FORWARD

This self-study is significant component of the continuing accreditation available through the Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT). The most recent COAPRT accreditation was completed in 2008.

This document is a result of a team effort by the Recreation, Park and Tourism Administration leadership, faculty and staff. Department Chair Daniel G. Yoder and associate faculty member Ms. Jennie Hemmingway led the team. Administrators in the College of Education and Health Services also contributed to the self-study.

In the fall of 2013 a plan was designed with the ultimate goal of attaining accreditation for the Recreation, Park and Tourism Administration program and the specialized area of Therapeutic Recreation program. The initial step was to contact COAPRT to determine the requirements for accreditation. The first step was for the Interim Department Chair to attend the accreditation training sessions offered at the 2013 National, Recreation and Parks Association (NRPA) Congress in Houston, Texas. The composition of the program's accreditation self study team was subsequently established.

Since spring 2012 the RPTA Department has experienced significant changes in leadership. RPTA Chair Dr. K. Dale Adkins assumed the position of Associate Dean of the College of Education and Human Services (COEHS). Dr. Dean Zoerink served as Interim RPTA Chair from June 2012 until June 2013. In June 2013 Dr. Daniel G. Yoder took over as Interim Chair of the Recreation, Park and Tourism Administration Department. After a national search on January 1, 2015 Yoder was named permanent Department Chair. In addition to the departmental change in leadership, the College of Education and Human Resources also experienced significant change. COEHS Dean Sterling Saddler resigned and was replaced by Interim COEHS Dean Dr. Erskine Smith in the spring of 2013.

As a result of considerable leadership change over the past three years, the department was not as diligent as it should have been in identifying and collecting evidentiary evidence of the operation of the RPTA Department. However, every effort has been made to collect documents of prior departmental operations and a renewed effort has been made to plan a course of action to measure the effective and efficient use of departmental resources for the goal of providing a quality education for undergraduate programs.

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Significant Events Since the 2008 Accreditation Self Study

As noted in the previous paragraph, departmental leadership has transitioned for the past three years. This transition period appears to be completed with the announcement of Dr. Daniel G. Yoder as the permanent departmental chair beginning January 1, 2015.

Additional personnel changes took place. Dr. Dean Zoerink announced his intention to retire in June 2015. In June 2013, Dr. Paul Schlag obtained release time from the RPTA Department to serve as Assistant Director of the WIU Honors College. Dr. Don McLean has opted to serve as Interim Director of the Western Illinois University Museum Studies Master Program since spring 2013. Mclean had served as the Program Coordinator of the RPTA Program at the Quad Cities Campus of WIU. Porter and McLean. Some of the duties of the Quad Cities Program Coordinator were assumed by Dr. Rob Porter in the spring of 2014. Dr. Rob Porter is currently transitioning from teaching at the Macomb campus to teaching at the Quad Cities campus.

Mr. Jeremy Robinett was hired in August 2014 as an assistant professor of the RPTA Department with an emphasis in event planning and management. Mr. Robinett was hired ABD: however, he has since completed all requirements for the Ph.D. from the University of Illinois.

The Recreation, Park and Tourism Administration Department is currently seeking two faculty members - a tenure track assistant professor with therapeutic recreation certification and a tenure track assistant professor with an emphasis in event planning and management.

Current RPTA Faculty

Ds. Minsun Doh, Ph.D., Associate Professor

Ms. Jennie Hemingway, MS., Associate Professor (non-tenure track)

Dr. John Hemmingway, Ph.D., Associate Professor

Dr. Mike Lukkarinen, Ph.D., Associate Professor

Dr. Mike McGowan, Ph.D., Professor

Dr. Katherine Pawelko, Ph.D., Professor

Dr. Rob Porter, Ph.D., Assistant Professor

Dr. Jeremy Robinett, Ph.D., Assistant Professor

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Ms. Rachel Smith, MS., Associate Professor (non-tenure track)

Dr. Paul Schlag, Ph.D., Associate Professor

Mr. Jeff Tindall, MS., Associate Professor (non-tenure track)

Dr. Dean Zoerink, Ph.D., Professor

Dr. Daniel G. Yoder, Ph.D., Professor and Department Chair

Curriculum Reform

In addition to several personnel changes the RPTA Department has initiated and completed significant curriculum change including:

Reduction of the required core class credits from 39 to 28

Establishment of minor in Outdoor Leadership

Establishment of minor in Fisheries Management

Establishment of joint minor in Event Planning and Management (shared minor with Dietetics, Fashion Merchandizing and Hospitality Department)

Establishment of Post Baccalaureate Certificate (jointly with Dietetics, Fashion Merchandizing and Hospitality Department)

Establishment of multidisciplinary minor in Nonprofit Administration

Have initiated efforts leading to a transcriptable option in therapeutic recreation

Miscellaneous Events

Secured new residential facility for the Horn Field Campus (HFC) Program Coordinator

Embarked on a major fund raising campaign to build a new $750,000 student learning facility at HFC

Secured funding and have initiated efforts to eliminate invasive species at HFC

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The RPTA Department hosted the most successful Professional Development Conference in April of 2014. Approximately 25 professionals returned to campus to share their expertise and experiences with approximately 120 RPTA students.

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1.00 ELIGIBILITY CRITERIA

1.01 The academic unit and curriculum concerned with parks, recreation, tourism and related professions shall have been in operation for three years and be clearly identifiable to the public.

RPTA Department Organizational Chart and Committees

The Department of Recreation, Park and Tourism Administration (RPTA) is located in the College of Education and Human Services (COEHS). The RPTA Department is the unit responsible for professional preparation in recreation, park and tourism studies. Western Illinois University has two campuses - the main campus is located in Macomb, Illinois. Another campus is located in Moline, Illinois. This campus is referred to as the Quad Cities campus. Not all WIU academic units exist on both campuses. However, the RPTA Department has both undergraduate and graduate programs at both campuses.

RPTA Department http://www.wiu.edu/coehs/rpta/

Established in 1968 as the Department of Recreation and Park Administration and renamed the Department of Recreation, Park and Tourism Administration in 1989, the Department has been preparing students to enter the leisure services field for over 40 years. More than 3,000 students have graduated from the Department, which has been continuously accredited by the Joint Council on Accreditation of the National Recreation and Park Association and American Association for Leisure and Recreation; and the Council on Accreditation of Park, Recreation, and Tourism Related Professions (COAPRT) since October 13, 1978.

RPTA Department Accreditation http://www.wiu.edu/coehs/rpta/accreditation.php

1.02 The institution shall be currently accredited by the appropriate regional accrediting association approved by the Council for Higher Education Accreditation (CHEA) or by the current national accrediting body.

The University received its most recent re-accreditation in 2008 and is scheduled for continuing accreditation review in 2015.

Western Illinois University Accreditationhttp://www.wiu.edu/university_planning/accreditation.php

1.03 A minimum of two full time faculty members and a minimum of one additional full time equivalent faculty position (FTE), which may be comprised of multiple individuals, shall be assigned to and instruct in the program.

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The RPTA Department has twelve full-time faculty members. This includes the Chair of the Department, the Graduate Program Coordinator and the Quad Cities Program Coordinator. Each of these administrative positions receives some release time for their additional duties. In addition to the full time faculty, many adjunct faculty support the unit by teaching core classes and elective classes on both campuses. Adjunct faculty teach between between 5% and 9% of all RPTA classes taught each year.

RPTA Academic Credit Equivalent Summaries

1.04 A minimum of two full time faculty members shall hold a degree of masters or higher, and a degree of bachelors or above in parks, recreation, tourism, and related professions.

RPTA Faculty Vitas

RPTA Academic Credit Equivalent Summaries

1.05 All individuals instructing in the programs shall have competence and credentials in the subject matter for which they are responsible.

Faculty VitasFaculty Table 2015

1.06 Each program seeking accreditation shall employ at least one individual as a faculty member who has completed formal COAPRT training no less than five years prior to submission of the self-study.

Dr. Daniel G. Yoder, Chair of the RPTA Department has attended the COAPRT training sessions (including trainings for visitors) at the 2013 NRPA Congress in Houston, TX and the 2014 NRPA Congress in Charlotte, NC.

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2.0 VISION, VALUES AND PLANNING

2.01 The academic unit shall have the following current written documents that are clearly demonstrated to be consistent with the institution and with the parks, recreation, tourism and related professions:

2.01:01 Mission, vision, and values statements of the program shall be visible, operational and present in the unit culture.

The mission of the RPTA Department is to provide dynamic and highly effective learning opportunities for personal and career development in an environment that encourages and facilitates scholarly and creative activity, while positively impacting the quality of life throughout the western Illinois region and beyond by serving the broad-based needs of the leisure services profession, including those organizations involved in service delivery.

RPTA Mission, Vision, Philosophy and Strategic Plan

The vision of the College of Education and Human Services (COEHS) is: “We are a dynamic and diverse community committed to fostering authentic and innovative educational, research, and service opportunities.” 

The mission of the College of Education and Human Services (COEHS) is: “Our mission is to educate and empower future practitioners and leaders.”

The College's academic and service responsibilities encompass a multitude of areas. The 10 academic departments offer a total of 11 undergraduate majors, 15 graduate majors, and 13 post-baccalaureate certificates. Seven COEHS departments offer degrees at the WIU Quad Cities campus. All 10 departments also focus on their service responsibilities to the university, community, region and state, as well as provide students with early and capstone experiences in their respective fields of study.

COEHS Vision and Mission Statement http://www.wiu.edu/coehs/about.php

2.01.02 The academic unit shall maintain an up-to-date strategic plan for the program. This plan must include a) current mission, vision and values; b) goals; c) measureable objectives; d) target dates for accomplishment of objectives; e) designation of primary person or organizational unit responsible for attainment of objectives; and f) a strategic plan status report.

RPTA Mission, Vision, Philosophy and Strategic Plan

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RPTA Strategic Plan

During the period under review, the University under the leadership of a new President entered into the development of a new strategic plan for the first time that had wide-based university participation over an 18-month period. Once completed and adopted by the Board of Trustees, the Colleges began work on their respective plans. After the College strategic plan, the individual Departments of the University crafted their strategic plans with guidance of a new Provost and Vice-President of Academic Affairs. The evolutionary nature of the process provided the context and landscape for our Department to move forward in a unified manner. The goals developed in 2.01:03 are the outcome of the University-wide effort to plan strategically and intentionally as an institution of higher learning. Activities reflective of the current status with each goal are summarized.

I. To serve the educational needs of students by providing a dynamic and highly effective learning environment.

Ongoing Activities:

Curriculum revision Assessment plan development Conduct advisory meetings Reactivate the annual semester field-based experience, ECOEE

(Environmental Conservation Outdoor Education Expedition) Contribute to the University revision of the General Education

curriculum Provide student learning and development through annual

spring conferences on both campuses involving practitioners and alumni

Support students on the National Student Branch of the NRPA Encourage student participation and development through

workshops and seminars provided by the Office of Student Activities

Support six departmental student organizations including Rho Phi Lambda

Fund student scholarships by emeriti faculty Recognize outstanding students throughout the year by the

faculty

II. To provide an environment that encourages scholarly and creative activity.

Ongoing Activities

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Recognize student academic achievements in the Department and College through 19 scholarship/award opportunities annually

Nominate students annually to five different community and state-wide scholarships

Involve students annually in the Spring University Undergraduate Research Day

Promote and encourage student participation in the Annual Gil Belles Book review within the Department

Participate in the annual Malpass Library Faculty Scholarship Day

Support student poster presentations at the annual state conference of the Illinois Parks and Recreation Association and the Illinois Association of Park Districts

Recognize faculty and student scholarship and presentations through the Department newsletter, RPTA News

Fund faculty participation to at least one conference annually Participate in the Outdoor Recreation Consortium at the Great

Smoky Mountains Institute at Tremont with the University of Missouri-Columbia, East Carolina University, The North Carolina State University, and The Pennsylvania State University

Provide community-based learning and research with diverse Travel Workshops each semester

III. To positively impact the quality of life throughout the western Illinois region and beyond while servicing the broad-based needs of the leisure services profession, including those organizations involved in service delivery.

Ongoing Activities

Provide training each semester for teams course, high-ropes, and climbing tower at HFC

Sponsor every spring break the nationally recognized Wilderness First-Responder course at HFC

Partner with College/University entities in sponsoring University-themed activities at HFC

Collaborate with a regional membership association to provide a volunteer expo in the Quad Cities

Participate in the management of the annual Big Brothers and Sisters Bowl-a-thon

Exhibit the Department at conferences Support faculty and students on

state/regional/national/international boards and committees

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Host the annual Summer Camp Job Fair with the American Camp Association Sections, Illinois, Wisconsin, St. Louis, and Great River

Collaborate with the Macomb Park District, Disability Support Services and Campus Recreation in providing a therapeutic horseback riding program

IV. To recruit, retain and graduate a diverse group of undergraduate and graduate students.

Ongoing Activities

Support an on-going mentoring program for students with practitioners in the Quad Cities

Design a three-year schedule of classes to support students in the Quad Cities

Develop brochures/fact sheets for Department Distribute “Benefit” CD’s to QC and Black Hawk Community

College Partner with Black Hawk Community College for student

articulation to the QC Present to students/classes at Moraine Valley Community

College Exhibit at grade school, high school and community college

information fairs

2.02 There shall be ongoing curricular development and improvement, including faculty ownership of the curriculum and meaningful input from stakeholders and constituent groups.

The RPTA Department has a curriculum committee in which all Unit A and Unit B faculty are invited to participate. Discussion of curriculum and curriculum related issues take place in special curriculum meetings. Considerable discussion regarding curriculum takes place in regularly scheduled faculty meetings.

Faculty Meeting Agendas

RPTA Faculty Meeting Minutes

Faculty solicit input from other academic professionals and from professionals currently working in the field. Meetings are held each year at the Illinois Park and Recreation Association (IPRA) Convention to gather feedback.

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2015 IPRA Alumni Meeting

A primary method of gathering information and feedback from professionals is through the visitation of internship sites. While this requires significant time and effort on the part of the RPTA faculty and administration, it is worthwhile. Several faculty supervise student internships; thus the feedback comes not only from several different professionals, it also comes through different faculty and administration. The information is relayed to internship supervisor.

2.03 The academic unit shall have institutionally approved degree requirements for all programs being considered for accreditation.

RPTA Department Catalog http://www.wiu.edu/catalog/2014_-_2015/programs/rpta.php

2.04 The COAPRT accreditation decisions shall apply only to those degree requirements for which the institution or program seeks accreditation and not extend to other offerings at the institution or within the program.

RPTA Accreditation http://www.wiu.edu/coehs/rpta/accreditation.php

2.05 The academic unit shall maintain and up-to-date assessment plan for the learning outcomes in Section 7.0, and if applicable the 8.0 series standards.

2.05.01 The program shall demonstrate that its assessment plan is compatible with expectation of the regional accrediting association and institution.

Western Illinois University is accredited through the Higher Learning Commission (HLC). HLC accreditation criteria is available at http://policy.hlcommission.org/Policies/criteria-for-accreditation.html. Specifically HLC has the following requirements for assessment:

1. The institution has clearly stated goals for student learning and effective processes for assessment of student learning and achievement of learning goals.

2. The institution assesses achievement of the learning outcomes that it claims for its curricular and co-curricular programs.

3. The institution uses the information gained from assessment to improve student learning.

4. The institution’s processes and methodologies to assess student learning reflect good practice, including the substantial participation of faculty and other instructional staff members.

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Western Illinois University assessment plan procedure is available at http://wiu.edu/provost/assessment/submissions.php. Western Illinois University utilizes a four- step assessment process:

1. Learning Outcomes: Articulate the most important knowledge skills and attitudes that all students in the program should demonstrate. These learning outcomes represent those expectations deemed most important by each department and will be measured annually. Learning outcomes are from students’ point of view; for example, “students will demonstrate…”

2. Direct and Indirect Measurement:

A. Direct Measurement: Forms of direct measurement provide clear evidence of student learning. Measures directly stem from the learning outcomes identified for each major and include, for example, content of knowledge tests and demonstrations of student skills acquiredB. Indirect Measurement: Information that implies that students have achieved learning outcomes but that cannot stand on their own as proof of student learning3. Results:

A. Carry out measurementB. Compile resultsC. Analyze findings in relation to learning outcomes4. Impact

Determining needed changes/improvements and implementation thereof.

The Department of Recreation, Park and Tourism Administration ensures compliance with Western Illinois University assessment guidelines through the annual submission of an assessment plan. The plan is reviewed by College of Education & Human Services Dean and submitted to the Office of the Provost. Approval of major assessment plans rests with the Provost's Office.

2.05.02 The program shall demonstrate that data generated through measurement tools that were designed to measure program learning outcomes are used solely for that purpose. Such data must not be used as secondary data for instructor evaluation or other non-related functions.

Per the UPI Agreement available at http://wiu.edu/provost/upi_agreement/index.php

Each department shall have a statement of Department Criteria, describing the standards, materials, methods, and procedures to be used in evaluating performance of employees eligible for retention, tenure, and promotion. The Department Criteria will contain the following:

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(a)  Materials and activities appropriate for the department to use for each of the three areas of evaluation and the relative importance of these materials and activities

(b)  A general statement of the methods to be used and the relative emphasis to be given in each of the three areas of evaluation, with Teaching/ Primary Duties being the most important area

(c)   A statement that student assessment results will not be used in the evaluation of faculty performance

(d)  An educational requirement—Current educational requirements for tenure shall be reviewed and, if appropriate, modified, at the department level. Departments with professional programs may specify requirements within their programs.

(e)  The department’s student course evaluation form

(f)  When applicable, Department Criteria shall take into consideration inherent differences in form, content, or audience that might adversely affect a faculty member’s evaluation—Examples include, but are not limited to, general education, Distance Education or multicultural material.

(g)  A statement that defines the composition of the Department Personnel Committee (DPC) and the procedures for election

(h)  The criteria for tenure, which will be identical to the criteria for promotion to Associate Professor

The Department of Recreation, Park and Tourism Administration criteria does not explicitly state that student assessment results will not be used for evaluation of faculty performance. Such is implied since there is no mention of it in the departmental criteria. The faculty evaluation of teaching is based on a formula of 33.3% student course evaluation, 33.3% from peer evaluation and 33.3% from chair evaluation. The statement can be included in the criteria.

2.05.03 Evidence shall be provided that the metrics used for assessment are suitable and appropriate for their intended use.

The Recreation, Park and Tourism Administration Department at Western Illinois University relied heavily on a 40 item multiple-choice exam to assess student learning. This exam was administered to senior students who are majors in the department. With the updating of learning outcomes in fall 2014, there was a concerted effort to collect other direct measures of student learning. These artifacts are delineated in section 7 and consist of:

History Unit Test in RPTA 111

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Comprehensive Exam in RPTA 235 Employee Recruitment & Selection Assignment in RPTA 332 Evaluation Research Project RPTA 397 Employer and Internship Supervisor ratings in RPTA 499 Internship Presentation in RPTA 499

2.05.04 Evidence shall be provided to demonstrate that the program uses learning outcomes data to inform decisions.

Learning outcomes were updated in fall 2014. Minutes from department meetings indicate on-going discussion that demonstrates the program learning outcomes to inform curriculum and other direct educations decisions.

Faculty Meeting Agendas

RPTA Faculty Meeting Minutes

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3.00 ADMINISTRATION

The Recreation, Park and Tourism Administration Department (RPTA) is located within the College of Education and Human Services (COEHS). The Departmental Chair serves as the Academic Unit Administrator and provides leadership, support and guidance to the total functioning of the Unit.

3.01 Institutional policies and the organizational structure within which the Program is housed shall afford sufficient opportunity for the Program to succeed in its mission, vision, and values with respect to:

3.01:01 Responsibility and authority of the Program administrator to make decisions related to resources allocated to that Program.

Department chairs serve at the pleasure of the dean, and typically receive a four-year contract, with an option to renew. Over the years, department chairs in the RPTA Department have remained in the position for five years before returning to faculty. Many responsibilities are ascribed to department chairs, and the dean provides a great deal of leeway for successful development and implementation of departmental policies and processes. General college wide goals are developed jointly.

As the administrator of the Department, the Chairperson assigns teaching and other primary duties within the framework of the collective bargaining agreement, while encouraging and supporting research and public service functions by the faculty.

3.01:02 Adequacy of financial resources.

The Chairperson of the Department of Recreation, Park and Tourism Administration serves as fiscal agent for the Department. It is her or his responsibility to manage the budget in a way that is consistent with the organizational goals and objectives of the Department.

RPTA Budgets

3.01:03 Implementation of personnel policies and procedures.

Faculty personnel policies and procedures are specified in the 2010 – 2015 Agreement between the Western Illinois University Board of Trustees and the University Professional of Illinois, Local 4100. Other faculty personnel policies and procedures are developed predominately at the University-wide level and appear in the Faculty Handbook. The Department exercises the right to formulate and administer policy within the parameters of the 2010 – 2015 Agreement and existing University and/or College level policy. It is the responsibility of the Department Chairperson to manage the implementation of established personnel policies and procedures.

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Personnel Policies and Procedures: Articles 17 - 35 http://www.wiu.edu/provost/facultypolicies.php

Faculty Policieshttp://wiu.edu/policies/deptresp.php

3.01:04 Development and implementation of academic policies and procedures for the unit.

The RPTA Department operates consistent with the academic policies and procedures of the College of Education and Human Services and Western Illinois University.

Academic Policies and Procedures http://www.wiu.edu/provost/facultypolicies.php

COEHS Faculty and Administrative Resources http://www.wiu.edu/coehs/faculty_resources/index.php

2010-2015 Agreement, Articles 1 - 45 http://www.wiu.edu/provost/facultypolicies.php

3.02 The Program administrator of the academic unit shall hold a full-time appointment in his or her academic unit with the rank of associate or full professor with tenure, with appropriate academic credentials in the unit being considered for accreditation.

RPTA Chair Dr. Daniel G. Yoder currently holds the rank of tenured full professor. It is conceivable that the chairperson of a department on the Western Illinois University campus may hold the rank of associate professor; however, it is a common practice to appoint department chairpersons at the rank of full professor.

Yoder Vita

3.03 The Program administrator of the academic unit shall have a workload assignment and compensation consistent with the prevailing practice within the institution.

The Chairperson receives workload assignment and compensation consistent with other academic departments on the Western Illinois University campus. The level of released time is consistent with those of other departments. Chairpersons at Western Illinois University receive 12-month contracts.In the 2014 – 2015 academic year, Chair Yoder taught RPTA 450 twice, RPTA 490 twice, RPTA 499 twice and RPTA 475 once for a total of 8 Academic Credit Equivalents.

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3.04 There shall be formal participation of faculty in setting policies within the academic unit.

The Department of Recreation, Park and Tourism Administration is free to establish policies concerning the academic unit and its students. The primary restriction placed on the policy-making activity of the Department of RPTA is that the policies not contravene those established in the 2010 – 2015 Agreement or at higher administrative levels within the University.

The RPTA faculty and staff are involved in all policy decisions. Matters of this type are discussed in regular Departmental staff meetings where consensus is sought. The faculty supports progressive decision making and exercises cooperation in the implementation of policy. Standing committees, comprised of and elected by the faculty and staff, work with the Department Chairperson to consider and/or develop policies and procedures in areas such as curriculum, personnel, and student scholarships and awards that will eventually be considered for adoption by the entire faculty and staff. Non-faculty employees of the Department may have diminished roles in the area of curriculum, and in accordance with the 2010 – 2015 Agreement. The Department Chairperson, who is not part of the bargaining unit, does not participate in Department Personnel Committee proceedings.

RPTA Department Criteria

3.05 Consistent consultation with practitioners shall affirm or influence the curriculum.

The Department of Recreation, Park and Tourism Administration and individual faculty members consult with practitioners and cultivate relationships with them in a variety of ways. Several examples of such relationships follow:

Advisory Committees

Advisory Committees are being reconstituted on the Macomb and the Quad Cities campus. Members represent employers, alumni, site supervisors, and professionals who present on campus from various concentrations within the RPTA major. The Macomb Advisory Committee was active from 1986 to 2005. The Quad Cities Advisory Committee, first established in 2001, evolved into the mentor group with meetings currently being held each semester. The first Advisory Committee meetings for both campuses occurred in December 2007 – Macomb and January 2008 – Quad Cities.

Alumni Association Clusters

Recreation, Park and Tourism Administration is one of the few departments on campus with active alumni groups in the Chicago and Quad Cities. The Departmental Alumni Association hosts a social each fall for faculty and alumni in the Chicago and Quad Cities areas. Many alumni return to the Western Illinois University Macomb Campus each spring to participate in the departmentally

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sponsored Professional Development Conference, which includes recognition of the Distinguished Alumni Award recipient. Alumni lead all conference sessions for the one-day event.

Practitioners at Fieldwork Sites

RPTA maintains an extensive relationship with practitioners serving as fieldwork supervisors. Fieldwork opportunities through RPTA 199 and 499 have resulted in additional learning opportunities for students and services rendered to the community by students and faculty. Field supervisors respond to evaluative questions on the readiness of RPTA students to assume entry-level positions in the profession.

RPTA Internships http://www.wiu.edu/coehs/rpta/current_students/undergraduate_programs/internship.php

Alumni Focus Group Report

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4.00 FACULTY

4.01 Professional development opportunities for academic unit faculty shall be sufficient to enable the program to accomplish its mission and operate in a manner consistent with its values.

All of the faculty teaching courses in the 7.00 and 8.00 series of standards hold a minimum of one degree with a major in recreation, park resources, and leisure services.

The Recreation, Park and Tourism Administration faculty is encouraged to engage in professional development activities on a continual basis. Activities that have contributed to professional development include the following:

Attendance at professional conferences (examples): Illinois Park and Recreation Association; Professional Development Conference; National Recreation and Park Association; Midwest Therapeutic Recreation Symposium; Association of Research in Non-profit & Voluntary Agencies; Wilderness Risk Managers Conference; America Therapeutic Recreation Association; National Institute on Recreation Inclusion; Wilderness Education Association; American Camp Association; Northeastern Recreation Research Symposium; Canadian Congress on Leisure Research; American Alliance for Health, Physical Education, Recreation & Dance; Association of Outdoor Recreation & Education; Coalition for Education in the Outdoors; American Society on Aging.

Participation in various workshops administered by the Center for Innovation in Teaching and Research.

Certified faculty participate in continuing education opportunities to retain their credentials (CTRS & CPRP).

The faculty of Western Illinois University can receive services from the Center for Innovation in Teaching and Research (CITR). The mission of the Center for Innovation in Teaching & Research at WIU is to provide the university community with opportunities and resources for their professional and personal enrichment.

CITR offers faculty more than 200 workshops per year in areas such as pedagogy, research, personal development, and technology support for faculty building online classes, administration and process of online surveys for research and program assessment and a variety of online tools allowing faculty to easily community with students via email and text (SMS)

Academic Policies and Procedures http://www.wiu.edu/provost/facultypolicies.php

http://wiu.edu/policies/deptresp.php

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4.02 Faculty development activities shall impact program quality, consistent with the missions of the institution and the academic unit. Developmental activities undertaken by faculty contribute to the mission of the RPTA Department, the College and the university.

Faculty Meeting AgendasRPTA Faculty Meeting Minutes.Faculty Table 2015

4.03 The program shall utilize strategic hiring practices intended to result in a faculty that varies in education, training, institutions attended, gender, ethnicity, race, age, and other elements of diversity.

The faculty is diverse with respect to academic institutions attended, age, and gender. The RPTA department must continue to work toward a more ethnically diverse faculty.

Faculty Employment http://wiu.edu/vpas/policies/affaction.php

4.04 The policy used to determine academic unit faculty workloads shall be consistent with that applied to other academic units.

Full-time faculty teaching load for two semesters is 18 to 22 academic credit equivalents, as stated in the 2010 – 2015 Agreement between the University Professionals of Illinois and Western Illinois University. Each department chairperson at Western Illinois University assigns teaching and other primary duties to faculty members within prescribed credit unit equivalency parameters. The vast majority of credit units are comprised of teaching responsibilities. The Coordinator of Graduate Studies receives three credit units per semester for non-teaching responsibilities. Likewise, the Internship Coordinator receives three credit units per semester in acknowledgement of related duties. To coordinate academic and other services for majors and minors at the Quad Cities Campus, the Program Coordinator at the Quad Cities Campus receives three credit units per semester. Several other considerations are factored into the formula when determining the academic credit equivalency (ACE). For instance, a faculty member receives additional ACEs for teaching a class with large enrollment or for being responsible for more than five different preparations during the academic year.

The current ACE guidelines appear in the 2010 – 2015 Agreement. Faculty members receive “overload” compensation for any assignment that exceeds the maximum limit of ACEs.

The department chairperson makes summer teaching assignments. Specific course offerings are based solely on student needs. The collective bargaining 2010 – 2015 Agreement specifies that a “rotational” method be used in assignment of qualified

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faculty to the summer curriculum and other necessary duties. Qualified faculty placement on the rotation schedule is based on the criterion of length of service.

Unit A Faculty Workloads 2010 - 2015 Agreement Article 18 http://www.wiu.edu/provost/upi_agreement/

Unit B Faculty Workloads 2010 - 2015 Agreement Article 32 http://www.wiu.edu/provost/upi_agreement/

Unit A Faculty Workloads Summer 2010-2015 Agreement Article 19 http://www.wiu.edu/provost/upi_agreement/

4.05 Salaries, promotion and tenure privileges, university services, sabbatical leaves, leaves of absence, workload assignments, and financial support for faculty shall be sufficient to enable the program to accomplish its mission and operate in a manner consistent with its values.

Salaries

Faculty salaries are negotiated at the time of initial appointment and must meet minimum levels in relation to academic rank, as specified in the collective bargaining 2010 – 2015 Agreement. Annual salary increases are based on adjustments and increases established by the Trustees of Western Illinois University. The annual compensation package, as negotiated between Western Illinois University and the University Professionals of Illinois, is distributed to all members of the bargaining unit. Salaries within the Department of RPTA compare favorably with mean salaries for similar academic rank within the College and University.

Unit A Salaries Article 28 http://www.wiu.edu/provost/upi_agreement/

Unit B Salaries Article 42 http://www.wiu.edu/provost/upi_agreement/

Promotion and Tenure

Evaluation criteria for tenure and promotion consideration are established by the Department Chairperson in consultation with the faculty and approved by the College Dean and University President. A faculty member being considered for professional achievement awards, promotion, and/or tenure goes through a review process that begins with the Department Personnel Committee and Department Chairperson. It includes further review by the College Dean and the College Personnel Committee and University Personnel Committee (when discrepancies exist at previous levels) before receiving final consideration by the President. Ultimately, the President’s recommendations are subject to approval by the Western Illinois University Board of Trustees.

RPTA Department Criteria

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University Services

The RPTA faculty is eligible to receive the same services as those provided to all members of the Western Illinois University faculty. Services such as health care, life insurance, credit union, long-term disability insurance, workers’ compensation, and retirement programs are provided.

Sabbatical Leaves, Leaves of Absence

Because of its commitment to provide excellence in education, Western Illinois University recognizes the need for granting sabbatical leaves to faculty members for the purpose of encouraging scholarly and professional achievement for the mutual benefit of the University and the employee. The leave may be used for the purpose of acquiring new professional skills and updating existing professional skills as well as for research. The University President grants a sabbatical leave. A tenured employee is eligible to apply for a sabbatical leave after completing at least five years of full-time service in the bargaining unit at Western Illinois University. A sabbatical leave will not be awarded to the same faculty member more than once every seven academic years and sabbatical leave time shall not be cumulative. Faculty members may apply for a leave of one semester at full pay or two semesters at half pay.

Administrative educational leaves and retraining leaves are also granted to selected employees at Western Illinois University. Parental leave, military leave, personal leave, funeral leave, leave for court-required service, and sick leave are available to all members of the bargaining unit.

Workload Assignments

Full-time Unit A faculty teaching load for two semesters is 18 – 22 academic credit equivalents (ACE) as stated in the 2010 – 2015 Agreement. Full-time Unit B faculty teaching load for two semesters is 20 – 24 academic credit equivalents (ACE) The agreement specifies overload compensation, class size compensation, etc. The faculty assignments are fair and equitable compared to those of other faculty in the institution.

Unit A Faculty Workloads 2010 - 2015 Agreement Article 18 http://www.wiu.edu/provost/upi_agreement/

Unit B Faculty Workloads 2010 - 2015 Agreement Article 32 http://www.wiu.edu/provost/upi_agreement/

Financial Support

The current annual average amount faculty may receive for professional development opportunities allows faculty to most likely attend one conference. These funds are distributed to the departments by the Provost Office. This amount

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has remained declined somewhat. Faculty also may apply for funds through the Dean’s Office.

COEHS Resources http://www.wiu.edu/coehs/faculty_resources/index.php

COEHS Travel  http://www.wiu.edu/coehs/faculty_travel/index.php

University Travel http://www.wiu.edu/CITR/fac_travel/

4.06 Full-time faculty members with appointments to the parks, recreation, tourism, and related professions program shall instruct at least 60 percent of the required courses within the curriculum.

While some classes on the Macomb and QC campuses are taught by part time adjuncts, full time faculty teach well over 60% of required courses in the program.

RPTA Academic Credit Equivalent Summaries

RPTA Courses http://www.wiu.edu/coehs/rpta/future_students/undergraduate_programs/courses.php

4.07 Scholarship activities of discovery, integration, and/or application by academic unit faculty serving the curriculum shall impact program quality, consistent with the missions of the institution and the academic unit.

RPTA faculty consistently use their scholarly expertise in the development of the curriculum in the RPTA Department.

RPTA Academic Credit Equivalent Summaries

RPTA Courses http://www.wiu.edu/coehs/rpta/future_students/undergraduate_programs/courses.php

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5.00 STUDENTS

5.01 There shall be formal and ongoing processes designed to generate, maintain, and consider student input relative to those aspects of the academic unit affecting their professional preparation.

Students in the Department of Recreation, Park and Tourism Administration are consulted relative to curriculum and other departmental policies. When serving on committees, they maintain voting privileges equivalent to regular faculty, except where prohibited by the 2010 – 2015 Agreement. Students sit on the Departmental Grade Appeals Committee.

Students are strongly encouraged in classes to get involved in professional associations. For example, students are encouraged to become members of the Illinois Park and Recreation Association (IPRA), to attend the IPRA Conference and to become officers on the student section committee.

The faculty and academic advisor solicits student’s input on curricular or other departmental matters. Course evaluations by students provide an excellent source of feedback regarding course content and quality of instruction. Mid-term meetings with intern students have always included a lengthy agenda item dealing with curriculum recommendations. These meetings and data gathering efforts are currently part of the Department Assessment Plan. Periodic surveys of alumni are also employed.

5.02 Written policies and procedures shall exist for admission, retention, and dismissal of students from the academic unit.

Admission to the Academic Unit

Students are admitted to the academic unit when they declare themselves as Recreation, Park and Tourism Administration majors. Students may declare a major in RPTA when they submit their materials for admission to the University or at a later date by submitting the necessary forms.

Retention and Dismissal

The policies of retention and dismissal are related to maintenance of satisfactory academic progress in accordance with University standards. A student entering as a first-semester freshman will be considered in good academic standing if he or she has met regular admission standards.

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Subsequently the following minimal grade point averages must be achieved to remain in good academic standing:

End of first semester 1.75 GPA

End of second semester 1.85 GPA

End of third semester and thereafter 2.00 GPA

The University will classify a transfer student on the basis of the number of semester hours accepted. To be in good standing, the transfer student must satisfy the same academic requirements established for all University students in that classification.

All students who are on academic probation must confer with their academic advisor, a counselor, faculty member, or a residence advisor during the term of probation to facilitate progress toward achieving good standing status. When placed on academic probation, the student has one semester to achieve the cumulative GPA required on the previously mentioned scale. Failure to achieve the required GPA during that term will result in academic suspension.

Freshmen Admission:  http://www.wiu.edu/student_services/undergraduate_admissions/prospective/index.php

Transfer Admission:  http://www.wiu.edu/student_services/undergraduate_admissions/transfer/standards.php

WIU Graduation Requirements:  http://www.wiu.edu/catalog/requirements/graduation.php

5.03 Student advising systems shall be effective, accessible to students, continually improved through evaluation, and include:

5.03:01 Academic advising.

Students are required to meet with the Undergraduate Advisor upon entering the major and at least once per semester prior to course pre-registration. During these meetings, the Undergraduate Advisor reviews with the student his or her academic and career goals and monitors the student’s progress toward the Department and University requirements respectively. The Undergraduate Advisor also serves as a resource for information on University policies and procedures, assists students in clarifying academic and career goals, and assists students in becoming involved in non-classroom activities and professional organizations. In addition to required meetings, students are encouraged to meet with the Undergraduate Advisor at any time throughout the year to discuss any concerns, problems, or suggestions that they have.

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In addition to the academic unit, the University also provides student advising through the University Advising Center. The University Advising Center helps students resolve academic problems; provides referrals to the University Counseling Center and to the Office of Disability Support Services; provides aid in the choice of majors and careers; and provides information about new classes and programs, scholarships, honors work, tutorial aid, job placement, and University procedures and requirements.

Projected Schedule Plan

RPTA Model Degree Plan:  http://www.wiu.edu/Registrar/ftp/MDP/MDP14_91.htm

5.03:02 Professional and career advising. A primary responsibility of the Undergraduate Advisor is to assess the career interests of each RPTA major and refer him or her to the appropriate faculty member within the Department who will serve as the student’s informal career advisor. The career advising faculty member counsels the student regarding course work selection while motivating the student to become active in other personal and professional development opportunities. An advising guide, developed by members of the faculty for their areas of specialization, is heavily utilized in the advising process. (For the QC Campus the academic advisor and RPTA faculty members address student career advising).

All seniors are encouraged to register at the Career Services Office. This makes them eligible to receive weekly listings of job notices upon graduation. The Department of RPTA maintains an up-to-date file of addresses and current positions of graduates as information is received. The Department also has an active alumni organization (QC alumni cluster and mentor’s), which assists in maintaining contact with students.

Through curriculum advising, internship advising, and informal faculty advising, each member of the RPTA faculty serves as a resource for students who need guidance in developing career emphases or desire assistance in formulation of career goals and plans to achieve them. Faculty members work closely with students in selecting courses, extra-curricular activities, and fieldwork experiences that will contribute to fulfillment of career goals.

RPTA Careers Pinwheel

RPTA Careers http://www.wiu.edu/coehs/rpta/careers.php

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5.04 Student records shall be maintained in compliance with accepted confidentiality practices.

The Department of Recreation, Park and Tourism Administration maintains an advising center where student degree plans and permanent records are kept on file. The Undergraduate Advisor is responsible for managing these files and serves as the liaison to the Registrar’s Office on behalf of students. Students’ records are maintained in accordance with the Buckley Amendment. University personnel having access to student records cannot release student information to anyone outside the University without student authorization. Every student has the right to view his/her personal records and may obtain a copy of the record(s) at cost.

The records of former students are kept under lock and key in a room adjacent to the office of the Undergraduate Advisor at the Macomb Campus and in an area at the QC Campus. The files of current students are kept in the office of the Academic Advisor and remain locked when she is not present at the Macomb Campus and are housed at the Academic Advising Center at the QC Campus. Keys to student record files are held by the Undergraduate Advisor at the Macomb Campus. An additional set of keys is held in the main office of the Department of RPTA. The keys are with the Undergraduate Advising Secretary at the QC Campus.

A computer terminal and printer are located in the Undergraduate Advisor’s office. The terminal is linked to the mainframe computer containing central administration’s student records and enrollment data. (QC maintains a separate database for student tracking.) This system has streamlined the advising process.

FERPA Policy:  http://www.wiu.edu/advising/support/ferpa.php

5.05 There shall be ongoing student involvement in professional organizations, activities of those organizations, and in professional service.

National Recreation and Park Association

Recreation, Park and Tourism Administration majors are encouraged to become members of NRPA. The Department maintains institutional membership that qualifies majors for discounted membership dues. The Department exhibits annually at the NRPA National Congress. A significant number of students attend the National congress annually. Departmental resources are allocated to assist students with travel expenses. The Clayton-Westgate Scholarship Fund was established in 1985 to assist deserving students with travel costs associated with conference and workshop attendance. The Student Recreation Society often allocates funds to support student travel. In past years, graduate and undergraduate students have presented at the NRPA/SPRE Leisure Research Symposium.

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Illinois Park and Recreation Association

If majors in the Department of Recreation, Park and Tourism Administration have not joined IPRA prior to enrolling in RPTA 398 Internship Seminar, they are strongly encouraged to do so during the first week of the seminar. The Department has a long tradition of student leadership in IRPA. Departmental travel support for student attendance at IPRA functions is a high priority.

Other Professional Organizations

A number of Western Illinois University students attend conferences and workshops and hold memberships in the following organizations: American Camping Association; American Alliance for Health, Physical Education, Recreation and Dance; Association for Experiential Education; National Intramural Recreation Sports Association; Resort and Commercial Recreation Association; National Employee Services Association; and the Association of Interpretive Naturalists.

Student Recreation Society

Membership in the undergraduate Student Recreation Society (SRS) varies from year to year. SRS was formed for the purpose of providing opportunities for discussion of professional topics, participation in social functions, service to the university and community, and development of student leadership. The Student Recreation Society is provided with meeting space, a filing cabinet, bulletin board space, and limited clerical assistance. A member of the RPTA faculty serves as advisor the organization, which is recognized as an official campus organization.

Rho Phi Lambda

In 1987, the Tau chapter of Rho Phi Lambda was established on the Western Illinois University campus. This professional fraternity recognizes outstanding student leaders and provides an avenue for their development and service to their profession. Since 1998, the Membership Services Office for Rho Phi Lambda has been located at Western Illinois University.

Horn Environmental Learning Project

Horn Environmental Learning Project was created to provide members with an opportunity for outdoor and environmental education through direct experience. The group continues to upkeep and aid with the future development of Horn Field Campus in order to conserve Horn’s environmental, scenic, historical, and cultural resources in a natural setting. The group also promotes the general public’s appreciation of and its involvement with the natural environment. It’s purpose to provide fun, social, and physical outlets for members.

Student Therapeutic Recreation Society

STRS is a professional preparation club within the RPTA Department that focuses on the development of TR Specialist. STRS performs service activities in the

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community for people with disabilities. It also raises money to help TR students attend professional conferences where they have opportunity to network with TR professionals, seek internship connections and learn about the profession.

Student Commercial Recreation and Tourism Society

Student Commercial Recreation and Tourism Society is an RPTA student organization for undergraduates who are interested in tourism and commercial recreation. Through group activities involving volunteer work, field trips and guest speaker sessions students are presented with educational opportunities to enhance their learning and professional development.

QC Student Recreation Association

Membership in the undergraduate Student Recreation Society (SRS) varies from year to year. SRS was formed for the purpose of providing opportunities for discussion of professional topics, participation in social functions, service to the university and community, and development of student leadership.

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6.00 INSTRUCTIONAL RESOURCES

6.01 Administrative support services shall be sufficient to enable the program to accomplish its mission and operate in a manner consistent with its values.

Support services within the Department of Recreation, Park and Tourism Administration compare favorably with other academic departments at Western Illinois University. The RPTA Department leases a heavy-duty multi-functioning copy machine. It has a collator, duplexer, and an enlargement/reduction function. The machine is serviced in excellent fashion. Situated in the main office of the RPTA Department is a fax machine. RPTA faculty in the QC have access to image runners and copiers.

The main office of the RPTA Department, located in 400 Currens Hall, houses two full-time secretaries. Two microcomputers and printers, a standard electric typewriter, administrative files, storage areas, selected professional publications, and faculty mailboxes are located in this room. QC RPTA faculty share a designated secretarial support (1.5) shared with several other QC departments.

The Department Chairperson’s office, 400A, adjoins the main office. Separate rooms contain the Departmental copy machine, shredder, and scanner. An RPTA faculty and staff lounge, equipped with refrigerator, microwave oven, water container, and coffee area is available. In the QC workroom, faculty have access to all of the above.

6.02 There shall be properly located and equipped faculty offices of sufficient quality to adequately address privacy and confidentiality issues, and that are of a number and size comparable to other programs housed in the academic unit and consistent with institutional policy.

The RPTA faculty and staff occupy offices on the fourth floor of Currens Hall, which is the building where the vast majority of RPTA classes are held. Dr. Rob Porter is located at the Quad Cities Campus in Moline, Illinois. He has an individually assigned office. All offices are equipped with standard desks, filing cabinets, chairs, and bookcases. Each office is equipped with a telephone and a microcomputer that is fully networked. Centralized heating and air conditioning systems service Currens Hall and the Quad Cities Campus.

6.03 There shall be adequate conference rooms for faculty use, study areas for students, and meeting space for student organizations.

There are adequate conference areas, study areas, and space for the undergraduate Student Recreation Society, Student Commercial Recreation and Tourism Society, Student Therapeutic Recreation Society, and Rho Phi Lambda. The Student Recreation Association is comprised of undergraduate students taking classes at the Quad Cities Campus. Room 408 serves as the conference room for faculty

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subcommittee meetings. Horrabin Hall Room 60 is usually scheduled for faculty/staff meetings in order to create a live audio and video link with Dr. Porter.

6.04 There shall be classrooms, laboratory and teaching areas, and appropriate content-specific instructional areas for the academic unit.

In most cases, Recreation, Park and Tourism Administration classes are taught in Currens Hall. Lecture halls, general classrooms, seminar rooms, and computer laboratories are available for class use. On the third floor of Currens Hall (Room 301), a computer lab that is funded and serviced by the University Computer Support Services is available to students.

Students attending classes at the Quad Cities Campus have access to modern well-equipped classrooms and standard support services. Classrooms at both campuses benefit from distance learning capabilities that enhance access to quality instruction. Three Currens Hall state-of-the-art electronic classrooms are designed for RPTA faculty use.

Western Illinois University also possesses two unique outdoor areas. Horn Field Campus, administered by the RPTA Department, is located approximately three miles south of Macomb and offers 92 acres of wooded and open land with a lodge and cabin complex. The lodge (with kitchen) and three cottages will sleep 28 adults. The Field Campus also contains a wildlife observation platform, teams course, and high ropes challenge course and climbing tower. A full-time Program Coordinator and three graduate assistants currently staff it. The area is ideal for retreats, group development programs, day camping, and outdoor recreation programs. A variety of special events and travel programs are offered to WIU students and members of the community. The Kibble Life Science Station is located approximately 40 miles west of Macomb on the Mississippi River and includes 160 acres well suited for outdoor study. These two areas provide excellent laboratories for outdoor recreation and related areas of study.

6.05 Sufficient resources shall be present to properly implement the curriculum of the parks, recreation, tourism, and related professions academic unit, including access to special services for individuals with disabilities.

A variety of instructional resources are available to support the Department of RPTA, including audio-visual services, teaching support services, and community resources. Audio-visual services and materials are available as part of the Department’s inventory, cameras (Video & Digital), slide projector, laptop computers, projectors, scanner, overhead projectors, and a slide-viewing table are available within the Department. An extensive inventory of video resources is available. The Center for Innovation in Teaching & Research, a resource of the

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College of Education and Human Services, provides an extraordinary array of equipment, training, and individual assistance. The outdoor adventure curriculum is supported with an excellent inventory of non-motorized watercraft and expedition gear.

A mentor program exists on the Western Illinois University campus to assist faculty members who are relatively new to higher education. The Faculty Development Office serves as an excellent resource for the faculty member wishing to enhance his or her teaching ability.

A number of recreational facilities that are available on campus for teaching support include a multipurpose recreation center, two indoor swimming pools, five gymnasia, greenhouse, agricultural campus, art galleries, various courts and athletic fields, a bowling and billiards center, theaters, and a golfcourse. The community also provides a myriad of programs and facilities capable of supporting applied learning opportunities.

Special services are available for students with disabilities. The University Office of Disability Support Services coordinates services for students with disabilities. Assistance includes, but is not limited to, transportation, counseling, test administration, note taking, and provision of study aids. Its mission includes heightening awareness of disabilities among all members of the campus community.

WIU Accessibility http://www.wiu.edu/accessibility/

6.06 All instructional areas, faculty offices, and other educational facilities shall comply with the requirements of the Americans with Disabilities Act (ADA) and the amendments to the Act.

Currens Hall, where faculty offices and many classrooms used by the Department of RPTA are located, has elevator service or handicapped accessibility to all areas of the building. Restroom facilities are also handicapped accessible. Handicapped parking spaces are provided throughout the campus, including the Currens Hall parking lot. Where architectural barriers remain, the faculty and administration of Western Illinois University will readily make logistical adjustments to accommodate the needs of disabled students and visitors to the campus. The Western Illinois Quad Cities campus is fully accessible. As noted in the response to Standard 6.05, the Office of Disability Support Services provides strong advocacy along with a variety of services for persons with disabilities.

WIU Accessibility http://www.wiu.edu/accessibility/

6.07 Library resources and access shall be sufficient to enable the program to accomplish its mission and operate in a manner consistent with its values.

Western Illinois University’s main library is among the largest undergraduate libraries in America. The six-story Leslie F. Malpass Library holds more than one

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million cataloged volumes and seating for more than 2,500 readers. A central reference area on the main floor provides easy access to information through printed reference material and computer terminals. Holdings include over 600,000 volumes; 3,300 current journal subscriptions; and 24 foreign and domestic newspapers. Library users may access 800 collections in the state through the ILLINET System. The library is a depository for state and federal documents, and legal reference materials are available in the main library. In addition to the main library, there are four branch libraries on the Macomb campus: The Map Library, the Music Library, the Physical Sciences Library, and the Curriculum Laboratory. The Western Illinois University Quad Cities also houses a branch of the Malpass Library.

The archives area of the main library serves as an official regional depository for public records of courthouses and city halls in the 16 counties surrounding Western Illinois University. Audio-visual equipment and services offer a full array of listening and viewing facilities, plus a library-wide stereo system, which is available for the user’s own particular listening needs. Special exhibits, plants, and artwork add a unique dimension to this modern library. Attractive study and reading areas are provided in the main library building and the three branch libraries.

The WIU-Quad Cities Library allows access to all the book catalogs and journal databases offered by WIU’s University Libraries. A daily delivery courier brings any library materials requested from the Malpass Library to the WIU-Quad Cities Library. Materials not found at the Malpass Library are retrieved from other libraries through Interlibrary Loan.

Along with general acquisitions and procurements by related disciplines, the Department of RPTA has a limited budget for periodicals, reference books, and other materials. The Department budget is consistent with that of other professional preparation programs in the social sciences. Approximately half of the department’s annual library budget is devoted to periodical acquisition. Standing orders are received for all publications of the National Recreation and Park Association. Each academic department has a library representative who solicits recommendations from faculty in his or her department and places orders systematically. Holdings in leisure philosophy, recreation organization, park administration, tourism, and associated areas consist of over 1,000 volumes. Because of the comprehensive scope of leisure, activities such as arts and crafts, music, drama, dance, social recreation, nature and outing activities, mental and linguistic activities, sports, and games include several thousand volumes. On-line bibliographic searches are available to faculty members, and an excellent interlibrary loan system is administered.

RPTA Library Resources

6.08 Computing technology and computing support services available to faculty, staff, and students of the parks, recreation, tourism, and related professions academic unit shall be sufficient to enable the program to accomplish its mission

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and operate in a manner consistent with its values.

Approximately 1,000 computers are available for use in 23 labs, 15 teaching facilities, and 11 resource centers throughout the Macomb Campus. Local Area Networks for both campuses provide access to numerous software packages, the internet, electronic mail, and campus information systems. Students have access to Macintosh and IBM PC-compatible microcomputers, plotters, scanners, laser printers, CD-ROM readers, and zip drives.

The QC Campus has 25 computers in open lab. 19 teaching labs and 24 available on a laptop cart. Available as well as all QC Classrooms equipped with computers, document cameras, VHS/DVD players, overhead projectors and screens. All of the classrooms are also equipped with distance technology that will allow teaching connections between QC and Macomb.

All RPTA faculty members have microcomputers in their offices. Acquisition of individual Macintosh and PC-compatible microcomputers and a network for faculty office tie-in to departmental laser printers has increased faculty efficiency and significantly reduced the workload of office staff. RPTA faculty and staff computers are typically replaced every three years.

The faculty of Western Illinois University can receive services from the Center for Innovation in Teaching and Research (CITR). The mission of the Center for Innovation in Teaching & Research at WIU is to provide the university community with opportunities and resources for their professional and personal enrichment.

CITR offers faculty the following:• More than 200 workshops per year in areas such as pedagogy, research,

personal development, and technology• Support for faculty building online classes• Troubleshooting of issues with Western Online, WIU's learning management

platform• Administration and process of online surveys for research and program

assessment• A variety of online tools allowing faculty to easily community with students

via email and text (SMS)• 3D printing services

Access to the Best Practices in Teaching Online fully online course

COEHS Technology Information for RPTA

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7.0 LEARNING OUTCOMES

The learning outcome standard information for the RPTA Department is based on the core courses in the program. All students in the B. S. program in the RPTA Department must take and pass all core courses with at least a C- grade. Students are exposed to material that will allow them to acquire essential knowledge, skills and abilities in the following areas:

Nature and scope of the park, recreation and tourism professions

Design, implementation and evaluation of recreation, resources and other offerings

Entry level management and administration in recreation, park and tourism

The material on the following pages demonstrates how the RPTA program's learning outcomes, core classes and measures and impact fit the COAPRT 7.0 standards.

Core courses include (28 credit hours total)

RPTA 111 Introduction to Leisure Services (3)

RPTA 230 Leadership In Leisure Services (3)

RPTA 235 Programming Principles and Application in Leisure Services (3)

RPTA 322 Administration of Leisure Services I (3)

RPTA 397 Research and Evaluation in Leisure Services (3)

RPTA 398 Internship Seminar (1)

RPTA 499 Internship in Leisure Services (12)

*In the fall of 2013 the faculty made the decision to narrow the core from 39 hours to 28 hours. Eleven hours of core courses were removed including:

RPTA 199 Fieldwork in Leisure Services (1)

RPTA 323 Administration of Leisure Services II (3)

RPTA 367 Perspectives in Outdoor Recreation (3)

RPTA 482 Facility Management (3)

RPTA 399 Issues in Leisure Services (1)

Some earning outcomes will reflect material found in some of these courses that were eliminated from the core classes because some students are still operating under the previous set of core classes.

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RPTA Core Syllabi

Course Embedded Learning Outcomes

7.01 Students graduating from the program shall demonstrate entry-level knowledge of the nature and scope of the relevant park, recreation, and tourism professions and their associated industries; techniques and processes used by professionals and workers in these industries; and the foundation of the profession in history, science and philosophy.

7.01.01

Students graduating from the program shall demonstrate entry-level knowledge of the nature and scope of the relevant park, recreation, and tourism professions and their associated industries.

Courses that address this standard

RPTA 111

RPTA 399

Evidence of Outcome

Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

Course-based Evidence

Course Professor Semester Assignment & Evaluation CriteriaRPTA 111 JA Hemingway Fall 14 Career presentations 30/30 scored 90% or betterRPTA 111 JA Hemingway Spring 14 Career presentations 48/52 scored 70% or better

7.01.02

Students graduating from the program shall demonstrate entry-level knowledge of the techniques and processes used by park, recreation, and tourism professionals and workers in these industries.

Courses that address this standard

RPTA 111

RPTA 199

Evidence of Outcome

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Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

7.01.03

Students graduating from the program shall demonstrate entry-level knowledge of the foundation of the park, recreation, and tourism profession in history, science and philosophy.

Courses that address this standard

RPTA 111

Evidence of Outcome

Departmental exam administered in RPTA 399

Course-based Evidence

Course Professor Semester Assignment & Evaluation CriteriaRPTA 111 JA

HemingwayFall 14 30/30 students score 70% or better on exam 1

7.02 Students graduating from the program shall demonstrate the ability to design, implement and evaluate recreation, park resources, leisure, and human service offerings facilitating targeted human experiences and that embrace personal and cultural dimensions of diversity.

7.02.01

Students graduating from the program shall demonstrate the ability to design experiences clearly reflecting application of knowledge from relevant facets of contemporary professional practice, science and philosophy.

Courses that address this standard

RPTA 235

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Evidence of Outcome

Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

Course-based Evidence (fill in table)

Course Professor Semester Assignment & Evaluation CriteriaRPTA 235 McGowan Spring 14 20/22 students score 70% or better on comprehensive

examRPTA 235 McGowan Spring 13 15/16 students score 70% or better on comprehensive

examRPTA 235 McGowan Fall 12 36/39 students score 70% or better on comprehensive

examRPTA 235 McGowan Spring 12 24/29 students score 70% or better on comprehensive

exam

7.02.02

Students graduating from the program shall demonstrate the ability to facilitate recreation and related professional experiences for diverse clientele, settings, cultures and contexts.

Courses that address this standard

RPTA 230

RPTA 235

Evidence of Outcome

Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

Course-based Evidence

Course Professor Semester Assignment & Evaluation CriteriaRPTA 230 JA Hemingway Fall 14 Leadership Activity 22/24 70% or betterRPTA 230 JA Hemingway Spring 14 Leadership Activity 23/24 70% or betterRPTA 230 JA Hemingway Fall 13 Leadership Activity 28/28 90% or better** Note made change from leadership done in pairs to single student to better assess strengths & weaknesses

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7.02.03

Students graduating from the program shall demonstrate the ability to evaluate recreation and related professional service offerings and to use evaluation data to improve quality of offerings.

Courses that address this standard

RPTA 235

RPTA 397

Evidence of Outcome

Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

Course-based Evidence

Course Professor Semester Assignment & Evaluation CriteriaRPTA 397 Pawelko Research Evaluation Team Project

7.03 Students graduating from the program shall demonstrate the ability to entry-level knowledge about management/administration in parks, recreation, tourism and/or related professions.

7.03.01

Students graduating from the program shall be able to recognize basic facts, concepts, principles and procedures of management/administration, infrastructure management, and financial and human resource management.

Courses that address this standard

RPTA 322

RPTA 323

RPTA 482

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Evidence of Outcome

Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

7.03.02

Students graduating from the program shall be able to apply basic facts, concepts, principles and procedures of management/administration, infrastructure management, and financial and human resource management.

Courses that address this standard

RPTA 322

RPTA 323

RPTA 482

Evidence of Outcome

Departmental exam administered in RPTA 399

Internship Supervisor Evaluations

Course-based Evidence

Course Professor Semester Assignment & Evaluation CriteriaRPTA 323 J Hemingway Fall 14 Human Resource Management Project 29/33 70% or better

7.04 Students graduating from the program shall demonstrate, through a comprehensive internship of not less than 400 clock hours, the ability to use diverse, structured ways of thinking to solve problems related to different facets of professional practice, engage in advocacy and stimulate innovation.

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Courses that address this standard

RPTA 499

Evidence of Outcome

Internship Manual

Internship Supervisor Evaluations

Completion of Internship

Course-based Evidence

Course Professor Semester Assignment & Evaluation Criteria499 Smith Fall 14 Internship Presentation 11/13 scored 70% or higher499 Smith Spring 14 Internship Presentation 18/18 scored 70% or higher

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8.0 SERIES LEARNING OUTCOMES - THERAPEUTIC RECREATION PROGRAM

The RPTA Department offers a Therapeutic Recreation (TR) minor program that prepares students to pursue professional careers in a variety of therapeutic recreation settings.

Students are exposed to material that will allow them to acquire essential knowledge, skills and abilities in the following areas:

Nature and scope of the park, recreation and tourism professions

Design, implementation and evaluation of recreation, resources and other offerings

Entry level management and administration in recreation, park and tourism

The Therapeutic Recreation minor program consists of the following core classes:

RPTA 199 Fieldwork in Leisure Services (1)

RPTA 251 Introduction to Therapeutic Recreation (3)

RPTA 351 Therapeutic Recreation Assessment and Evaluation (3)

RPTA 451 Principles of Therapeutic Recreation (3)

RPTA 453 Clinical Therapeutic Recreation Processes (3)

RPTA 454 Management of Therapeutic Recreation (3)

SPED 210 The Exceptional Learner (3)

The material on the following pages demonstrates how the RPTA program's learning outcomes, core classes, measures and impact fit the COAPRT 7.0 standards for TR programs.

Contrary to the general program in Recreation, Park and Tourism Administration, the core requirements have not been changed.

RPTA TR Syllabi

TR Series Report

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