ANNUAL PROGRAM PLANNING WORKSHEET (APPW)

Transcription

1 ANNUAL PROGRAM PLANNING WORKSHEET (APPW) Program: Recreation Administration Planning Year: Last Year CPPR Completed: 2015 Unit: Kinesiology, Health Science, and Athletics Cluster: Math, Sciences, Nursing, Allied Health, Kinesiology, Health Science, and Athletics Next Scheduled CPPR: NARRATIVE: APPW Use the following narrative outline and be brief and concise: I. Program Support of District Mission, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes: Identify how your program, within the past year, has helped the District achieve its Institutional Goals and Objectives, and/or how it has helped students achieve specific Institutional Learning Outcomes (ILOs), and provide data or evidence that demonstrates the progress. A supportive learning environment which allows for positive growing opportunities, for students, within the field of Recreation Administration is an important aspect to the program. Students have many opportunities to be creative in and outside the classroom which helps promote hands-on approach and professional development within the field. Students have the opportunity to volunteer within the community to gain valuable experience working and communicating with many diverse populations. Agencies/groups over the past year Cuesta College Recreation Administration students have volunteered with include Special Olympics, Growing Grounds, San Luis Obispo and Grover Beach Parks and Recreation, and The Ranch to name a few. Students also gain an appreciation and hands on experience in assessment, planning, implementation, and evaluation of many different types of events/programs within the field of Recreation Administration. Events/programs students have successfully planned last year included the 1 st annual Cuesta Fest which was a music festival along with creative and fun fitness activities and leadership lessons which included art appreciation, recycling, outdoor adventure (rock bouldering), traditional and non-traditional games, and fitness activities. The Recreation Administration Program enables students to achieve their academic, transfer, career advancement, personal and workforce preparation goals by offering a variety of courses within the field of Recreation, Parks, Leadership, Therapeutic Recreation, Special Events, Sports Programing, and Tourism. 1 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

2 In the spring of 2014, a total of 23 student participated in the REC 208 course. Out of the 23 students, 11 students were accepted into 4 year Universities in Park, Recreation, and/or Tourism. There were a total of 12 students from REC 208 who did not apply and planned on attending Cuesta College in the fall Universities in which Cuesta College Recreation Administration students were accepted included California Polytechnic State University, SLO, California State University at Chico, Sacramento State University, Sonoma State University, and California East Bay University. In the REC 206 course there were a total of 15 students who participated in the course. A total of 6 students were accepted to 4 year Universities which included Fresno State, California Polytechnic State University, SLO, California State University at Chico, Sacramento State University, Sonoma State University, and California East Bay University. A total of 9 students did not apply to a 4 year University and were expecting to attend Cuesta in the fall of According to the SLOCCD program review data in the overall successful course completion for the year the Recreation Administration Program had a success rate of 89% compared to the overall college success rate of 74%. 2 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

3 II. Program Data Analysis and Program-Specific Measurements This should be an update on the data analysis from the last CPPR Program data is available on the SLOCCCD Institutional Research and Assessment Program Review Data Dashboard site. The Dashboard components are hyperlinked below; just click on enrollment or other category below. A. Enrollment (Insert Data Chart) Please embed the data chart and then provide analysis of the factors affecting your program s overall enrollment, paying particular attention to recent changes. Please also comment on your program s data and how it compares to the overall college data. 3 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

4 The enrollments in the year for Cuesta College overall were down to -3.5%. This year the Recreation Administration program also had very low enrollments down -29% from previous years of growing. I believe one of the main reasons the program had low enrollments in the fall of 2013 may have been from REC 203: Sports Programming. The majority of students in the Recreation Administration program are attempting to transfer to Cal Poly, SLO. Cal Poly only requires students to take either REC 204: Recreation Program Planning or REC 203: Sports Programming. Most students had taken REC 204 in the spring of 2013 and either moved onto transfer to 4 year Universities or planned on comming back to Cuesta knowing they did not need REC 203: Sports Programming. Low enrollments continued in the spring of 2014 with only approximately 15 students attending REC 206: Introduction to Therapeutic Recreation. One of the main reasoning behind low enrollments in REC 206 may have been the lack of transfer to other 4 year Universities. Cal Poly also stopped offering their form of REC 206 by then combining REC 206 and REC 208. Students at Cuesta College may have been aware of the transfer issues with REC 206 and REC 208 therefore not enrolling. Cuesta College Recreation Administration program now offers REC 205 which is a combination of REC 206 and REC 208. REC 205 is being offered for the first time this spring 2015 with a successful enrollment of 25 students. 4 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

5 B. Student Demand (Fill Rate) (Insert Data Chart) Please embed the data chart and then provide analysis of the factors affecting your program s overall fill rate, paying particular attention to recent changes. Please also comment on your program s data and how it compares to the overall college data. The fill rates for the Recreation Administration program in were at 69%. This was below the overall college fill rates of 82%. I believe some of the main issues were discussed in Part A of enrollments. In the past years the program has always been above the overall college fill rates. Please see Part A above for reasons for possible lower fill rates. 5 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

6 C. Efficiency (FTES/FTEF) (Insert Data Chart) Please embed the data chart and then analyze the factors affecting your program s FTES/FTEF, paying particular attention to recent changes. Please also comment on your program s data related to the overall college data. The FTES/FTEF data for Recreation Administration has dropped to 11.7 and is below the college level of S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

7 D. Student Success Course Completion (Insert Data Charts) Please embed the data charts and then provide analysis of the factors affecting your program s overall successful course completion percentage, paying particular attention to recent changes. Consider how modality impacts students success in your program by reviewing Course Completion by Modality. Please also comment on your program s data and how it compares to the overall college data. Positive student success by course completion in the Recreation Administration program is apparent by the data provided above. The program well exceeds the overall college success rate by approximately 15% successful course completion in A noted above, previous years have also shown positive course completion in the program. This may be a result from the student s and instructors passion regarding the courses and degree. Student s recognize the need for recreation, parks, and tourism in our communities. The instructor provides a commitment to many learning opportunities in the field from planning, volunteer work, and evaluation which allows for student retention and success in each Recreation Administration course. 7 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

8 E. Degrees and Certificates Awarded (Insert Data Chart) Please embed the data chart and then analyze the factors affecting your program s rate of awarding degrees and certificates, paying particular attention to recent changes. Please also comment on your program s data related to the overall college data. For the year, not one student was awarded a degree from the Recreation Administration program. Over the past years only 1 student has been awarded a degree. It is believed that one of the main reasons students do not complete the degree is they transfer to 4 year Universities before obtaining a degree at the AA level. Every spring, a program review is completed where students fill out an assessment and student information form. On the future form the assessment will inquire if students plan to obtain an AA in Recreation Administration from Cuesta College and if not what are the reasoning behind not obtaining that specific degree? 8 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

9 F. Other Relevant Program Data (optional) Please provide any other data you think is relevant to your program such as State or National certification exam results, or other data unique to your program. III. Program Outcomes Assessment and Improvements A. Attach or insert the assessment cycle calendar for your program. SLO Assessment CYCLE STAGE Spring 2015 Fall 2015 Spring Recreation Administration Program Assessment May 2015 all program outcomes will be assessed. -REC 203 SLO #4 will be assessed -REC 205 SLO #1 will be assessed REC 201 SLO #4 will be assessed REC 204 SLO #3 will be assessed -Recreation Administration Program Assessment of outgoing students. May 2016 all program outcomes will be assessed REC 203 SLO #2 will be assessed REC 205 SLO #2 will be assessed Analyze Results & Plan Improvements June 2015 January 2016 June 2016 Plan Implementation Implement Pre Survey: -March 2015 Implement Pre Survey -August 2015 Implement Pre Survey -January 2016 Post-Implementation SLO Assessment Implement Post Survey: -May 2015 Implement Post Survey: -December 2015 Implement Post Survey -May S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

10 B. Attach or insert the most recent program-level Course or Program Assessment Summary (CPAS) for each of the degrees/certificates in your program or the Student Services Student Learning Outcomes Assessment Report (SSSLOAR). Course or Program Assessment Summary Division: Kinesiology, Health Science, and Athletics Program: Recreation Administration Date: September 8,2014 v Courses in program, or course: REC 201 (formerly REC 207), REC 203, REC 204, REC 206, and REC 208 Faculty involved with the assessment and analysis: Angela Neary Course-to-program outcome mapping document** is completed Yes 1 Student Learning Outcome Statements Program Course 2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams) 3 Assessment Administration Plan (date(s), sample size or selection of course sections, scoring procedures, etc.) 10 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t No A. Demonstrate an understanding of special events and sport programming through assessment, planning, implementation, and evaluation. B. Identify how to develop, operate, and maintain recreation activities for diverse and special populations. C. Demonstrate the ability to provide leadership in a wide variety of Recreation Administration settings and agencies. D. Acquire knowledge of career opportunities and current issues and events as it relates to human wellness and recreation delivery services in Recreation Administration. Assessment Methods include scoring rubrics and student self-survey. Below is the program assessment for the spring 2014 semester. The next program assessment will take place in the spring of Program Learning Outcome B and C was assessed because of the rotation of courses offered in the spring of Update for spring 2014 semester. It was apparent that many students in the Cuesta College Recreation Administration program succeeded by being accepted into 4 year University Recreation Administration programs. Approximately 12 students from the program (REC 208 students) were accepted into various 4 year Universities including California Polytechnic State University which is one of the premier Recreation Administration programs in California, CSU Chico, Sonoma State, CSU East Bay, and Sacramento State. There were a total of 12 students in REC 208 who will continue on with the Recreation Administration program at Cuesta College for the fall 2014 semester. Of the 15 students in REC 206: Introduction to Therapeutic Recreation, 7 students were accepted into 4 year Universities including Cal Poly, Chico State, and Sonoma State. A total of 8 students did not apply and plan on attending Cuesta College in the Fall 2014 semester. There were a total of 28 students in REC 208: Recreation Leadership and a total of 15 students in REC 206: Introduction to Therapeutic Recreation. Program Learning Outcome C was assessed in REC 208 and Program Learning Outcome B was assessed in REC 206.

11 4 Assessment Results Summary (summarize Data) REC 206: B. Identify how to develop, operate, and maintain recreation activities for diverse and special populations. REC 208: C. Demonstrate the ability to provide leadership in a wide variety of Recreation Administration settings and agencies. 5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans 6 Recommended Changes & Plans for Implementation of Improvements 7 Description or evidence of dialog among course or program-level faculty about assessment plan and results 11 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t REC 206: B. Identify how to develop, operate, and maintain recreation activities for diverse and special populations. After reviewing students written evaluations, scoring rubrics, and portfolios, it is clear that students agree they have gained an excellent amount of information on understanding working with diverse populations as well as the ability to maintain recreation activities for diverse populations. Students participated in volunteering for Special Olympic events throughout the entire semester and worked in groups and one on one with Special Olympians. REC 208: C. Demonstrate the ability to provide leadership in a wide variety of Recreation Administration settings and agencies. Students had the opportunity to create and implement a leadership lesson for a group of college students. Settings included Leadership through art, outdoor education, fitness, sport, and the environment. There were a total of 5 groups which provided leadership opportunities. All but one group was able to provide a positive leadership activity to participants. The group that did not follow through with their implementation were unorganized and lacked group communication according to instructor observation and rubric requirements. It is clear that most students recognize and can appreciate how to develop, operate, and provide leadership in all aspects of recreation settings. For student learning outcome B, students had the opportunity to identify specific disabilities and discuss recreation activities for that specific disability. Students also had the opportunity to work directly with Special Olympians to help athletes maintain recreation activities for a lifetime. Student s individual evaluation of lab work was assessed and a scoring rubric was also used in discussion/presentation of the specific disability. For student learning outcome C, students had the opportunity to lead collaborate activities as well as a 2 hour leadership lesson. Students were given group scoring rubrics as well as observational evaluation by the instructor. Discussions were also incorporated through student feedback for improvement of group leadership lessons. Some students feel the instructor could improve upon dissemination of textbook course material in each course of the Recreation Administration Program. The instructor plans to improve the lecture portion of each course through interactive teaching through group discussions and creative classroom techniques. The instructor plans to research new teaching technique ideas to implement in the fall 2014 semester courses. Plan to improve the program assessment is to continue research on ways to help students understand the material presented within each course of the program. There is only one instructor in charge of all courses within the program of Recreation Administration. The instructor continually discusses teaching methods, assessments, and results with colleagues at California Polytechnic State University, SLO in the Recreation Parks and Tourism Department. The dialog is helpful to the instructor to see what the four year University program is doing in the field. This dialog also helps the instructor prepare students to transition to the four year University level. The instructor has also discussed assessments and results with faculty within the Kinesiology, Health Science, and Athletics Department.

12 C. Summarize in one to two paragraphs program improvements that have been implemented since the last APPW or CPPR. The main program improvement was the deactivation of REC 206 and REC 208 which created the new course REC 205. REC 205 is a combination of REC 206 and REC 208. The program faculty have also worked with California Polytechnic State University Recreation, Parks, and Tourism Administration program to discuss future offereings at Cuesta College. There is a very positive connection with faculty members at both colleges. It was highly suggested by Cal Poly s advisory committee, which makes up many San Luis Obispo business members, that students need customer service skills. Cal Poly has recently created a 200 level course called professionalism and customer service. Cuesta College Recreation Administration faculty plan to offer this course in spring 2016 or fall of The computer facilities have been improved in room 1113 with a new computer desk, and ease of computer and project use for faculty and student lessons. D. Identify and describe any budget requests that are related to student learning outcomes assessment results or institutional objectives. -Currently there are no budget challenges for the Recreation Admininstration Program. The City to Sea race director Brian Locher was kind to give $500 to the program for volunteer work students and faculty completed. The Cuesta College 5k also donated to the Recreation Administration program. -In the spring of 2015 the Recreation Administration faculty member will apply for the Cuesta College Foundation Grant for upcoming projects and field trips/outing. IV. Program Development/Forecasting for the Next Academic Year Create a short narrative describing the development forecasting elements, indicating how they support efforts to achieve any of the following, where applicable: Program Outcomes, Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes. A. New or modified action steps for achieving Institutional Goals and Objectives The faculty of the Recreation Administration program plan to work on ILO#2 listed below. Currently faculty are taking more time, in the classroom, to have students analyze specific discussion questions and then communicate answers to peers and instructors. ILO#2 Critical thinking and communication. Students achieving this outcome will be able to: Analyze and evaluate their own thinking processes and those of others Communicate and interpret complex information in a clear, ethical, and logical manner 12 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

13 B. New or modified action steps for achieving Institutional Learning Outcomes With Recreation Administration being within the Cluster of Math and Sciences, action steps needed to improve upon ILO s for the year include setting goals, reading comprehension, use of information effectively, and technological competencies. These compentencies can be worked on by having students access on campus resources as well as incorporate class projects related to these outcomes. See an example below for increasing technological compentencies in the Recreation Administration program. C. New or modified action steps for achieving program outcomes Below is one program learning outcome and assessments for the Recreation Administration program. PLO: Demonstrate an understanding of special events and sport programming through assessment, planning, implementation, and evaluation. Assessment: Students will design and implement an assessment tool to gain information regarding participant interests. Students will construct various marketing tools to advertise program/event. Students will plan and implement a recreational program/event and record all required steps in a portfolio. Students will design a Likert Scale evaluation to survey participants input on program/event experiences. For example to improve technological competencies student can use technology such as front page, instagram, face book, active.com etc. instead of a paper flyer to create a marketing tool for planned recreation program. Survey s and evaluations can also be completed online through specific technology programs provided online. This will allow students to gain compentencies in using specific types of technology to better their events/programs in recreation. 13 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

14 D. Anticipated changes in curriculum and scheduling: Below is the updated class offering grid for all Recreation Administration courses offered at Cuesta College. One anticipated change will be an addition of a new course REC 202: Professionalism and Customer Service. This course is anticipated to be offered in the fall of Spring 2015 Fall 2015 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2019 Fall 2019 REC 201: Introduction to Recreation and Leisure Services REC 203: Intramural and Recreational Sports Programming X X X X X X X X X X REC 204: Recreation Program Planning X X X X X REC 205: Leadership and Diverse Groups X X X X X E. Levels or delivery of support services: Support services at the college continually are sufficient to run the Recreation Administration courses. F. Facilities changes: Currently there are no facility changes projected for the year. Courses will continually be offered in Building 1100 Room At times we use the gymnasium, when available, for class projects as well as the use of outside facilities such as sand volleyball courts, fields, and track facilities. Each time we use these alternative facilities, a request to reserve the facility is submitted by the instructor or department assistant. There may be potential room changes, in the future, due to work on the building related to Measure L. 14 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t

15 G. Staffing projections: In the fall of 2015 Angela Neary, the faculty member who teaches all the Recreation Administration courses, will be on sabbatical to work on her PhD Dissertation. Brian Locher a full time instructor will be covering the REC 201 course and an emergency hiring process will be completed in spring of 2015 to cover the REC 204 course. Brian Locher covering REC 201, in the fall of 2015, may begin teaching this course on a permanent basis. Brian Locher has a degree in Recreation Administration from California State University at Chico. E. Strategies for responding to the predicted budget and FTES target for the next academic year: The Recreation Administration program has always been able to work with a very low budget needs. This is due to the work students complete for events/programs within the community. The majority of funds needed throughout the past 7 years have been through Foundation grants, donations, and monies from department fundraisers. 15 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t