Department of Leisure Studies
College of Applied Life Studies
University of Illinois at Urbana-Champaign

Outcomes Assessment Plan: A Plan for Assessing and Improving
Student Learning in Leisure Studies Degree Programs

Department of Leisure Studies Degree Programs

The Department of Leisure Studies offers the following degree programs:

• B.S. in Leisure Studies with concentrations in Park & Natural Resource Management, Recreation Management, Sport Management, and Tourism Management.

• M.S. in Leisure Studies with concentrations in Leisure Behavior, Park & Natural Resource Management, Recreation Management, Sport Management, and Tourism Management.

• Ph.D. in Leisure Behavior.

Section I: Process Used in Plan Development

The undergraduate program in leisure studies with emphasis in recreation management, park and natural resource management, sport management, or tourism management is designed to specifically address the professional preparation requirements for the field within the context of a comprehensive liberal education. Designed to educate those who will be leaders in the public, private, and market sector of leisure provision and services, its courses and curricula are continually reviewed in light of current research findings and the results of the Student Outcome Assessment Plan (SOAP),

The responsibility for developing the SOAP was assumed by the Department Head and Associate Department Head for Academic Programs with the intention of coordinating the plan with the Council on Accreditation requirements of the National Recreation and Park Association and the American Association for Leisure and Recreation. Information from the Council on Accreditation, predominantly the standards and evaluation criteria, were used by the Department's Educational Policy Committee who designed the undergraduate curricula to meet or exceed relevant accreditation standards.

The general development stages and the use of the NRPA/AALR standards as criteria for the undergraduate outcome assessment plan were discussed and approved at the Departmental faculty meeting of November 11, 1998. This was a full faculty meeting and a handout on suggested approaches had been distributed prior to the meeting. Faculty consensus was reached at that meeting on the general approach for the SOAP and included the following:

1. The Department's mission statement and goals as related to undergraduate and graduate education will serve as a guide in developing the SOAP.

2. The Educational Policy Committee recommended the NRPA standards and criteria as measures of evaluating the professional competencies of students receiving the Bachelor of Science Degree in Leisure Studies, and this recommendation was approved by the full faculty.

3. The evaluation of students' performance will be based on the accreditation criteria and completed by practicing leisure service professionals who are not biased in their evaluation by knowledge of students' prior academic performance.

4. That the results of the Graduate Program Evaluation and the indicatorscontained within the survey will serve as a primary source of outcome data related to the graduate program including:

a. Percent of students receiving competitive/international fellowships/grants

b. Time to degree completion for M.S. students

c. Time to degree completion for Ph.D. students

d. Percent of employment in the field

e. Quality of employment

f. Starting salary

g. Percent of new graduates who think their degree prepared them well for this field

h. Percent of new graduates who think their degree was very helpful in specific duties of their current job

5. The regular survey of alumni, on three year intervals, will include items from outcomes assessment.

6. The undergraduate academic advisor and the associate head for academic programs shall provide annually, in the fall of each year, a list of recommendations for improvement of the undergraduate and graduate academic programs to the Educational Policy Committee.

7. The Educational Policy Committee will establish an annual plan for curricula and education program improvement and assume responsibility for the implementation and management of the Departmental Education Plan.

Section II: Desired Learning Outcomes

The educational mission of the Department takes place at the undergraduate and graduate level.

Outcome 1.

The Ph.D. program shall be designed to produce scholars with a high level of disciplinary and methodological competence. Retaining graduate faculty with a high level of disciplinary and theoretical knowledge and a very active research based program is fundamental to the success of the graduate program. The attainment by Ph.D. students of high quality academic positions in this field following graduation and their contributions to the national and international professional agenda and the knowledge base of this field will serve as outcome measures for determining the success of the Department's Ph.D. program.

Outcome 2.

The M.S. in Leisure Studies combines a research background with the advanced study of specialized areas in recreation management, park and natural resource management, sport management, or tourism management. Programs in each of these emphasis areas include the study of history, philosophy, and theory of leisure; the intense study of research methods and the ability to independently conduct applied research and interpret results; and knowledge required for professional practice in the broad field of leisure service delivery. The attainment by M.S. students of high quality professional positions in this field and their perceptions of the quality of their educational experience will serve as the outcome measure for determining the success of the M.S. program.

Outcome 3.

Undergraduate students completing their degree in the Department will demonstrate thorough knowledge of the NRPA/AALR standards and professional competencies. These competencies will be measured during the student's internship (usually completed their final semester of undergraduate student education). The evaluation of the students' knowledge of each competency will be completed by the professional internship supervisor and mailed to the University for analysis and to determine any changes that may be required in the undergraduate education program. The standards and competencies are as follows:

A. Conceptual Foundations (5 competencies)

B. Leisure Services Professional (5 competencies)

C. Leisure Service Delivery (4 competencies)

D. Programming Strategies (5 competencies)

E. Assessment Planning and Evaluation (8 competencies)

F. Administration/Management (8 competencies)

G. Legislative and Legal Aspects (5 competencies)

F. Administration/Management (8 competencies)

G. Legislative and Legal Aspects (5 competencies)

Alumni Advisory Committee

The Alumni Committee shall routinely seek information on the relevance and quality of the undergraduate and graduate curricula and report these results to the Department Head. Recommendations for the Alumni Committee will be shared with the full faculty and the Educational Policy Committee and incorporated into the planning of future curriculum revision.

Section IV: Plans for Using the Results for Program Improvement

Information obtained from the various outcomes assessment techniques (Section III) will be directed to the attention of the Department's Educational Policy Committee. This Committee is responsible for overseeing and modifying the undergraduate and graduate curriculum and the undergraduate and graduate academic program. The Committee will review the assessment outcomes and develop a draft, Outcomes Assessment Plan, for review and discussion with faculty prior to implementation. The Department's Alumni Advisory Committee will also have the opportunity to review the draft report. The Department Head and Associate Head for Academic Programs will prepare a final plan following discussions with the full faculty and the Alumni Advisory Committee. Where outcomes assessment activities show a need to incorporate new subject matter or otherwise modify particular courses, the Educational Policy Committee will consult with faculty to develop curricular or other program changes.

Section V: Timetable for Implementation

The draft plan prepared by the Educational Policy Committee will be the focus of one or more regular faculty meetings early in the fall semester of each academic year. The initial outcomes assessment review and plan will be completed during the Fall 1999 Semester. In subsequent years, the plan will be updated and appropriate revisions will be made in the Department's academic program. The following timetable illustrates the activities necessary for the development of an Outcomes Assessment Plan.

Spring 1999

• Develop strategy to compile data from Section III

• Compile admission information

• Compile ICES evaluations

• Compile data from ten-year Department profile

• Develop, implement, and compile data based on a survey of alumni

• Develop, implement, and compile data based on a survey of intern supervisors

• Complete a focus group with the Alumni Advisory Committee

Summer 1999

• Complete data gathering

• Begin draft Outcomes Assessment Plan

Fall 1999

• Complete draft of Outcomes Assessment Plan

• Distribute draft to faculty and Alumni Advisory Committee

• Initiate discussions with faculty and Alumni Advisory Committee

• Prepare initial Outcomes Assessment Plan

Section VI: Resources and Supports Needed

The Outcomes Assessment Plan as described will require additional resources for completion. These resources include assistance in data collection and collation. A graduate assistant with faculty supervision could perform these tasks. It is anticipated that one 1/2-time graduate assistant (approximately $9,500), under the supervision of the Department's Educational Policy Committee, will be needed to complete the plan. In addition, survey expense will add an additional $1,500 per year to the operating budget. Overall, the Department will need an additional $11,000 per year to adequately complete the plan.