning their professional internship, it
is vital that they are able to demonstrate competence in oral communication skills.
These numbers suggest that students are exceeding expectations in terms of oral
communication. It also appears that by the time students reach their final year they are
comfortable with respect to oral communication.

RLS 461 (Internship in Recreation and Leisure Services) provides students with a
supervised, on-site experience in recreation, leisure and sport agencies. This internship
is the epitome of opportunities for students to practice oral communication in a
professional setting. Their ability to communicate professionally was assessed by Site
Supervisor Evaluations. These evaluations were not conducted by instructors; rather
they were conducted by agency supervisor. Again, 100% of students demonstrated
competency in oral communication as judged by their Site Supervisor Evaluations and
their Final Grades.

Program Outcome #15:

Students’ professional behavior in the recreational field was assessed in four courses
this semester (RLS 350, RLS 450, RLS 460 and RLS 461). As with Program
Outcomes #9, #10 and #14; this outcome will be accomplished when 85% of students
in each course achieve at a “C” level or higher on individual assignments as well as
Final Grades.

RLS 350 (Supervision in Recreation) There are a few assignments that pertain to this
category, if you will. Students are asked to give a presentation in front of their peers.
We firmly believe that the only way one can develop a level of comfort in front of a
group is to simply be put in that position. We try to provide students with these
opportunities as much as possible and we feel that by the time they complete our
program their ability to speak in a crowd becomes quite polished. The instructor also
had an assignment. Another important aspect of this class is the fact that morals, ethics
and decision making are covered.


RLS 460 (Senior Seminar in Recreation and Leisure Studies) assessed this outcome
through students’ Mock Interviews and Final Grades. Students in RLS 460 completed
a Mock Interview with professionals from the Campus Career Center. One hundred
percent of students in RLS 460 earned 75% or higher in their Mock Interview and
achieved a Final Grade of “C” or better. This data is valid because students will be
facing interviews upon graduation (often before) which will require professional
behavior.

Perhaps the best measure of professional behavior in the recreation field was assessed
in RLS 461 (Internship in Recreation and Leisure Services). Since this course is
taught solely in the field, agency supervisors are assigned to each student. These
supervisors are responsible for assessing the students through a Site Supervisor
Evaluation. However, the Final Grade is assigned by a faculty supervisor. All students
enrolled in RLS 461 received higher than 75% on their Supervisor Evaluations and a
Final Grade of “C” or better.

Since this is the last class students usually take before graduating, it is vital that
students in this class are able to demonstrate professional behavior. Data suggests that
all students are achieving this outcome satisfactorily when they leave RLS 461. We
like to think that this is the culmination of all of the skills and training that these
students have received over the course of their time in our academic program.


 4. Use of Results. What program changes are indicated? How will they be implemented? If
 none, describe why changes were not needed.

Program Outcome #9:

Data related to this outcome suggest that upon completing RLS 150 and RLS 300, which
is usually offered in the Spring, they will have context which will prepare them for RLS
310. Students will then be fully exposed to designing, conducting and completing
evaluations of programs. Findings based on this outcome, it is recommended that RLS
310 include an additional component allowing the students to apply their knowledge
related to designing, conducting and interpreting program evaluations to existing
recreation programs. As a result of this assessment we will be moving in this direction.
Additionally, it is recommended that the program evaluation component of RLS 300 be
assessed separately to determine the true level of understanding of recreation program
evaluations. However, as RLS 150 and RLS 300 are taught before RLS 310, it is meant to
provide merely an introductory exposure to program evaluations.

Program Outcome #10:

Program outcome #10 calls for students to be able to make use of data to make decisions
relative to recreation and leisure services. As suggested the students are exposed to the
concepts in other courses (primarily RLS 300 and RLS 310). Students taking RLS 350
and RLS 450, a semester or entire year later, appear to have become more comfortable
with this outcome. Therefore the recommendation based on this data is to further stress
decision-making skills in RLS 300 and RLS 310. One way of doing this is to provide
more opportunities for assignments and feedback relative to this outcome throughout the
semester. We will be moving in this direction as well.

Program Outcome #14:

Program Outcome #14 refers to students’ ability to communicate professionally through
both written and oral means. If there is a common theme that is woven throughout our
coursework it would be the emphasis on written and oral communication. Data from our
analysis of our curriculum supports being provided with a number of opportunities to
develop this skill. We believe that this skill is important and there appears to be a
correlation between opportunity and mastery. Data from four courses: RLS 450
(Administration of Recreation and Leisure Services), RLS 460 (Senior Seminar in
Recreation and Leisure Studies) and RLS 461 (Internship in Recreation and Leisure
Services) toward the end of the students’ coursework an element of mastery. Students in
all these courses have met the desired outcome. As a matter of fact, over 90% of students
in RLS 450, RLS 460 and RLS 461 have met the standard of achieving at least an 85%
level. This data suggests that no changes need to be made to these courses related to this
Program Outcome. However, as the ability to communicate professionally is a vital one,
it is recommended that these classes (as well as others, i.e. RLS 200, RLS 300, RLS 310,
and RLS 445 although not all are offered in the Spring and as a result are not included in
this analysis) continue to include a component related to oral and written communication
so students will continue to have the opportunity to learn, practice and receive feedback
relative to this program outcome. The one exception appears to be in RLS 245x that
draws students from a variety of disciplines. Many of the students who have yet to
declare a major appear to lack the necessary writing skills to succeed at the college level
unless they receive additional writing instruction.

Data from nine courses: RLS 100, RLS 150, RLS 200, RLS 220, RLS 245x, RLS 350,
RLS 450, RLS 460, RLS 461 were used to assess students’ ability to communicate in a
professional manner through written means. Data revealed that early in the program (RLS
100) students did not score as high on written assignments. RLS 200 provided additional
writing assignments enabling students to rewrite previously evaluated work and complete
additional essays utilizing library materials, notes and the text. The other aforementioned
courses demonstrated that students are not capable of writing in a professional manner at
this time. However, by the time students take two of their last three courses in the
program (RLS 450 and RLS 460) they have mastered this written communication. Based
on these results, three recommendations have been made. First, courses throughout the
program need to stress written communication and provide feedback for these
assignments. Second, students need to be advised, maybe even required, to visit the
writing center at least once as they enter the program. Finally, despite apparent mastery
of writing by their senior year, RLS 460 (Senior Seminar in Recreation and Leisure
Studies) needs to add more written components in order to give students continued
practice and feedback in writing.

Program Outcome #15:

Program Outcome #15 is related to students’ behavior in the sport, recreation and leisure
industry. Data from four classes were used to determine whether or not students’ have
achieved this outcome: RLS 350 (Supervision in Recreation), RLS 450 (Administration
of Recreation and Leisure Services), RLS 460 (Senior Seminar in Recreation and Leisure
Studies) and RLS 461 (Internship in Recreation and Leisure Services). Data from these
four courses overwhelmingly suggests that this outcome is being achieved. Moreover,
feedback from all four courses is provided by industry professionals. This demonstrates
that not only do faculty within the program deem students’ behavior to be professional,
but more importantly, the industry professionals that will be working with graduates of
the program deem the students’ behavior to be professional. Therefore, the only
recommendation related to this outcome is to continue offering both opportunities and
feedback for professional behavior throughout the entire program.

 5. Dissemination of results, conclusions, and discoveries. How and with whom were the results
 shared?

First of all, these results will be posted on the UNLV website Assessment page. This will
make the results, conclusions and discoveries available to anyone who is interested in
reviewing the effectiveness of the Recreation and Leisure Services program.

Second, this report will be distributed to all faculty members within the Recreation and
Leisure Services program. This will allow all faculty members to thoroughly understand
where their courses and content area fall in the program. Furthermore, faculty will be able
to gauge whether or not their students are achieving stated outcomes. Additionally,
faculty members will have the opportunity to discuss these findings with each other in
order to improve individual courses and the entire program.

This report in especially pertinent as the Recreation and Leisure Services Program
branches off into its own department (Sport and Recreation Management) within the
College of Hotel Administration. Finally, this report will be used by the department as
they begin the process of becoming accredited by the National Recreation and Park
Association (NRPA) and American Association of Leisure and Recreation (AALR).

				
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