Outdoor & Community Recreation
- Mission Statment
The mission of the Outdoor and Community Recreation Education program is to prepare students to effectively utilize recreation experiences that promote personal growth, health and wellness, and economic and environmental sustainability. Students will develop competencies through authentic and direct experiences that support professional careers in the recreation industry.
- Student Learning Outcomes
- Certificates (Not Applicable)
- Associate Degree
Associate of Applied Science in Outdoor Leadership
- 1. Students will identify how to effectively integrate educational components and situational variables to make and implement quality decisions in outdoor settings.
- 2. Students will demonstrate proficiency in specific outdoor skills that are essential to individual and group sustainability in the backcountry.
- 3. Students will demonstrate the knowledge, skills, and abilities to design, implement, and prepare outdoor expedition trips a minimum of 7 days long.
- 4. Students will demonstrate the ability to accurately self-assess as well as those essential skills concerning or involving relationships between people; the ability to effectively implement a decision.
- 5. Students will demonstrate a structured approach to managing actual risk, emotional risk, and perceived risk through risk assessment, utilization of management and instructional resources, and development and execution of emergency protocols.
- 6. Students will comprehend and identify foundational concepts that embody ecological and cultural literacy along with cooperative planning and management skills needed to ensure the preservation of resources, thtough personal connections, for past, present, and future generations.
- 7. Students will identify foundational theories and practices related to teaching, processing, and transference in outdoor/adventure settings.
- Bachelor Degree
Students graduating with a specialization in either outdoor or community recreation administration should have the following performance-level and understanding-level knowledge outcomes:
Bachelor of Science in Outdoor and Community Recreation Education
a) Students will understand the theoretical, conceptual, and applied underpinnings that drive outdoor/community recreation program and services
- Outcome 1: Comprehend/Recognize the historical, philosophical, and theoretical foundations within recreation services.
- Outcome 2: Identify and analyze contemporary professional issues and trends impacting recreation programs and services.
b) Students will develop and demonstrate effective leadership and interpersonal skills needed in a variety of recreation settings.
- Outcome 3: Assess elements of personal style, prejudices, projections, and habits of mind that both shape and impede opportunities for professional, personal and group growth.
- Outcome 4: Articulate a personal philosophy of recreation that defines how the student plans to provide recreation services.
c) Students will demonstrate proficiency in implementing a range of recreation activities according to best practices
- Outcome 5: Apply theory and field techniques to assess, design and evaluate outcome-based programs that address a range of relevant personal, social, economical, and/or environmental objectives.
- Outcome 6: Develop, practice and demonstrate effective technical, facilitation, teaching and risk management skills across a range of recreation experiences.
d) Students will analyze, create and evaluate management and administrative practices needed within a range of recreation contexts
- Outcome 7: Investigate and practice essential administrative functions necessary to conduct effective and ethical recreation programs.
- Outcome 8: Identify and apply relevant local, state, and federal legislation and regulations, along with industry standards, to management practices necessary within recreation programs.
- Certificates (Not Applicable)
- Curriculum Grid
- Program and Contact Information
Contact Information:Cass MorganPhone: 801-626-6730Email: cassmorgan@weber.edu
- Assessment Plan
Student Learning Outcomes
and Competencies
Measure
Assessment Strategy
Schedule
Outcome 1: Comprehend/Recognize the historical, philosophical, and theoretical foundations within recreation services.
Measure 1: OCRE 2500 80% of students will score at or above 70% on written reflective assignments that target theory and philosophy of recreation programs.
Written reflective assignments that students complete on Canvas; submissions are to be grounded in theory and philosophy.
During the fall and spring semesters, for all sections.
Measure 2 OCRE 3050 80% of students will score at or above 70% on exam questions related to history, theory, and philosophy of recreation programs.
Chi-tester online assessment tool with items aligned to program standards: 38 questions.
During the fall semester, for all sections.
Measure 3: OCRE 3300 80% of students will score at or above 70% a written assignment that integrates theory into current practice.
Reflective assignment related to issues of diversity in recreation programs (i.e. advocacy letter)
During the fall semester, for all sections.
Measure 4: OCRE 3600 80% of students will score at or above 80% on a management theory staff training facilitation.
Written plan and implementation of a management theory into a staff training facilitation.
During the fall semester for all sections.
Outcome 2: Identify and analyze contemporary professional issues and the trends impacting recreation programs and services.
Measure 1: OCRE 2500 80% of students will score at or above 70% on written analysis and reflective discussions with an emphasis on stewardship in outdoor recreation.
Written analysis and reflective discussion with an emphasis on stewardship.
During the fall and spring semesters, for all sections.
Measure 2: OCRE 3520 80% of students will score at or above 80% on written analysis and reflective discussions that target current issues and trends with an emphasis on risk management practices.
Weekly analysis and reflection assignments that students complete on Canvas; focus of each discussion is on the application of risk management in relation to current issues and trends within the recreation industry.
During the fall semester, for all sections.
Measure 3: OCRE 4300 80% of students will score at or above 80% on written analysis and reflective discussions that target current issues and trends with an emphasis on ethical decision making.
Students will complete a written analysis on current issues and trends in the industry.
During the spring semester, for all sections.
Outcome 3: Assess elements of personal style, prejudices, projections, and habits of mind that both shape and impede opportunities for professional, personal and group growth.
Measure 1 OCRE 3300 80% of students will score at or above 80% on a diversity experience reflection assignment.
Students will complete a Diversity experience reflection assignment (i.e. out-of-box reflection).
During the fall semester for all sections.
Measure 2 OCRE 3100 80% of students will score at or above 80% on personal philosophy of recreation and leadership assignment.
Final examination essay that focuses on students synthesizing information explored during the semester to identify a personal philosophy of recreation and leadership.
During the spring semester, for all sections.
Measure 3 OCRE 4300 80% of students will score at or above 80% on the personal ethics reflection and analysis paper.
Students will complete s personal ethics reflection and analysis paper.
During the spring semester, for all sections.
Outcome 4: Identify and articulate a personal and professional assessment and philosophy of recreation that defines how the student plans to provide recreation services.
Measure 1: OCRE 2890 90% of students will score at or above an 80% on a professional assessment.
Students will complete a professional assessment.
During the spring semester for all sections.
Measure 2: OCRE 3050 80% of students will score at or above 70% on a Career poster presentation.
Students will create and present a career poster to the class.
During the fall semester for all sections.
Measure 3: OCRE 4890 90% of students will score at or above an 80% on a professional assessment reflection assignment.
Students will complete a final professional assessment.
During the fall, spring, and summer semesters for all sections.
Outcome 5: Apply theory and field techniques to assess, design and evaluate outcome-based programs that address a range of relevant personal, social, economic, and/or environmental objectives.
Measure 1 OCRE 3320 80% of students will score at or above 80% in the design of program logic models.
Students will develop a logic model for a specific program with targeted outcomes.
During the spring semester for all sections.
Measure 2: OCRE 3320 80% of students will score at or above 80% on a written program plan.
Students will write a comprehensive program plan.
During the spring semester for all sections.
Measure 3: OCRE 3300 80% of students will score at or above 80% on an inclusive recreation program design.
Students will develop and present on an inclusive program design.
During the fall semester for all sections.
Measure 4: OCRE 4890
80% of students will score at or above 80% on a final capstone project.
Students will complete a final capstone project focused on a specific outcome relevant to their internship site.
During the fall, spring, and summer semesters for all sections.
Outcome 6: Develop, practice and demonstrate effective technical, facilitation, teaching and risk management skills across a range of recreation experiences.
Measure 1: OCRE 2500 80% of students will score at or above 70% on the facilitation of a skill particular to an identified outdoor pursuit.
Students develop and deliver a teaching episode in the classroom and during a field experience on a specified skill necessary for safe and appropriate practice of outdoor recreation.
During the fall semester for all sections.
Measure 2: OCRE 3100 80% of students will score at or above 80% on the facilitation of a group development activity.
Students develop and facilitate a group development activity for an assigned client group.
During the spring semester for all sections.
Measure 3: OCRE 3320 80% of students will score at or above 80% on a program implementation performance evaluation on the delivery of recreation event.
Students will implement a program and will be evaluated on their implementation performance through an observational and written assessment.
During the spring semester for all sections.
Measure 4: OCRE 3520 80% of students will score at or above 80% on an assignment focusing on the identification and treatment of risks for recreation-based activities.
Students identify, analyze and define treatments for risks (physical; emotional; financial; social) associated with an assigned recreation activity/activities.
During the spring semester for all sections.
Outcome 7: Investigate and practice essential administrative functions necessary to conduct effective and ethical recreation programs.
Measure 1: OCRE 3520 80% of students will score at or above 70% on an assignment focusing on the analysis of forms utilized for administrative purposes by recreation organizations.
Students collect, review and analyze a variety of administrative forms focused on risk management: waivers; assumption of risk; agreement to participate; indemnification clause
During the spring semester for all sections.
Measure 2: OCRE 3600 80% of students will complete a case analysis with an assignment score > or = 70%).
Students will complete a case analysis that focuses on identifying key processes necessary to successfully accomplish administrative functions.
During the spring semester for all sections.
Measure 3: OCRE 4890
80% of students will complete an agency management audit with recommendations at a satisfactory level (assignment score > or = 70%).
Students will complete a comprehensive organizational assessment.
During the summer semester for all sections.
Outcome 8: Identify and apply relevant local, state and federal legislation and regulations, along with industry standards, to management practices necessary within recreation programs.
Measure 1: OCRE 3300
75% of students will complete an accessibility audit (ADA) on recreation facilities at a satisfactory level (assignment score > or = 75%)
Students will complete an accessibility assessment on a recreation facility.
During the fall semester for all sections.
Measure 2: OCRE 3600
80% of students will complete a final management project(i.e. podcast) at a satisfactory level (assignment score > or = 80%)
Students will create a final project (i.e. podcast) in coordination with an industry professional to explore best practices related to a specific management practice
During the fall semester for all sections.
Measure 3: OCRE 3520 80% of students will write a final paper that is focused on management practices at a satisfactory level (assignment score > or = 75%)
Students will write a final paper on management practices related to recreation services
During the fall semester for all sections.
Measure 4: OCRE 4890 80% of students will accurately identify and apply relevant industry standards of practice within the agency audit report at a satisfactory level (assignment score > or = 75%).
Students will complete a comprehensive organizational assessment.
During the fall, spring, and summer semester for all sections.
- Assessment Report Submissions
- 2021-2022
1) Review and comment on the trend of minority students enrolling in your classes (particularly lower-division, GEN Ed) and in your programs.
Approximately 76% of our students identify as White, 9% as Latinx, and 9% as Other. Given the relatively small size and number of total enrolled students in our program it is difficult to comment with much certainty on specific trends, other than to say, we could certainly do better. It is important, however, to point out that historically, the recreation industry reflects a lack of diversity both among participants and within the workforce, which is also reflected in OCRE classrooms. On an encouraging note, the industry has implemented a number of diversity initiatives to address how diverse groups interact with recreation spaces and pursue employment opportunities (EX: Outdoor CEO Pledge, In Solidarity Network, REI Product Impact Standards, Camber Outdoors, Parks for Inclusion, etc.). As the broader effects of these initiatives remain to be seen in their effort to address the systemic issues that have created barriers to participating and pursuing careers in the industry, it is a starting point. To this end, OCRE strongly values having more diverse student majors in our degree and utilizes three key mechanisms to diversify its majors. First, OCRE launched an initiative in 2019 with the First-Year Experience Program to offer an outdoor-based section. We are in the second year of offering this program and have seen a fair amount of success in seeing more diverse students in some of our courses. Second, this fall we launched an AAS degree in Outdoor Leadership as a way to build upon and complement our existing REC course offerings. REC courses provide an excellent range of offerings with an opportunity to develop basic to advanced skills in a range of outdoor pursuits. These courses are open to the entire campus community and provide an accessible pathway into the degree. As such, the goal with the AAS degree is to leverage REC courses to attract students earlier in their academic pursuits. Given the lower-division nature of courses offered in this degree, we hope that it will appeal to students who are exploring career options in a more accessible sequence that help them identify their desired career path. Finally, we are in the early stages of exploring options to develop a CTE program with the local school districts, which we hope would expand access to high school students in the Weber School District who might otherwise be underrepresented in recreation fields. Collectively, these efforts are just a first steps toward establishing a systems-based approach to changing who we see enroll in our courses and how we support their degree progress.
2) What support (from enrollment services, advising, first-year transition office, access & diversity, etc.) do you need to help you recruit and retain students?
In general, few students are aware that a recreation degree exists or that a career in the industry is a viable pathway. Not many students grow up thinking, “I want to be a recreation professional,” because it is not something that many students are educated about or see in high school as a career. This is not unique to WSU and is something many institutions have to combat. In fact, degrees like OCRE are often labeled as “discovery majors” because students seemingly happen to find them. Because we are a new program, we have yet to create an established presence on campus. Additional support from enrollment services and admissions to amplify the program would be helpful to communicate that an academic degree exists. Perhaps some university-wide effort to promote “discovery degrees” would help to bring awareness to the diverse offerings that are off the beaten path.
3) We have invited you to re-think your program assessment. What strategies are you considering? What support or help would you like?OCRE currently employs a variety of program assessment methods. As described in the Learning Evidence table, OCRE collects program outcome information throughout the semester via different assignment types (exams, written assignments, observational-based assessments, presentations, and creative works) in an effort to best capture student learning. Each learning outcome is also evaluated across different courses and by different faculty to best ensure students are achieving the identified program outcomes. Given that we have had approximately 19 students graduate from our program, determining the most effective assessment method and process is ongoing. However, in an effort to close the loop, one of the primary assessment components we look at is OCRE 4890, which is our 400hr capstone internship experience. Students are required to complete a comprehensive organizational assessment and project as part of their internship. Reviewing the capstone internship assignments has led to a direct insight on areas where students are succeeding or struggling in specific competencies. This has led to changes in some of the prerequisite courses that include changes in assignments and/or greater emphasis placed on certain topics. Furthermore, because we have had so few graduates from the program, and over half of those occurring during the pandemic, we are slow to prescribe significant changes without more robust evidence indicating changes are necessary.
We intend to adopt using the Canvas Outcomes feature, but given some of the ongoing changes to course assignments and new faculty teaching various courses, we have delayed this process. OCRE would appreciate help in learning how to integrate this feature into our core courses.
While we have a basic exit survey that we use with our graduates, it may be helpful if OIE provided a template or feedback to help ensure we have a robust measure that is capturing critical information related to retention, completion, and job placement.
4) Finally, we are supporting our Concurrent Enrollment accreditation process. Does your program offer concurrent enrollment classes? If so, have you been able to submit the information requested from the Concurrent Enrollment office? Staff from OIE will reach out to you in the next few months to assist in finalizing that data submission as well as gather information for concurrent Gen Ed assessment.
OCRE does not currently have any CE courses.
The full report is available for viewing.
- 2019-2020
1) First year student success is critical to WSU’s retention and graduation efforts. We are interested in finding out how departments support their first-year students. Do you have mechanisms and processes in place to identify, meet with, and support first-year students? Please provide a brief narrative focusing on your program’s support of new students:
- Any first-year students taking courses in your program(s). In the 2019-2020 academic year the OCRE program launched an initiative with the FYE program to offer an OCRE course just for FYE students. Substantive research shows that outdoor-based experiences for first year students can promote student success. It’s important to note, however, that this research is almost exclusively conducted on residential/traditional university campuses. As such, we know very little-to-nothing about the effectiveness of such programs on campuses like WSU. To this end, the Fa ’19 launch of an integrated FYE “outdoor cluster” was implemented in collaboration with an FYE instructor and had a cap of 12 students. Students in this pilot initiative took both the FYE course and an OCRE class that went on a weekend backpacking trip. Given that this is a brand-new initiative, data collection is still underway, but anecdotal evidence is promising. Students have shared excitement throughout the course, which at the midpoint of this semester only a single student has dropped the course. FYE instructor feedback has also been encouraging suggesting that a continual offering of a for-credit “outdoor cluster” FYE experience might be a complementary way that OCRE can support WSU’s student success efforts.
- Students declared in your program(s), whether or not they are taking courses in your program(s)
- We reach out via email to all students who are declared within the major. We notify them of events (i.e. OCRE Fall Kick-off Party, End of Semester/Graduation Celebration), and advising opportunities. We have also created (Fa ’19) a Canvas Course for declared OCRE majors to notify students of program announcements, internship/job opportunities, and other relevant information. We will enroll majors in the Canvas Course in Spring ’20.
2) A key component of sound assessment practice is the process of ‘closing the loop’ – that is, following up on changes implemented as a response to your assessment findings, to determine the impact of those changes/innovations. It is also an aspect of assessment on which we need to improve, as suggested in our NWCCU mid-cycle report. Please describe the processes your program has in place to ‘close the loop’.
- Given the relative newness of the program, faculty turnover (and with that multiple course and assignment changes), and a small first cohort of graduates (3 students graduated in Summer 2019), we are still refining the process that will best determine how we “close the loop.” The current system we have in place consists of : 1) Annual review of national standards and trends as they compare to our students performance across the OCRE program; 2) Input from local industry leaders on their workforce needs; 3) Students’ self-assessment during their 400-hour capstone internship course to evaluate their level of preparedness for the internship and to identify the class(es) that best prepared them for their internship and what would have helped better prepare them; and 4) Internship employers evaluate student interns performance both verbally during a site visit and through a written assessment. Although, to date, we have only had seven students complete the capstone internship, both the verbal and written assessments by employers indicate that our students are well prepared and performing to expectation. In fact, one employer from a nationally ranked company, said our student was one of the most well prepared student interns he had ever worked with. He asked that we continue to send student interns to his company. While our first cohort of students demonstrated strong outcomes, we also recognize the limitations of putting too much weight in a small sample of students. We also saw some consistent weaknesses in some of their final internship assignments that suggested that they were less familiar with some critical industry standards that we expect our students to know. This lead to an intentional change in several of our core courses where we are now emphasizing some of these standards more explicitly in various course modules. To this end, we will closely assess how the next round of student interns perform on these assignments to determine whether they perform better. In summary, our approach to closing the loop, consists of reviewing standards and outcomes at multiple levels (student, instructor, internship employer, and national standards) to evaluate and ensure our students are prepared to meet the demands of the workforce. We also have a standing agenda item for OCRE program meetings
The full report is available for viewing
- 2017
- 2016
- 2015
- 2021-2022
- Program Review